Wikiversity enwikiversity https://en.wikiversity.org/wiki/Wikiversity:Main_Page MediaWiki 1.46.0-wmf.23 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 Event Event talk 4 26 2804231 2716993 2026-04-11T00:53:43Z Jtneill 10242 /* Policies required by the Wikimedia Foundation */ 2804231 wikitext text/x-wiki ==Policies== {{RoundBoxTop|theme=7}} {{center top}}{{Shortcut|WV:RULES|WV:POLICY}}See the [[Wikiversity talk:Policies|talk page]] for general discussion about Wikiversity policies.{{center bottom}} {{center top}}Please note that the [[Wikiversity:Wikiversity_project_proposal|Wikiversity project proposal]] underlies these policies. {{center bottom}} Discussions related to the development of research policy are conducted in a multi-lingual format at [http://beta.wikiversity.org beta.wikiversity.org], you can start at: [[betawikiversity:Wikiversity:Research guidelines/En|Research guidelines]]. {{RoundBoxBottom}} === Policies required by the Wikimedia Foundation === These policies are listed at [[Meta:Meta:Policies and guidelines|Meta:Policies and guidelines]]. They may change from time to time, but are outside the direct control of the Wikiversity community and must be followed by Wikiversity. Nevertheless, contradictions may exist within material on meta, and between material on meta and the WV project proposal. ====Neutral point of view==== * [[Meta:Neutral point of view]] * {{section link|Wikiversity:Research_guidelines#Neutral_point_of_view}} Neutral point of view is adopted by some Wikimedia projects. Wikiversity has explicitly developed policies that allow participants to NOT use the neutral point of view (NPOV) in [[betawikiversity:Wikiversity:Research guidelines/En|some situations]]. Editing outside of the constraints imposed by NPOV imposes other [[Wikiversity:Disclosures|special requirements]] on editors. Most Wikiversity pages adhere to NPOV. === Existing policies === ''This is a list of official policies that have been {{oldid|Wikiversity:Policies|9980|adopted on the English Wikiversity}} (the link shows the voting). The adoption process is discussed on the talk page. A policy should already have the [[:Template:Policy]] banner before being added to this list.'' ====Behavioural==== * [[Wikiversity:Assume Good Faith|Assume Good Faith]] * [[Wikiversity:Civility|Civility]] ====Content==== * [[Wikiversity:Reliable sources|Reliable sources]] * [[Wikiversity:Verifiability|Verifiability]] ====General==== * [[Wikiversity:Be bold|Be bold]] * [[Wikiversity:What is Wikiversity?|What is Wikiversity?]] ====Other==== * [[Wikiversity:Community Review Policy|Community Review Policy]] * [[Wikiversity:Bots|Bots]] * [[Wikiversity:CheckUser policy|CheckUser policy]] * [[Wikiversity:Interface administrators|Interface administrators]] * [[Wikiversity:Custodianship|Custodianship]] * [[Wikiversity:Rollback|Rollback]] * [[Wikiversity:Privacy policy|Privacy policy]] === Draft policies === ''Note: These policies are in development. Please contribute and comment.'' * [[Wikiversity:Artificial intelligence|Artificial intelligence]] === Proposed policies === ''Note: some of these policies were [http://en.wikiversity.org/w/index.php?title=Wikiversity:Policies&direction=prev&oldid=12406 rejected by vote] shortly after Wikiversity's foundation. These policies should be tagged for revision if not already revised, and then resubmitted for approval.'' ====Course Titles and Numbers==== * [[Wikiversity:Course Titles and Numbers | Course Titles and Numbers]] ====Behavioural==== * [[Wikiversity:Respect people|Respect people]] * [[Wikiversity:No legal threats|No legal threats]] ====Content policies==== * [[Wikiversity:Cite sources|Cite sources]] * [[Wikiversity:Free license content]] * [[Wikiversity:Academic freedom|Academic freedom]] * [[Wikiversity:Disclosures|Disclosures]] (incorporates NPOV and Confessions) * [[Wikiversity:Naming conventions|Naming conventions]] ** (rejected by 3:2 in August 2006; 1 abstention) ** (As of August 2009, the proposal was rejected 7:3:3 on its talk page; the policy was clearly unacceptable in that form) ** (There have been substantial modifications since 2010 that are yet to be re-assessed.) * [[Wikiversity:Network naming conventions|Network naming conventions]] * [[Wikiversity:Referees|Referees]] * [[Wikiversity:Subpages|Subpages]] * [[Wikiversity:What Wikiversity is not|What Wikiversity is not]] (rejected by 5:3 in August 2006) * [[Wikiversity:External links]] ====Enforcing policies==== * [[WV:BLOCK|Blocking policy]] * [[Wikiversity:Banned user|Banned user]] ====Misc==== * [[Wikiversity:No early policies|No early policies]] * [[Wikiversity:Manual of Style|Manual of Style]] * [[Wikiversity:Polls|Polls]] * [[Wikiversity:Productive Forking and Tailoring is Encouraged|Productive Forking and Tailoring is Encouraged]] * [[Wikiversity:CheckUser policy/Archived proposal|archived CheckUser policy]] * [[Wikiversity:Talkpage policy|Talkpage policy]] * [[Wikiversity:Administrator Creation and Behavioral Criteria Guidelines and Policy|Administrator Creation and Behavioral Criteria Guidelines and Policy]] === Rejected policies === ''The following policies have been rejected so clearly that they should probably not be revived in any new form. They are listed here to help avoid repetition.'' * [[Wikiversity:Ignore all rules|Ignore all rules]] ([[Wikiversity_talk:Ignore_all_rules#Votes|rejected by 6:1]] in August 2006) * [[Wikiversity:Scholarly ethics]] ([[Wikiversity_talk:Scholarly_ethics#Votes|rejected by 6:1:1]] from August 2006 &nbsp;&mdash;&#32; January 2007) * [[Wikiversity:Assembly]] (rejected without vote) * [[Wikiversity:Bans]] (rejected without vote) * [[Wikiversity:Delegable proxy]] (written by 1 user, rejected by 1 user) * [[Wikiversity:Voluntary custodial restraint]] (written by 1 user, rejected by 1 user) ==Guidelines== === Best practice guidelines === ''These policy-like documents contain guidelines which have not been voted on or which have not achieved formal consensus in a poll, but which have become established in practice.'' * [[Wikiversity:Consensus|Consensus]] * [[Wikiversity:Deletion policy|Deletion policy]] * [[Wikiversity:Username|Usernames]] ==Wikiversity development== ''Some of these pages have been proposed to the community for codification, while others are collections of participants' thoughts on the advancement of Wikiversity.'' * [[:Category:Wikiversity development]] - pages concerned with advancing Wikiversity * [[Wikiversity:Mission|Wikiversity mission]] (rejected by 1:0 in August 2006) * [[Wikiversity:Proposed Hierarchical Structure]] * [[Wikiversity:Policies/How Wikiversity makes policy|How Wikiversity makes policy]] {{Official policies}} {{Proposed policies}} {{About Wikiversity}} n1lo9c63obmjnw8abwk8vt6b9of32xk 2804232 2804231 2026-04-11T00:54:41Z Jtneill 10242 /* Policies required by the Wikimedia Foundation */ Simplify - remove 2nd sentence 2804232 wikitext text/x-wiki ==Policies== {{RoundBoxTop|theme=7}} {{center top}}{{Shortcut|WV:RULES|WV:POLICY}}See the [[Wikiversity talk:Policies|talk page]] for general discussion about Wikiversity policies.{{center bottom}} {{center top}}Please note that the [[Wikiversity:Wikiversity_project_proposal|Wikiversity project proposal]] underlies these policies. {{center bottom}} Discussions related to the development of research policy are conducted in a multi-lingual format at [http://beta.wikiversity.org beta.wikiversity.org], you can start at: [[betawikiversity:Wikiversity:Research guidelines/En|Research guidelines]]. {{RoundBoxBottom}} === Policies required by the Wikimedia Foundation === The policies listed at [[Meta:Meta:Policies and guidelines|Meta:Policies and guidelines]] may change from time to time, but are outside the direct control of the Wikiversity community and must be followed by Wikiversity. ====Neutral point of view==== * [[Meta:Neutral point of view]] * {{section link|Wikiversity:Research_guidelines#Neutral_point_of_view}} Neutral point of view is adopted by some Wikimedia projects. Wikiversity has explicitly developed policies that allow participants to NOT use the neutral point of view (NPOV) in [[betawikiversity:Wikiversity:Research guidelines/En|some situations]]. Editing outside of the constraints imposed by NPOV imposes other [[Wikiversity:Disclosures|special requirements]] on editors. Most Wikiversity pages adhere to NPOV. === Existing policies === ''This is a list of official policies that have been {{oldid|Wikiversity:Policies|9980|adopted on the English Wikiversity}} (the link shows the voting). The adoption process is discussed on the talk page. A policy should already have the [[:Template:Policy]] banner before being added to this list.'' ====Behavioural==== * [[Wikiversity:Assume Good Faith|Assume Good Faith]] * [[Wikiversity:Civility|Civility]] ====Content==== * [[Wikiversity:Reliable sources|Reliable sources]] * [[Wikiversity:Verifiability|Verifiability]] ====General==== * [[Wikiversity:Be bold|Be bold]] * [[Wikiversity:What is Wikiversity?|What is Wikiversity?]] ====Other==== * [[Wikiversity:Community Review Policy|Community Review Policy]] * [[Wikiversity:Bots|Bots]] * [[Wikiversity:CheckUser policy|CheckUser policy]] * [[Wikiversity:Interface administrators|Interface administrators]] * [[Wikiversity:Custodianship|Custodianship]] * [[Wikiversity:Rollback|Rollback]] * [[Wikiversity:Privacy policy|Privacy policy]] === Draft policies === ''Note: These policies are in development. Please contribute and comment.'' * [[Wikiversity:Artificial intelligence|Artificial intelligence]] === Proposed policies === ''Note: some of these policies were [http://en.wikiversity.org/w/index.php?title=Wikiversity:Policies&direction=prev&oldid=12406 rejected by vote] shortly after Wikiversity's foundation. These policies should be tagged for revision if not already revised, and then resubmitted for approval.'' ====Course Titles and Numbers==== * [[Wikiversity:Course Titles and Numbers | Course Titles and Numbers]] ====Behavioural==== * [[Wikiversity:Respect people|Respect people]] * [[Wikiversity:No legal threats|No legal threats]] ====Content policies==== * [[Wikiversity:Cite sources|Cite sources]] * [[Wikiversity:Free license content]] * [[Wikiversity:Academic freedom|Academic freedom]] * [[Wikiversity:Disclosures|Disclosures]] (incorporates NPOV and Confessions) * [[Wikiversity:Naming conventions|Naming conventions]] ** (rejected by 3:2 in August 2006; 1 abstention) ** (As of August 2009, the proposal was rejected 7:3:3 on its talk page; the policy was clearly unacceptable in that form) ** (There have been substantial modifications since 2010 that are yet to be re-assessed.) * [[Wikiversity:Network naming conventions|Network naming conventions]] * [[Wikiversity:Referees|Referees]] * [[Wikiversity:Subpages|Subpages]] * [[Wikiversity:What Wikiversity is not|What Wikiversity is not]] (rejected by 5:3 in August 2006) * [[Wikiversity:External links]] ====Enforcing policies==== * [[WV:BLOCK|Blocking policy]] * [[Wikiversity:Banned user|Banned user]] ====Misc==== * [[Wikiversity:No early policies|No early policies]] * [[Wikiversity:Manual of Style|Manual of Style]] * [[Wikiversity:Polls|Polls]] * [[Wikiversity:Productive Forking and Tailoring is Encouraged|Productive Forking and Tailoring is Encouraged]] * [[Wikiversity:CheckUser policy/Archived proposal|archived CheckUser policy]] * [[Wikiversity:Talkpage policy|Talkpage policy]] * [[Wikiversity:Administrator Creation and Behavioral Criteria Guidelines and Policy|Administrator Creation and Behavioral Criteria Guidelines and Policy]] === Rejected policies === ''The following policies have been rejected so clearly that they should probably not be revived in any new form. They are listed here to help avoid repetition.'' * [[Wikiversity:Ignore all rules|Ignore all rules]] ([[Wikiversity_talk:Ignore_all_rules#Votes|rejected by 6:1]] in August 2006) * [[Wikiversity:Scholarly ethics]] ([[Wikiversity_talk:Scholarly_ethics#Votes|rejected by 6:1:1]] from August 2006 &nbsp;&mdash;&#32; January 2007) * [[Wikiversity:Assembly]] (rejected without vote) * [[Wikiversity:Bans]] (rejected without vote) * [[Wikiversity:Delegable proxy]] (written by 1 user, rejected by 1 user) * [[Wikiversity:Voluntary custodial restraint]] (written by 1 user, rejected by 1 user) ==Guidelines== === Best practice guidelines === ''These policy-like documents contain guidelines which have not been voted on or which have not achieved formal consensus in a poll, but which have become established in practice.'' * [[Wikiversity:Consensus|Consensus]] * [[Wikiversity:Deletion policy|Deletion policy]] * [[Wikiversity:Username|Usernames]] ==Wikiversity development== ''Some of these pages have been proposed to the community for codification, while others are collections of participants' thoughts on the advancement of Wikiversity.'' * [[:Category:Wikiversity development]] - pages concerned with advancing Wikiversity * [[Wikiversity:Mission|Wikiversity mission]] (rejected by 1:0 in August 2006) * [[Wikiversity:Proposed Hierarchical Structure]] * [[Wikiversity:Policies/How Wikiversity makes policy|How Wikiversity makes policy]] {{Official policies}} {{Proposed policies}} {{About Wikiversity}} 5elbtk0zkfx9jqpjfq1hqqms8og7085 2804234 2804232 2026-04-11T01:00:22Z Jtneill 10242 /* Policies required by the Wikimedia Foundation */ Improve explanation 2804234 wikitext text/x-wiki ==Policies== {{RoundBoxTop|theme=7}} {{center top}}{{Shortcut|WV:RULES|WV:POLICY}}See the [[Wikiversity talk:Policies|talk page]] for general discussion about Wikiversity policies.{{center bottom}} {{center top}}Please note that the [[Wikiversity:Wikiversity_project_proposal|Wikiversity project proposal]] underlies these policies. {{center bottom}} Discussions related to the development of research policy are conducted in a multi-lingual format at [http://beta.wikiversity.org beta.wikiversity.org], you can start at: [[betawikiversity:Wikiversity:Research guidelines/En|Research guidelines]]. {{RoundBoxBottom}} === Policies required by the Wikimedia Foundation === Policies listed at [[Meta:Meta:Policies and guidelines|Meta:Policies and guidelines]] for all Wikimedia projects are outside the direct control of the Wikiversity community and must be followed by Wikiversity. Meta also lists some policies which are adopted by some projects. For example, [[Meta:Neutral point of view]] is adopted by some Wikimedia projects. However, Wikiversity has developed policies that allow participants to NOT use the neutral point of view (NPOV) in [[betawikiversity:Wikiversity:Research guidelines#Neutral_point_of_view|some situations]]. Editing outside of the constraints imposed by NPOV imposes other [[Wikiversity:Disclosures|special requirements]] on editors. Most Wikiversity pages adhere to NPOV. === Existing policies === ''This is a list of official policies that have been {{oldid|Wikiversity:Policies|9980|adopted on the English Wikiversity}} (the link shows the voting). The adoption process is discussed on the talk page. A policy should already have the [[:Template:Policy]] banner before being added to this list.'' ====Behavioural==== * [[Wikiversity:Assume Good Faith|Assume Good Faith]] * [[Wikiversity:Civility|Civility]] ====Content==== * [[Wikiversity:Reliable sources|Reliable sources]] * [[Wikiversity:Verifiability|Verifiability]] ====General==== * [[Wikiversity:Be bold|Be bold]] * [[Wikiversity:What is Wikiversity?|What is Wikiversity?]] ====Other==== * [[Wikiversity:Community Review Policy|Community Review Policy]] * [[Wikiversity:Bots|Bots]] * [[Wikiversity:CheckUser policy|CheckUser policy]] * [[Wikiversity:Interface administrators|Interface administrators]] * [[Wikiversity:Custodianship|Custodianship]] * [[Wikiversity:Rollback|Rollback]] * [[Wikiversity:Privacy policy|Privacy policy]] === Draft policies === ''Note: These policies are in development. Please contribute and comment.'' * [[Wikiversity:Artificial intelligence|Artificial intelligence]] === Proposed policies === ''Note: some of these policies were [http://en.wikiversity.org/w/index.php?title=Wikiversity:Policies&direction=prev&oldid=12406 rejected by vote] shortly after Wikiversity's foundation. These policies should be tagged for revision if not already revised, and then resubmitted for approval.'' ====Course Titles and Numbers==== * [[Wikiversity:Course Titles and Numbers | Course Titles and Numbers]] ====Behavioural==== * [[Wikiversity:Respect people|Respect people]] * [[Wikiversity:No legal threats|No legal threats]] ====Content policies==== * [[Wikiversity:Cite sources|Cite sources]] * [[Wikiversity:Free license content]] * [[Wikiversity:Academic freedom|Academic freedom]] * [[Wikiversity:Disclosures|Disclosures]] (incorporates NPOV and Confessions) * [[Wikiversity:Naming conventions|Naming conventions]] ** (rejected by 3:2 in August 2006; 1 abstention) ** (As of August 2009, the proposal was rejected 7:3:3 on its talk page; the policy was clearly unacceptable in that form) ** (There have been substantial modifications since 2010 that are yet to be re-assessed.) * [[Wikiversity:Network naming conventions|Network naming conventions]] * [[Wikiversity:Referees|Referees]] * [[Wikiversity:Subpages|Subpages]] * [[Wikiversity:What Wikiversity is not|What Wikiversity is not]] (rejected by 5:3 in August 2006) * [[Wikiversity:External links]] ====Enforcing policies==== * [[WV:BLOCK|Blocking policy]] * [[Wikiversity:Banned user|Banned user]] ====Misc==== * [[Wikiversity:No early policies|No early policies]] * [[Wikiversity:Manual of Style|Manual of Style]] * [[Wikiversity:Polls|Polls]] * [[Wikiversity:Productive Forking and Tailoring is Encouraged|Productive Forking and Tailoring is Encouraged]] * [[Wikiversity:CheckUser policy/Archived proposal|archived CheckUser policy]] * [[Wikiversity:Talkpage policy|Talkpage policy]] * [[Wikiversity:Administrator Creation and Behavioral Criteria Guidelines and Policy|Administrator Creation and Behavioral Criteria Guidelines and Policy]] === Rejected policies === ''The following policies have been rejected so clearly that they should probably not be revived in any new form. They are listed here to help avoid repetition.'' * [[Wikiversity:Ignore all rules|Ignore all rules]] ([[Wikiversity_talk:Ignore_all_rules#Votes|rejected by 6:1]] in August 2006) * [[Wikiversity:Scholarly ethics]] ([[Wikiversity_talk:Scholarly_ethics#Votes|rejected by 6:1:1]] from August 2006 &nbsp;&mdash;&#32; January 2007) * [[Wikiversity:Assembly]] (rejected without vote) * [[Wikiversity:Bans]] (rejected without vote) * [[Wikiversity:Delegable proxy]] (written by 1 user, rejected by 1 user) * [[Wikiversity:Voluntary custodial restraint]] (written by 1 user, rejected by 1 user) ==Guidelines== === Best practice guidelines === ''These policy-like documents contain guidelines which have not been voted on or which have not achieved formal consensus in a poll, but which have become established in practice.'' * [[Wikiversity:Consensus|Consensus]] * [[Wikiversity:Deletion policy|Deletion policy]] * [[Wikiversity:Username|Usernames]] ==Wikiversity development== ''Some of these pages have been proposed to the community for codification, while others are collections of participants' thoughts on the advancement of Wikiversity.'' * [[:Category:Wikiversity development]] - pages concerned with advancing Wikiversity * [[Wikiversity:Mission|Wikiversity mission]] (rejected by 1:0 in August 2006) * [[Wikiversity:Proposed Hierarchical Structure]] * [[Wikiversity:Policies/How Wikiversity makes policy|How Wikiversity makes policy]] {{Official policies}} {{Proposed policies}} {{About Wikiversity}} ddksd7olkeux9opb6rsvxn5kfcvrphq 2804236 2804234 2026-04-11T01:00:50Z Jtneill 10242 /* Existing policies */ 2804236 wikitext text/x-wiki ==Policies== {{RoundBoxTop|theme=7}} {{center top}}{{Shortcut|WV:RULES|WV:POLICY}}See the [[Wikiversity talk:Policies|talk page]] for general discussion about Wikiversity policies.{{center bottom}} {{center top}}Please note that the [[Wikiversity:Wikiversity_project_proposal|Wikiversity project proposal]] underlies these policies. {{center bottom}} Discussions related to the development of research policy are conducted in a multi-lingual format at [http://beta.wikiversity.org beta.wikiversity.org], you can start at: [[betawikiversity:Wikiversity:Research guidelines/En|Research guidelines]]. {{RoundBoxBottom}} === Policies required by the Wikimedia Foundation === Policies listed at [[Meta:Meta:Policies and guidelines|Meta:Policies and guidelines]] for all Wikimedia projects are outside the direct control of the Wikiversity community and must be followed by Wikiversity. Meta also lists some policies which are adopted by some projects. For example, [[Meta:Neutral point of view]] is adopted by some Wikimedia projects. However, Wikiversity has developed policies that allow participants to NOT use the neutral point of view (NPOV) in [[betawikiversity:Wikiversity:Research guidelines#Neutral_point_of_view|some situations]]. Editing outside of the constraints imposed by NPOV imposes other [[Wikiversity:Disclosures|special requirements]] on editors. Most Wikiversity pages adhere to NPOV. === Existing policies === This is a list of official policies that have been {{oldid|Wikiversity:Policies|9980|adopted on the English Wikiversity}} (the link shows the voting). The adoption process is discussed on the talk page. A policy should already have the [[:Template:Policy]] banner before being added to this list. ====Behavioural==== * [[Wikiversity:Assume Good Faith|Assume Good Faith]] * [[Wikiversity:Civility|Civility]] ====Content==== * [[Wikiversity:Reliable sources|Reliable sources]] * [[Wikiversity:Verifiability|Verifiability]] ====General==== * [[Wikiversity:Be bold|Be bold]] * [[Wikiversity:What is Wikiversity?|What is Wikiversity?]] ====Other==== * [[Wikiversity:Community Review Policy|Community Review Policy]] * [[Wikiversity:Bots|Bots]] * [[Wikiversity:CheckUser policy|CheckUser policy]] * [[Wikiversity:Interface administrators|Interface administrators]] * [[Wikiversity:Custodianship|Custodianship]] * [[Wikiversity:Rollback|Rollback]] * [[Wikiversity:Privacy policy|Privacy policy]] === Draft policies === ''Note: These policies are in development. Please contribute and comment.'' * [[Wikiversity:Artificial intelligence|Artificial intelligence]] === Proposed policies === ''Note: some of these policies were [http://en.wikiversity.org/w/index.php?title=Wikiversity:Policies&direction=prev&oldid=12406 rejected by vote] shortly after Wikiversity's foundation. These policies should be tagged for revision if not already revised, and then resubmitted for approval.'' ====Course Titles and Numbers==== * [[Wikiversity:Course Titles and Numbers | Course Titles and Numbers]] ====Behavioural==== * [[Wikiversity:Respect people|Respect people]] * [[Wikiversity:No legal threats|No legal threats]] ====Content policies==== * [[Wikiversity:Cite sources|Cite sources]] * [[Wikiversity:Free license content]] * [[Wikiversity:Academic freedom|Academic freedom]] * [[Wikiversity:Disclosures|Disclosures]] (incorporates NPOV and Confessions) * [[Wikiversity:Naming conventions|Naming conventions]] ** (rejected by 3:2 in August 2006; 1 abstention) ** (As of August 2009, the proposal was rejected 7:3:3 on its talk page; the policy was clearly unacceptable in that form) ** (There have been substantial modifications since 2010 that are yet to be re-assessed.) * [[Wikiversity:Network naming conventions|Network naming conventions]] * [[Wikiversity:Referees|Referees]] * [[Wikiversity:Subpages|Subpages]] * [[Wikiversity:What Wikiversity is not|What Wikiversity is not]] (rejected by 5:3 in August 2006) * [[Wikiversity:External links]] ====Enforcing policies==== * [[WV:BLOCK|Blocking policy]] * [[Wikiversity:Banned user|Banned user]] ====Misc==== * [[Wikiversity:No early policies|No early policies]] * [[Wikiversity:Manual of Style|Manual of Style]] * [[Wikiversity:Polls|Polls]] * [[Wikiversity:Productive Forking and Tailoring is Encouraged|Productive Forking and Tailoring is Encouraged]] * [[Wikiversity:CheckUser policy/Archived proposal|archived CheckUser policy]] * [[Wikiversity:Talkpage policy|Talkpage policy]] * [[Wikiversity:Administrator Creation and Behavioral Criteria Guidelines and Policy|Administrator Creation and Behavioral Criteria Guidelines and Policy]] === Rejected policies === ''The following policies have been rejected so clearly that they should probably not be revived in any new form. They are listed here to help avoid repetition.'' * [[Wikiversity:Ignore all rules|Ignore all rules]] ([[Wikiversity_talk:Ignore_all_rules#Votes|rejected by 6:1]] in August 2006) * [[Wikiversity:Scholarly ethics]] ([[Wikiversity_talk:Scholarly_ethics#Votes|rejected by 6:1:1]] from August 2006 &nbsp;&mdash;&#32; January 2007) * [[Wikiversity:Assembly]] (rejected without vote) * [[Wikiversity:Bans]] (rejected without vote) * [[Wikiversity:Delegable proxy]] (written by 1 user, rejected by 1 user) * [[Wikiversity:Voluntary custodial restraint]] (written by 1 user, rejected by 1 user) ==Guidelines== === Best practice guidelines === ''These policy-like documents contain guidelines which have not been voted on or which have not achieved formal consensus in a poll, but which have become established in practice.'' * [[Wikiversity:Consensus|Consensus]] * [[Wikiversity:Deletion policy|Deletion policy]] * [[Wikiversity:Username|Usernames]] ==Wikiversity development== ''Some of these pages have been proposed to the community for codification, while others are collections of participants' thoughts on the advancement of Wikiversity.'' * [[:Category:Wikiversity development]] - pages concerned with advancing Wikiversity * [[Wikiversity:Mission|Wikiversity mission]] (rejected by 1:0 in August 2006) * [[Wikiversity:Proposed Hierarchical Structure]] * [[Wikiversity:Policies/How Wikiversity makes policy|How Wikiversity makes policy]] {{Official policies}} {{Proposed policies}} {{About Wikiversity}} pw4m4vor67ynp24hvh578pm17agbhyg 2804271 2804236 2026-04-11T09:53:53Z Jtneill 10242 2804271 wikitext text/x-wiki ==Policies== {{RoundBoxTop|theme=7}} {{center top}}{{Shortcut|WV:RULES|WV:POLICY}}See the [[Wikiversity talk:Policies|talk page]] for general discussion about Wikiversity policies.{{center bottom}} {{center top}}Please note that the [[Wikiversity:Wikiversity_project_proposal|Wikiversity project proposal]] underlies these policies. {{center bottom}} Discussions related to the development of research policy are conducted in a multi-lingual format at [http://beta.wikiversity.org beta.wikiversity.org]—you can start at: [[betawikiversity:Wikiversity:Research guidelines/En|Research guidelines]]. {{RoundBoxBottom}} === Policies required by the Wikimedia Foundation === Policies listed at [[Meta:Meta:Policies and guidelines|Meta:Policies and guidelines]] for all Wikimedia projects are outside the direct control of the Wikiversity community and must be followed by Wikiversity. Meta also lists some policies which are adopted by some projects. For example, [[Meta:Neutral point of view]] is adopted by some Wikimedia projects. However, Wikiversity has developed policies that allow participants to NOT use the neutral point of view (NPOV) in [[betawikiversity:Wikiversity:Research guidelines#Neutral_point_of_view|some situations]]. Editing outside of the constraints imposed by NPOV imposes other [[Wikiversity:Disclosures|special requirements]] on editors. Most Wikiversity pages adhere to NPOV. === Existing policies === This is a list of official policies that have been {{oldid|Wikiversity:Policies|9980|adopted on the English Wikiversity}} (the link shows the voting). The adoption process is discussed on the talk page. A policy should already have the [[:Template:Policy]] banner before being added to this list. ====Behavioural==== * [[Wikiversity:Assume Good Faith|Assume Good Faith]] * [[Wikiversity:Civility|Civility]] ====Content==== * [[Wikiversity:Reliable sources|Reliable sources]] * [[Wikiversity:Verifiability|Verifiability]] ====General==== * [[Wikiversity:Be bold|Be bold]] * [[Wikiversity:What is Wikiversity?|What is Wikiversity?]] ====Other==== * [[Wikiversity:Community Review Policy|Community Review Policy]] * [[Wikiversity:Bots|Bots]] * [[Wikiversity:CheckUser policy|CheckUser policy]] * [[Wikiversity:Interface administrators|Interface administrators]] * [[Wikiversity:Custodianship|Custodianship]] * [[Wikiversity:Rollback|Rollback]] * [[Wikiversity:Privacy policy|Privacy policy]] === Draft policies === ''Note: These policies are in development. Please contribute and comment.'' * [[Wikiversity:Artificial intelligence|Artificial intelligence]] === Proposed policies === ''Note: some of these policies were [http://en.wikiversity.org/w/index.php?title=Wikiversity:Policies&direction=prev&oldid=12406 rejected by vote] shortly after Wikiversity's foundation. These policies should be tagged for revision if not already revised, and then resubmitted for approval.'' ====Course Titles and Numbers==== * [[Wikiversity:Course Titles and Numbers | Course Titles and Numbers]] ====Behavioural==== * [[Wikiversity:Respect people|Respect people]] * [[Wikiversity:No legal threats|No legal threats]] ====Content policies==== * [[Wikiversity:Cite sources|Cite sources]] * [[Wikiversity:Free license content]] * [[Wikiversity:Academic freedom|Academic freedom]] * [[Wikiversity:Disclosures|Disclosures]] (incorporates NPOV and Confessions) * [[Wikiversity:Naming conventions|Naming conventions]] ** (rejected by 3:2 in August 2006; 1 abstention) ** (As of August 2009, the proposal was rejected 7:3:3 on its talk page; the policy was clearly unacceptable in that form) ** (There have been substantial modifications since 2010 that are yet to be re-assessed.) * [[Wikiversity:Network naming conventions|Network naming conventions]] * [[Wikiversity:Referees|Referees]] * [[Wikiversity:Subpages|Subpages]] * [[Wikiversity:What Wikiversity is not|What Wikiversity is not]] (rejected by 5:3 in August 2006) * [[Wikiversity:External links]] ====Enforcing policies==== * [[WV:BLOCK|Blocking policy]] * [[Wikiversity:Banned user|Banned user]] ====Misc==== * [[Wikiversity:No early policies|No early policies]] * [[Wikiversity:Manual of Style|Manual of Style]] * [[Wikiversity:Polls|Polls]] * [[Wikiversity:Productive Forking and Tailoring is Encouraged|Productive Forking and Tailoring is Encouraged]] * [[Wikiversity:CheckUser policy/Archived proposal|archived CheckUser policy]] * [[Wikiversity:Talkpage policy|Talkpage policy]] * [[Wikiversity:Administrator Creation and Behavioral Criteria Guidelines and Policy|Administrator Creation and Behavioral Criteria Guidelines and Policy]] === Rejected policies === ''The following policies have been rejected so clearly that they should probably not be revived in any new form. They are listed here to help avoid repetition.'' * [[Wikiversity:Ignore all rules|Ignore all rules]] ([[Wikiversity_talk:Ignore_all_rules#Votes|rejected by 6:1]] in August 2006) * [[Wikiversity:Scholarly ethics]] ([[Wikiversity_talk:Scholarly_ethics#Votes|rejected by 6:1:1]] from August 2006 &nbsp;&mdash;&#32; January 2007) * [[Wikiversity:Assembly]] (rejected without vote) * [[Wikiversity:Bans]] (rejected without vote) * [[Wikiversity:Delegable proxy]] (written by 1 user, rejected by 1 user) * [[Wikiversity:Voluntary custodial restraint]] (written by 1 user, rejected by 1 user) ==Guidelines== === Best practice guidelines === ''These policy-like documents contain guidelines which have not been voted on or which have not achieved formal consensus in a poll, but which have become established in practice.'' * [[Wikiversity:Consensus|Consensus]] * [[Wikiversity:Deletion policy|Deletion policy]] * [[Wikiversity:Username|Usernames]] ==Wikiversity development== ''Some of these pages have been proposed to the community for codification, while others are collections of participants' thoughts on the advancement of Wikiversity.'' * [[:Category:Wikiversity development]] - pages concerned with advancing Wikiversity * [[Wikiversity:Mission|Wikiversity mission]] (rejected by 1:0 in August 2006) * [[Wikiversity:Proposed Hierarchical Structure]] * [[Wikiversity:Policies/How Wikiversity makes policy|How Wikiversity makes policy]] {{Official policies}} {{Proposed policies}} {{About Wikiversity}} sji5nphtjyp83am97mj6pqfgilh50do 2804272 2804271 2026-04-11T09:58:14Z Jtneill 10242 /* Proposed policies */ Sorting 2804272 wikitext text/x-wiki ==Policies== {{RoundBoxTop|theme=7}} {{center top}}{{Shortcut|WV:RULES|WV:POLICY}}See the [[Wikiversity talk:Policies|talk page]] for general discussion about Wikiversity policies.{{center bottom}} {{center top}}Please note that the [[Wikiversity:Wikiversity_project_proposal|Wikiversity project proposal]] underlies these policies. {{center bottom}} Discussions related to the development of research policy are conducted in a multi-lingual format at [http://beta.wikiversity.org beta.wikiversity.org]—you can start at: [[betawikiversity:Wikiversity:Research guidelines/En|Research guidelines]]. {{RoundBoxBottom}} === Policies required by the Wikimedia Foundation === Policies listed at [[Meta:Meta:Policies and guidelines|Meta:Policies and guidelines]] for all Wikimedia projects are outside the direct control of the Wikiversity community and must be followed by Wikiversity. Meta also lists some policies which are adopted by some projects. For example, [[Meta:Neutral point of view]] is adopted by some Wikimedia projects. However, Wikiversity has developed policies that allow participants to NOT use the neutral point of view (NPOV) in [[betawikiversity:Wikiversity:Research guidelines#Neutral_point_of_view|some situations]]. Editing outside of the constraints imposed by NPOV imposes other [[Wikiversity:Disclosures|special requirements]] on editors. Most Wikiversity pages adhere to NPOV. === Existing policies === This is a list of official policies that have been {{oldid|Wikiversity:Policies|9980|adopted on the English Wikiversity}} (the link shows the voting). The adoption process is discussed on the talk page. A policy should already have the [[:Template:Policy]] banner before being added to this list. ====Behavioural==== * [[Wikiversity:Assume Good Faith|Assume Good Faith]] * [[Wikiversity:Civility|Civility]] ====Content==== * [[Wikiversity:Reliable sources|Reliable sources]] * [[Wikiversity:Verifiability|Verifiability]] ====General==== * [[Wikiversity:Be bold|Be bold]] * [[Wikiversity:What is Wikiversity?|What is Wikiversity?]] ====Other==== * [[Wikiversity:Community Review Policy|Community Review Policy]] * [[Wikiversity:Bots|Bots]] * [[Wikiversity:CheckUser policy|CheckUser policy]] * [[Wikiversity:Interface administrators|Interface administrators]] * [[Wikiversity:Custodianship|Custodianship]] * [[Wikiversity:Rollback|Rollback]] * [[Wikiversity:Privacy policy|Privacy policy]] === Draft policies === ''Note: These policies are in development. Please contribute and comment.'' * [[Wikiversity:Artificial intelligence|Artificial intelligence]] === Proposed policies === ''Note: Some of these policies were [http://en.wikiversity.org/w/index.php?title=Wikiversity:Policies&direction=prev&oldid=12406 rejected by vote] shortly after Wikiversity's foundation. These policies should be tagged for revision if not already revised, and then resubmitted for approval.'' ====Behavioural==== * [[Wikiversity:Respect people|Respect people]] * [[Wikiversity:No legal threats|No legal threats]] ====Content policies==== * [[Wikiversity:Academic freedom|Academic freedom]] * [[Wikiversity:Cite sources|Cite sources]] * [[Wikiversity:Course Titles and Numbers | Course Titles and Numbers]] * [[Wikiversity:Disclosures|Disclosures]] (incorporates NPOV and Confessions) * [[Wikiversity:External links]] * [[Wikiversity:Free license content]] * [[Wikiversity:Naming conventions|Naming conventions]] ** (rejected by 3:2 in August 2006; 1 abstention) ** (As of August 2009, the proposal was rejected 7:3:3 on its talk page; the policy was clearly unacceptable in that form) ** (There have been substantial modifications since 2010 that are yet to be re-assessed.) * [[Wikiversity:Network naming conventions|Network naming conventions]] * [[Wikiversity:Referees|Referees]] * [[Wikiversity:Subpages|Subpages]] * [[Wikiversity:What Wikiversity is not|What Wikiversity is not]] (rejected by 5:3 in August 2006) ====Enforcing policies==== * [[WV:BLOCK|Blocking]] * [[Wikiversity:Banned user|Banned user]] ====Misc==== * [[Wikiversity:Administrator Creation and Behavioral Criteria Guidelines and Policy|Administrator Creation and Behavioral Criteria Guidelines and Policy]] * [[Wikiversity:CheckUser policy/Archived proposal|archived CheckUser policy]] * [[Wikiversity:No early policies|No early policies]] * [[Wikiversity:Manual of Style|Manual of Style]] * [[Wikiversity:Polls|Polls]] * [[Wikiversity:Productive Forking and Tailoring is Encouraged|Productive Forking and Tailoring is Encouraged]] * [[Wikiversity:Talkpage policy|Talkpage policy]] === Rejected policies === ''The following policies have been rejected so clearly that they should probably not be revived in any new form. They are listed here to help avoid repetition.'' * [[Wikiversity:Ignore all rules|Ignore all rules]] ([[Wikiversity_talk:Ignore_all_rules#Votes|rejected by 6:1]] in August 2006) * [[Wikiversity:Scholarly ethics]] ([[Wikiversity_talk:Scholarly_ethics#Votes|rejected by 6:1:1]] from August 2006 &nbsp;&mdash;&#32; January 2007) * [[Wikiversity:Assembly]] (rejected without vote) * [[Wikiversity:Bans]] (rejected without vote) * [[Wikiversity:Delegable proxy]] (written by 1 user, rejected by 1 user) * [[Wikiversity:Voluntary custodial restraint]] (written by 1 user, rejected by 1 user) ==Guidelines== === Best practice guidelines === ''These policy-like documents contain guidelines which have not been voted on or which have not achieved formal consensus in a poll, but which have become established in practice.'' * [[Wikiversity:Consensus|Consensus]] * [[Wikiversity:Deletion policy|Deletion policy]] * [[Wikiversity:Username|Usernames]] ==Wikiversity development== ''Some of these pages have been proposed to the community for codification, while others are collections of participants' thoughts on the advancement of Wikiversity.'' * [[:Category:Wikiversity development]] - pages concerned with advancing Wikiversity * [[Wikiversity:Mission|Wikiversity mission]] (rejected by 1:0 in August 2006) * [[Wikiversity:Proposed Hierarchical Structure]] * [[Wikiversity:Policies/How Wikiversity makes policy|How Wikiversity makes policy]] {{Official policies}} {{Proposed policies}} {{About Wikiversity}} nyj1qvfs5za4dx0db5g9f1t40d1nv9y 2804273 2804272 2026-04-11T09:59:07Z Jtneill 10242 /* Proposed policies */ 2804273 wikitext text/x-wiki ==Policies== {{RoundBoxTop|theme=7}} {{center top}}{{Shortcut|WV:RULES|WV:POLICY}}See the [[Wikiversity talk:Policies|talk page]] for general discussion about Wikiversity policies.{{center bottom}} {{center top}}Please note that the [[Wikiversity:Wikiversity_project_proposal|Wikiversity project proposal]] underlies these policies. {{center bottom}} Discussions related to the development of research policy are conducted in a multi-lingual format at [http://beta.wikiversity.org beta.wikiversity.org]—you can start at: [[betawikiversity:Wikiversity:Research guidelines/En|Research guidelines]]. {{RoundBoxBottom}} === Policies required by the Wikimedia Foundation === Policies listed at [[Meta:Meta:Policies and guidelines|Meta:Policies and guidelines]] for all Wikimedia projects are outside the direct control of the Wikiversity community and must be followed by Wikiversity. Meta also lists some policies which are adopted by some projects. For example, [[Meta:Neutral point of view]] is adopted by some Wikimedia projects. However, Wikiversity has developed policies that allow participants to NOT use the neutral point of view (NPOV) in [[betawikiversity:Wikiversity:Research guidelines#Neutral_point_of_view|some situations]]. Editing outside of the constraints imposed by NPOV imposes other [[Wikiversity:Disclosures|special requirements]] on editors. Most Wikiversity pages adhere to NPOV. === Existing policies === This is a list of official policies that have been {{oldid|Wikiversity:Policies|9980|adopted on the English Wikiversity}} (the link shows the voting). The adoption process is discussed on the talk page. A policy should already have the [[:Template:Policy]] banner before being added to this list. ====Behavioural==== * [[Wikiversity:Assume Good Faith|Assume Good Faith]] * [[Wikiversity:Civility|Civility]] ====Content==== * [[Wikiversity:Reliable sources|Reliable sources]] * [[Wikiversity:Verifiability|Verifiability]] ====General==== * [[Wikiversity:Be bold|Be bold]] * [[Wikiversity:What is Wikiversity?|What is Wikiversity?]] ====Other==== * [[Wikiversity:Community Review Policy|Community Review Policy]] * [[Wikiversity:Bots|Bots]] * [[Wikiversity:CheckUser policy|CheckUser policy]] * [[Wikiversity:Interface administrators|Interface administrators]] * [[Wikiversity:Custodianship|Custodianship]] * [[Wikiversity:Rollback|Rollback]] * [[Wikiversity:Privacy policy|Privacy policy]] === Draft policies === ''Note: These policies are in development. Please contribute and comment.'' * [[Wikiversity:Artificial intelligence|Artificial intelligence]] === Proposed policies === ''Note: Some of these policies were [http://en.wikiversity.org/w/index.php?title=Wikiversity:Policies&direction=prev&oldid=12406 rejected by vote] shortly after Wikiversity's foundation. These policies should be tagged for revision if not already revised, and then resubmitted for approval.'' ====Behavioural==== * [[Wikiversity:No legal threats|No legal threats]] * [[Wikiversity:Respect people|Respect people]] ====Content policies==== * [[Wikiversity:Academic freedom|Academic freedom]] * [[Wikiversity:Cite sources|Cite sources]] * [[Wikiversity:Course Titles and Numbers | Course Titles and Numbers]] * [[Wikiversity:Disclosures|Disclosures]] (incorporates NPOV and Confessions) * [[Wikiversity:External links]] * [[Wikiversity:Free license content]] * [[Wikiversity:Naming conventions|Naming conventions]] ** (rejected by 3:2 in August 2006; 1 abstention) ** (As of August 2009, the proposal was rejected 7:3:3 on its talk page; the policy was clearly unacceptable in that form) ** (There have been substantial modifications since 2010 that are yet to be re-assessed.) * [[Wikiversity:Network naming conventions|Network naming conventions]] * [[Wikiversity:Referees|Referees]] * [[Wikiversity:Subpages|Subpages]] * [[Wikiversity:What Wikiversity is not|What Wikiversity is not]] (rejected by 5:3 in August 2006) ====Enforcing policies==== * [[Wikiversity:Banned user|Banned user]] * [[WV:BLOCK|Blocking]] ====Misc==== * [[Wikiversity:Administrator Creation and Behavioral Criteria Guidelines and Policy|Administrator Creation and Behavioral Criteria Guidelines and Policy]] * [[Wikiversity:CheckUser policy/Archived proposal|archived CheckUser policy]] * [[Wikiversity:No early policies|No early policies]] * [[Wikiversity:Manual of Style|Manual of Style]] * [[Wikiversity:Polls|Polls]] * [[Wikiversity:Productive Forking and Tailoring is Encouraged|Productive Forking and Tailoring is Encouraged]] * [[Wikiversity:Talkpage policy|Talkpage policy]] === Rejected policies === ''The following policies have been rejected so clearly that they should probably not be revived in any new form. They are listed here to help avoid repetition.'' * [[Wikiversity:Ignore all rules|Ignore all rules]] ([[Wikiversity_talk:Ignore_all_rules#Votes|rejected by 6:1]] in August 2006) * [[Wikiversity:Scholarly ethics]] ([[Wikiversity_talk:Scholarly_ethics#Votes|rejected by 6:1:1]] from August 2006 &nbsp;&mdash;&#32; January 2007) * [[Wikiversity:Assembly]] (rejected without vote) * [[Wikiversity:Bans]] (rejected without vote) * [[Wikiversity:Delegable proxy]] (written by 1 user, rejected by 1 user) * [[Wikiversity:Voluntary custodial restraint]] (written by 1 user, rejected by 1 user) ==Guidelines== === Best practice guidelines === ''These policy-like documents contain guidelines which have not been voted on or which have not achieved formal consensus in a poll, but which have become established in practice.'' * [[Wikiversity:Consensus|Consensus]] * [[Wikiversity:Deletion policy|Deletion policy]] * [[Wikiversity:Username|Usernames]] ==Wikiversity development== ''Some of these pages have been proposed to the community for codification, while others are collections of participants' thoughts on the advancement of Wikiversity.'' * [[:Category:Wikiversity development]] - pages concerned with advancing Wikiversity * [[Wikiversity:Mission|Wikiversity mission]] (rejected by 1:0 in August 2006) * [[Wikiversity:Proposed Hierarchical Structure]] * [[Wikiversity:Policies/How Wikiversity makes policy|How Wikiversity makes policy]] {{Official policies}} {{Proposed policies}} {{About Wikiversity}} 0h350ezfcjaiybpz1zf3o93vhxena3g 2804274 2804273 2026-04-11T10:00:30Z Jtneill 10242 /* Proposed policies */ 2804274 wikitext text/x-wiki ==Policies== {{RoundBoxTop|theme=7}} {{center top}}{{Shortcut|WV:RULES|WV:POLICY}}See the [[Wikiversity talk:Policies|talk page]] for general discussion about Wikiversity policies.{{center bottom}} {{center top}}Please note that the [[Wikiversity:Wikiversity_project_proposal|Wikiversity project proposal]] underlies these policies. {{center bottom}} Discussions related to the development of research policy are conducted in a multi-lingual format at [http://beta.wikiversity.org beta.wikiversity.org]—you can start at: [[betawikiversity:Wikiversity:Research guidelines/En|Research guidelines]]. {{RoundBoxBottom}} === Policies required by the Wikimedia Foundation === Policies listed at [[Meta:Meta:Policies and guidelines|Meta:Policies and guidelines]] for all Wikimedia projects are outside the direct control of the Wikiversity community and must be followed by Wikiversity. Meta also lists some policies which are adopted by some projects. For example, [[Meta:Neutral point of view]] is adopted by some Wikimedia projects. However, Wikiversity has developed policies that allow participants to NOT use the neutral point of view (NPOV) in [[betawikiversity:Wikiversity:Research guidelines#Neutral_point_of_view|some situations]]. Editing outside of the constraints imposed by NPOV imposes other [[Wikiversity:Disclosures|special requirements]] on editors. Most Wikiversity pages adhere to NPOV. === Existing policies === This is a list of official policies that have been {{oldid|Wikiversity:Policies|9980|adopted on the English Wikiversity}} (the link shows the voting). The adoption process is discussed on the talk page. A policy should already have the [[:Template:Policy]] banner before being added to this list. ====Behavioural==== * [[Wikiversity:Assume Good Faith|Assume Good Faith]] * [[Wikiversity:Civility|Civility]] ====Content==== * [[Wikiversity:Reliable sources|Reliable sources]] * [[Wikiversity:Verifiability|Verifiability]] ====General==== * [[Wikiversity:Be bold|Be bold]] * [[Wikiversity:What is Wikiversity?|What is Wikiversity?]] ====Other==== * [[Wikiversity:Community Review Policy|Community Review Policy]] * [[Wikiversity:Bots|Bots]] * [[Wikiversity:CheckUser policy|CheckUser policy]] * [[Wikiversity:Interface administrators|Interface administrators]] * [[Wikiversity:Custodianship|Custodianship]] * [[Wikiversity:Rollback|Rollback]] * [[Wikiversity:Privacy policy|Privacy policy]] === Draft policies === ''Note: These policies are in development. Please contribute and comment.'' * [[Wikiversity:Artificial intelligence|Artificial intelligence]] === Proposed policies === ''Note: Some of these policies were [http://en.wikiversity.org/w/index.php?title=Wikiversity:Policies&direction=prev&oldid=12406 rejected by vote] shortly after Wikiversity's foundation. These policies should be revised and resubmitted for approval or archived.'' ====Behavioural==== * [[Wikiversity:No legal threats|No legal threats]] * [[Wikiversity:Respect people|Respect people]] ====Content policies==== * [[Wikiversity:Academic freedom|Academic freedom]] * [[Wikiversity:Cite sources|Cite sources]] * [[Wikiversity:Course Titles and Numbers | Course Titles and Numbers]] * [[Wikiversity:Disclosures|Disclosures]] (incorporates NPOV and Confessions) * [[Wikiversity:External links]] * [[Wikiversity:Free license content]] * [[Wikiversity:Naming conventions|Naming conventions]] ** (rejected by 3:2 in August 2006; 1 abstention) ** (As of August 2009, the proposal was rejected 7:3:3 on its talk page; the policy was clearly unacceptable in that form) ** (There have been substantial modifications since 2010 that are yet to be re-assessed.) * [[Wikiversity:Network naming conventions|Network naming conventions]] * [[Wikiversity:Referees|Referees]] * [[Wikiversity:Subpages|Subpages]] * [[Wikiversity:What Wikiversity is not|What Wikiversity is not]] (rejected by 5:3 in August 2006) ====Enforcing policies==== * [[Wikiversity:Banned user|Banned user]] * [[WV:BLOCK|Blocking]] ====Misc==== * [[Wikiversity:Administrator Creation and Behavioral Criteria Guidelines and Policy|Administrator Creation and Behavioral Criteria Guidelines and Policy]] * [[Wikiversity:CheckUser policy/Archived proposal|archived CheckUser policy]] * [[Wikiversity:No early policies|No early policies]] * [[Wikiversity:Manual of Style|Manual of Style]] * [[Wikiversity:Polls|Polls]] * [[Wikiversity:Productive Forking and Tailoring is Encouraged|Productive Forking and Tailoring is Encouraged]] * [[Wikiversity:Talkpage policy|Talkpage policy]] === Rejected policies === ''The following policies have been rejected so clearly that they should probably not be revived in any new form. They are listed here to help avoid repetition.'' * [[Wikiversity:Ignore all rules|Ignore all rules]] ([[Wikiversity_talk:Ignore_all_rules#Votes|rejected by 6:1]] in August 2006) * [[Wikiversity:Scholarly ethics]] ([[Wikiversity_talk:Scholarly_ethics#Votes|rejected by 6:1:1]] from August 2006 &nbsp;&mdash;&#32; January 2007) * [[Wikiversity:Assembly]] (rejected without vote) * [[Wikiversity:Bans]] (rejected without vote) * [[Wikiversity:Delegable proxy]] (written by 1 user, rejected by 1 user) * [[Wikiversity:Voluntary custodial restraint]] (written by 1 user, rejected by 1 user) ==Guidelines== === Best practice guidelines === ''These policy-like documents contain guidelines which have not been voted on or which have not achieved formal consensus in a poll, but which have become established in practice.'' * [[Wikiversity:Consensus|Consensus]] * [[Wikiversity:Deletion policy|Deletion policy]] * [[Wikiversity:Username|Usernames]] ==Wikiversity development== ''Some of these pages have been proposed to the community for codification, while others are collections of participants' thoughts on the advancement of Wikiversity.'' * [[:Category:Wikiversity development]] - pages concerned with advancing Wikiversity * [[Wikiversity:Mission|Wikiversity mission]] (rejected by 1:0 in August 2006) * [[Wikiversity:Proposed Hierarchical Structure]] * [[Wikiversity:Policies/How Wikiversity makes policy|How Wikiversity makes policy]] {{Official policies}} {{Proposed policies}} {{About Wikiversity}} tfd0iwaop55mjap4ojmt92zyo7100ym 2804275 2804274 2026-04-11T10:01:38Z Jtneill 10242 /* Rejected policies */ Sorting 2804275 wikitext text/x-wiki ==Policies== {{RoundBoxTop|theme=7}} {{center top}}{{Shortcut|WV:RULES|WV:POLICY}}See the [[Wikiversity talk:Policies|talk page]] for general discussion about Wikiversity policies.{{center bottom}} {{center top}}Please note that the [[Wikiversity:Wikiversity_project_proposal|Wikiversity project proposal]] underlies these policies. {{center bottom}} Discussions related to the development of research policy are conducted in a multi-lingual format at [http://beta.wikiversity.org beta.wikiversity.org]—you can start at: [[betawikiversity:Wikiversity:Research guidelines/En|Research guidelines]]. {{RoundBoxBottom}} === Policies required by the Wikimedia Foundation === Policies listed at [[Meta:Meta:Policies and guidelines|Meta:Policies and guidelines]] for all Wikimedia projects are outside the direct control of the Wikiversity community and must be followed by Wikiversity. Meta also lists some policies which are adopted by some projects. For example, [[Meta:Neutral point of view]] is adopted by some Wikimedia projects. However, Wikiversity has developed policies that allow participants to NOT use the neutral point of view (NPOV) in [[betawikiversity:Wikiversity:Research guidelines#Neutral_point_of_view|some situations]]. Editing outside of the constraints imposed by NPOV imposes other [[Wikiversity:Disclosures|special requirements]] on editors. Most Wikiversity pages adhere to NPOV. === Existing policies === This is a list of official policies that have been {{oldid|Wikiversity:Policies|9980|adopted on the English Wikiversity}} (the link shows the voting). The adoption process is discussed on the talk page. A policy should already have the [[:Template:Policy]] banner before being added to this list. ====Behavioural==== * [[Wikiversity:Assume Good Faith|Assume Good Faith]] * [[Wikiversity:Civility|Civility]] ====Content==== * [[Wikiversity:Reliable sources|Reliable sources]] * [[Wikiversity:Verifiability|Verifiability]] ====General==== * [[Wikiversity:Be bold|Be bold]] * [[Wikiversity:What is Wikiversity?|What is Wikiversity?]] ====Other==== * [[Wikiversity:Community Review Policy|Community Review Policy]] * [[Wikiversity:Bots|Bots]] * [[Wikiversity:CheckUser policy|CheckUser policy]] * [[Wikiversity:Interface administrators|Interface administrators]] * [[Wikiversity:Custodianship|Custodianship]] * [[Wikiversity:Rollback|Rollback]] * [[Wikiversity:Privacy policy|Privacy policy]] === Draft policies === ''Note: These policies are in development. Please contribute and comment.'' * [[Wikiversity:Artificial intelligence|Artificial intelligence]] === Proposed policies === ''Note: Some of these policies were [http://en.wikiversity.org/w/index.php?title=Wikiversity:Policies&direction=prev&oldid=12406 rejected by vote] shortly after Wikiversity's foundation. These policies should be revised and resubmitted for approval or archived.'' ====Behavioural==== * [[Wikiversity:No legal threats|No legal threats]] * [[Wikiversity:Respect people|Respect people]] ====Content policies==== * [[Wikiversity:Academic freedom|Academic freedom]] * [[Wikiversity:Cite sources|Cite sources]] * [[Wikiversity:Course Titles and Numbers | Course Titles and Numbers]] * [[Wikiversity:Disclosures|Disclosures]] (incorporates NPOV and Confessions) * [[Wikiversity:External links]] * [[Wikiversity:Free license content]] * [[Wikiversity:Naming conventions|Naming conventions]] ** (rejected by 3:2 in August 2006; 1 abstention) ** (As of August 2009, the proposal was rejected 7:3:3 on its talk page; the policy was clearly unacceptable in that form) ** (There have been substantial modifications since 2010 that are yet to be re-assessed.) * [[Wikiversity:Network naming conventions|Network naming conventions]] * [[Wikiversity:Referees|Referees]] * [[Wikiversity:Subpages|Subpages]] * [[Wikiversity:What Wikiversity is not|What Wikiversity is not]] (rejected by 5:3 in August 2006) ====Enforcing policies==== * [[Wikiversity:Banned user|Banned user]] * [[WV:BLOCK|Blocking]] ====Misc==== * [[Wikiversity:Administrator Creation and Behavioral Criteria Guidelines and Policy|Administrator Creation and Behavioral Criteria Guidelines and Policy]] * [[Wikiversity:CheckUser policy/Archived proposal|archived CheckUser policy]] * [[Wikiversity:No early policies|No early policies]] * [[Wikiversity:Manual of Style|Manual of Style]] * [[Wikiversity:Polls|Polls]] * [[Wikiversity:Productive Forking and Tailoring is Encouraged|Productive Forking and Tailoring is Encouraged]] * [[Wikiversity:Talkpage policy|Talkpage policy]] === Rejected policies === ''The following policies have been rejected so clearly that they should probably not be revived in any new form. They are listed here to help avoid repetition.'' * [[Wikiversity:Assembly]] (rejected without vote) * [[Wikiversity:Bans]] (rejected without vote) * [[Wikiversity:Delegable proxy]] (written by 1 user, rejected by 1 user) * [[Wikiversity:Ignore all rules|Ignore all rules]] ([[Wikiversity_talk:Ignore_all_rules#Votes|rejected by 6:1]] in August 2006) * [[Wikiversity:Scholarly ethics]] ([[Wikiversity_talk:Scholarly_ethics#Votes|rejected by 6:1:1]] from August 2006 &nbsp;&mdash;&#32; January 2007) * [[Wikiversity:Voluntary custodial restraint]] (written by 1 user, rejected by 1 user) ==Guidelines== === Best practice guidelines === ''These policy-like documents contain guidelines which have not been voted on or which have not achieved formal consensus in a poll, but which have become established in practice.'' * [[Wikiversity:Consensus|Consensus]] * [[Wikiversity:Deletion policy|Deletion policy]] * [[Wikiversity:Username|Usernames]] ==Wikiversity development== ''Some of these pages have been proposed to the community for codification, while others are collections of participants' thoughts on the advancement of Wikiversity.'' * [[:Category:Wikiversity development]] - pages concerned with advancing Wikiversity * [[Wikiversity:Mission|Wikiversity mission]] (rejected by 1:0 in August 2006) * [[Wikiversity:Proposed Hierarchical Structure]] * [[Wikiversity:Policies/How Wikiversity makes policy|How Wikiversity makes policy]] {{Official policies}} {{Proposed policies}} {{About Wikiversity}} c9ps29nt4id65004u25giprepjlnol8 2804282 2804275 2026-04-11T10:23:56Z Jtneill 10242 /* Guidelines */ 2804282 wikitext text/x-wiki ==Policies== {{RoundBoxTop|theme=7}} {{center top}}{{Shortcut|WV:RULES|WV:POLICY}}See the [[Wikiversity talk:Policies|talk page]] for general discussion about Wikiversity policies.{{center bottom}} {{center top}}Please note that the [[Wikiversity:Wikiversity_project_proposal|Wikiversity project proposal]] underlies these policies. {{center bottom}} Discussions related to the development of research policy are conducted in a multi-lingual format at [http://beta.wikiversity.org beta.wikiversity.org]—you can start at: [[betawikiversity:Wikiversity:Research guidelines/En|Research guidelines]]. {{RoundBoxBottom}} === Policies required by the Wikimedia Foundation === Policies listed at [[Meta:Meta:Policies and guidelines|Meta:Policies and guidelines]] for all Wikimedia projects are outside the direct control of the Wikiversity community and must be followed by Wikiversity. Meta also lists some policies which are adopted by some projects. For example, [[Meta:Neutral point of view]] is adopted by some Wikimedia projects. However, Wikiversity has developed policies that allow participants to NOT use the neutral point of view (NPOV) in [[betawikiversity:Wikiversity:Research guidelines#Neutral_point_of_view|some situations]]. Editing outside of the constraints imposed by NPOV imposes other [[Wikiversity:Disclosures|special requirements]] on editors. Most Wikiversity pages adhere to NPOV. === Existing policies === This is a list of official policies that have been {{oldid|Wikiversity:Policies|9980|adopted on the English Wikiversity}} (the link shows the voting). The adoption process is discussed on the talk page. A policy should already have the [[:Template:Policy]] banner before being added to this list. ====Behavioural==== * [[Wikiversity:Assume Good Faith|Assume Good Faith]] * [[Wikiversity:Civility|Civility]] ====Content==== * [[Wikiversity:Reliable sources|Reliable sources]] * [[Wikiversity:Verifiability|Verifiability]] ====General==== * [[Wikiversity:Be bold|Be bold]] * [[Wikiversity:What is Wikiversity?|What is Wikiversity?]] ====Other==== * [[Wikiversity:Community Review Policy|Community Review Policy]] * [[Wikiversity:Bots|Bots]] * [[Wikiversity:CheckUser policy|CheckUser policy]] * [[Wikiversity:Interface administrators|Interface administrators]] * [[Wikiversity:Custodianship|Custodianship]] * [[Wikiversity:Rollback|Rollback]] * [[Wikiversity:Privacy policy|Privacy policy]] === Draft policies === ''Note: These policies are in development. Please contribute and comment.'' * [[Wikiversity:Artificial intelligence|Artificial intelligence]] === Proposed policies === ''Note: Some of these policies were [http://en.wikiversity.org/w/index.php?title=Wikiversity:Policies&direction=prev&oldid=12406 rejected by vote] shortly after Wikiversity's foundation. These policies should be revised and resubmitted for approval or archived.'' ====Behavioural==== * [[Wikiversity:No legal threats|No legal threats]] * [[Wikiversity:Respect people|Respect people]] ====Content policies==== * [[Wikiversity:Academic freedom|Academic freedom]] * [[Wikiversity:Cite sources|Cite sources]] * [[Wikiversity:Course Titles and Numbers | Course Titles and Numbers]] * [[Wikiversity:Disclosures|Disclosures]] (incorporates NPOV and Confessions) * [[Wikiversity:External links]] * [[Wikiversity:Free license content]] * [[Wikiversity:Naming conventions|Naming conventions]] ** (rejected by 3:2 in August 2006; 1 abstention) ** (As of August 2009, the proposal was rejected 7:3:3 on its talk page; the policy was clearly unacceptable in that form) ** (There have been substantial modifications since 2010 that are yet to be re-assessed.) * [[Wikiversity:Network naming conventions|Network naming conventions]] * [[Wikiversity:Referees|Referees]] * [[Wikiversity:Subpages|Subpages]] * [[Wikiversity:What Wikiversity is not|What Wikiversity is not]] (rejected by 5:3 in August 2006) ====Enforcing policies==== * [[Wikiversity:Banned user|Banned user]] * [[WV:BLOCK|Blocking]] ====Misc==== * [[Wikiversity:Administrator Creation and Behavioral Criteria Guidelines and Policy|Administrator Creation and Behavioral Criteria Guidelines and Policy]] * [[Wikiversity:CheckUser policy/Archived proposal|archived CheckUser policy]] * [[Wikiversity:No early policies|No early policies]] * [[Wikiversity:Manual of Style|Manual of Style]] * [[Wikiversity:Polls|Polls]] * [[Wikiversity:Productive Forking and Tailoring is Encouraged|Productive Forking and Tailoring is Encouraged]] * [[Wikiversity:Talkpage policy|Talkpage policy]] === Rejected policies === ''The following policies have been rejected so clearly that they should probably not be revived in any new form. They are listed here to help avoid repetition.'' * [[Wikiversity:Assembly]] (rejected without vote) * [[Wikiversity:Bans]] (rejected without vote) * [[Wikiversity:Delegable proxy]] (written by 1 user, rejected by 1 user) * [[Wikiversity:Ignore all rules|Ignore all rules]] ([[Wikiversity_talk:Ignore_all_rules#Votes|rejected by 6:1]] in August 2006) * [[Wikiversity:Scholarly ethics]] ([[Wikiversity_talk:Scholarly_ethics#Votes|rejected by 6:1:1]] from August 2006 &nbsp;&mdash;&#32; January 2007) * [[Wikiversity:Voluntary custodial restraint]] (written by 1 user, rejected by 1 user) ==Guidelines== === Best practice [[Wikiversity:Guidelines|guidelines]] === ''These policy-like documents contain guidelines which have not been voted on or which have not achieved formal consensus in a poll, but which have become established in practice.'' * [[Wikiversity:Consensus|Consensus]] * [[Wikiversity:Deletion policy|Deletion policy]] * [[Wikiversity:Username|Usernames]] ==Wikiversity development== ''Some of these pages have been proposed to the community for codification, while others are collections of participants' thoughts on the advancement of Wikiversity.'' * [[:Category:Wikiversity development]] - pages concerned with advancing Wikiversity * [[Wikiversity:Mission|Wikiversity mission]] (rejected by 1:0 in August 2006) * [[Wikiversity:Proposed Hierarchical Structure]] * [[Wikiversity:Policies/How Wikiversity makes policy|How Wikiversity makes policy]] {{Official policies}} {{Proposed policies}} {{About Wikiversity}} ow6yihx9aawn645p4z9mknflr505tlh 4 28 2804257 2803211 2026-04-11T02:03:55Z Jtneill 10242 /* Wikinews is ending */ [[w:en:Wikipedia:Wikipedia Signpost/2026-03-31/News and notes|Entirety of Wikinews to be shut down]] (Wikipedia Signpost) 2804257 wikitext text/x-wiki {{Wikiversity:Colloquium/Header}} <!-- MESSAGES GO BELOW --> == Requested update to [[Wikiversity:Interface administrators]] == Currently, [[Wikiversity:Interface administrators]] is a policy that includes a caveat that interface admins are not required long-term and that user right can only be added for a period of up to two weeks. I am proposing that we remove this qualification and allow for indefinite interface admin status. I think this is useful because there are reasons for tweaking the site CSS or JavaScript (e.g. to comply with dark mode), add gadgets (e.g. importing Cat-a-Lot, which I would like to do), or otherwise modifying the site that could plausibly come up on an irregular basis and requiring the overhead of a bureaucrat to add the user rights is inefficient. In particular, I am also going to request this right if the community accepts indefinite interface admins. Thoughts? —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 23:23, 17 August 2025 (UTC) :And who will then monitor them to make sure they don't damage the project in any way, or abuse the rights acquired in this way? For large projects, this might not be a problem, but for smaller projects like the English Wikiversity, I'm not sure if there are enough users who would say, something is happening here that shouldn't be happening. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:28, 20 August 2025 (UTC) ::Anyone would be who. This argument applies to any person with any advanced rights here. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 10:46, 20 August 2025 (UTC) :I think it is reasonable to allow for longer periods of access than 2 weeks to interface admin and support adjusting the policy to allow for this flexibility. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 04:57, 2 December 2025 (UTC) ::+1 —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:38, 25 January 2026 (UTC) :@[[User:Koavf|Koavf]] I agree that the two-week requirement could be revised, but wouldn’t people just request access for a specific purpose anyway? Instead of granting indefinite access, they should request the specific time frame they need the rights for—until the planned fixes are completed—and then request an extension if more time is required. We could remove the two-week criterion while still keeping the access explicitly temporary. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 02:48, 25 January 2026 (UTC) ::I just don't see why this wiki needs to be different than all of the others. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:18, 25 January 2026 (UTC) :::There isn’t really much of a need for a permanent one at this point in time [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 09:53, 25 January 2026 (UTC) :I quite agree with this proposal, so long as they perform the suggested changes as mentioned here. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 04:06, 26 January 2026 (UTC) == Ambitious projects on Wikiversity == Greetings, I have found a project that I might think of reviving, but I may need a bit of help and support from the community: [[Wikiversity:Wikiversity Day|https://en.m.wikiversity.org/wiki/Wikiversity:Wikiversity_Day]] Would any contributors like to help or support me in these efforts? I might be able to make it a reality. —[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]] ([[User talk:RailwayEnthusiast2025|Talk page]] - [[Special:Contributions|Contributions]]) 20:41, 4 September 2025 (UTC) :Can you (or someone else who read this) make a list/page of ideas what help activities you can think of? :* This makes it easier for willingly people to pick up then tasks. :<br>Thanks for the idea, @[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]]! --[[User:Erkan_Yilmaz|Erkan Yilmaz]] 10:25, 13 January 2026 (UTC) == Curators and curators policy == How does it come, that Wikiversity has curators, but Curators policy is still being proposed? How do the curators exists and act if the policy about them havent been approved yet? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:33, 16 October 2025 (UTC) :It looks as if it is not just curators. The policy on Bureaucratship is still being proposed as well. See [[Wikiversity:Bureaucratship]]. —[[User:RailwayEnthusiast2025|<span style="font-family:Verdana; color:#008000; text-shadow:gray 0.2em 0.2em 0.4em;">RailwayEnthusiast2025</span>]] ^{[[User talk:RailwayEnthusiast2025|<span style="color:#59a53f">''talk with me!''</span>]]} 18:33, 27 October 2025 (UTC) :I think its just the nature of a small WMF sister project in that there are lots of drafts, gaps, and potential improvements. In this case, these community would need to vote on those proposed Wikiversity staff policies if we think they're ready. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 02:08, 3 December 2025 (UTC) :What? I thought you were getting it approved, Juandev... :) [[User:I&#39;m Mr. Chris|I&#39;m Mr. Chris]] ([[User talk:I&#39;m Mr. Chris|discuss]] • [[Special:Contributions/I&#39;m Mr. Chris|contribs]]) 14:20, 12 February 2026 (UTC) ::Yeah I think this one is important too and we need to aprove it too @[[User:I'm Mr. Chris|I'm Mr. Chris]]. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 15:56, 12 February 2026 (UTC) :::I thinks its ready to made into a policy, it seems to be complete and informative about what the rights does and how to get it. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 03:08, 15 February 2026 (UTC) ::::Agree -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 11:00, 27 March 2026 (UTC) == [[Template:AI-generated]] == After going through the plethora of ChatGPT-generated pages made by [[User:Lbeaumont|Lbeaumont]] (with many more pages to go), I'd like community input on this proposal to [[Wikiversity:Artificial intelligence]] that I think would be benefical for the community: *Resources generated by AI '''must''' be indicated as so through the project box, [[Template:AI-generated]], on either the page or the main resource (if the page is a part of a project). I do not believe including a small note/reference that a page is AI-generated is sufficient, and I take my thinking from [[WV:Original research|Wikiversity's OR policy]] for OR work: ''Within Wikiversity, all original research should be clearly identified as such''. I believe resources created from AI should also be clearly indicated as such, especially since we are working on whether or not AI-generated resources should be allowed on the website (discussion is [[Wikiversity talk:Artificial intelligence|here]], for reference). This makes it easier for organizational purposes, and in the event ''if'' we ban AI-generated work. I've left a message on Lee's talk page over a week ago and did not get a response or acknowledgement, so I'd like for the community's input for this inclusion to the policy. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 15:53, 26 January 2026 (UTC) :I believe that existing Wikiversity policies are sufficient. Authors are responsible for the accuracy and usefulness of the content that is published. This policy covers AI-generated content that is: 1) carefully reviewed by the author publishing it, and 2) the source is noted.   [[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 19:38, 27 January 2026 (UTC) ::A small reference for pages that are substantially filled with Chat-GPT entries, like [[Real Good Religion]], [[Attributing Blame]], [[Fostering Curiosity]], are not sufficient IMO and a project box would be the best indicator that a page is AI-generated (especially when there is a mixture of human created content AND AI-generated content, as present in a lot of your pages). This is useful, especially considering the notable issues with AI (including hallucinations and fabrication of details), so viewers and support staff are aware. These small notes left on the pages are not as easily viewable as a project box or banner would be. I really don't see the issue with a clear-label guideline. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 22:34, 27 January 2026 (UTC) ::{{ping|Lbeaumont}} I noticed your reversions [https://en.wikiversity.org/w/index.php?title=Exploring_Existential_Concerns&diff=prev&oldid=2788278 here] & [https://en.wikiversity.org/w/index.php?title=Subjective_Awareness&diff=prev&oldid=2788257 here]. I'd prefer to have a clean conversation regarding this proposition. Please voice your concerns here. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 15:53, 28 January 2026 (UTC) :::Regarding Subjective Awareness, I distinctly recall the effort I went to to write that the old-fashioned way. It is true that ChatGPT assisted me in augmenting the list of words suggested as candidate subjective states. This is a small section of the course, is clearly marked, and makes no factual claim. Marking the entire course as AI-generated is misleading. I would have made these comments when I reverted your edit; however, the revert button does not provide that opportunity. :::Regarding the Exploring Existential Concerns course, please note this was adapted from my EmotionalCompetency.com website, which predates the availability of LLMs. The course does include two links, clearly labeled as ChatGPT-generated. Again, marking the entire course as AI-generated is misleading. :::On a broader issue, I don't consider your opinions to have established a carefully debated and adopted Wikiversity policy. You went ahead and modified many of my courses over my clearly stated objections. Please let this issue play out more completely before editing my courses further. Thanks.   [[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 15:11, 29 January 2026 (UTC) ::::Understood, and I respect your position. I apologize if my edits were seen as overarching. We could change the project box to "a portion of this resource was generated by AI", or something along those lines. Feel free to revert my changes where you see fit, and I encourage more users to provide their input. EDIT: I've made changes to the template to indicate that a portion of the content has been generated from an LLM. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 15:50, 29 January 2026 (UTC) :::::Thanks for this reply. The new banner is unduly large and alarming. There is no need for alarm here. The use of AI is not harmful per se. Like any technology, it can be used to help or to harm. I take care to craft prompts carefully, point the LMM to reliable source materials, and to carefully read and verify the generated text before I publish it. This is all in keeping with long-established Wikiversity policy. We don't want to use a  [[w:One-drop_rule|one-drop rule]] here or cause a [[w:Satanic_panic|satanic panic]]. We can learn our lessons from history here. I don't see any pedagogical reason for establishing a classification of "AI generated", but if there is a consensus that it is needed, perhaps it can be handled as just another category that learning resources can be assigned to. I would rather focus on identifying any errors in factual claims than on casting pejorative bias toward AI-generated content. An essay on the best practices for using LMM on Wikiveristy would be welcome.   [[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 15:58, 30 January 2026 (UTC) ::::::The new banner mimics the banner that is available on the English Wikibooks (see [[b:Template:AI-generated]] & [[b:Template:Uses AI]]), so my revisions aren't unique in this aspect. At this point, I'd welcome other peoples' inputs. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 19:40, 30 January 2026 (UTC) == Adopt the standard bot policy or only allow global bots? == I would like to introduce the following proposals related to bots: * 1. We adopt the standard bot policy, which will include allowing [[:m:Bot policy#Global bots|global bots]], as well as allowing [[:m:Bot policy#Automatic approval|automatic approval of certain types of bots]]. Other bots would still have to apply at [[Wikiversity:Bots/Status]]. * Or 2. We opt-in global bots, but otherwise we will not utilize the standard bot policy. Regarding automatic approval, consensus should decide if it should be allowed here or not. You can choose only one proposal, or comment here. If there is consensus to implement one of these proposals, it should be ready in two weeks. Thoughts? [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:27, 26 January 2026 (UTC) :Seems like a great idea. I lean slightly more towards the first proposal [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 08:04, 27 January 2026 (UTC) ::The first proposal, since getting a global standard would be best. Do you know anything about the Auto archive bot? [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 17:10, 3 February 2026 (UTC) :::@[[User:Harold Foppele|Harold Foppele]] An auto archive bot would require someone to code it and request it to approved at [[WV:Bots/Status]] [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 07:27, 13 February 2026 (UTC) :{{done|[[:m:Special:Diff/30065611|Changes requested]] to the stewards}}. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:33, 12 February 2026 (UTC) == How do I start making pages? == Is there a notability guideline for Wikiversity? What is the sourcing policy for information? What is the Manual of Style? What kind of educational content qualifies for Wikiversity? All the introduction pages are a bit unclear. [[User:VidanaliK|VidanaliK]] ([[User talk:VidanaliK|discuss]] • [[Special:Contributions/VidanaliK|contribs]]) 02:25, 28 January 2026 (UTC) :{{ping|VidanaliK}} Welcome to Wikiversity! I've left you a welcome message on your talk page. That should help you out. Make sure to especially look at [[Wikiversity:Introduction]]. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 03:11, 28 January 2026 (UTC) ::It says that I can't post more pages because I have apparently exceeded the new page limit. How long does it take before that new page limit expires? [[User:VidanaliK|VidanaliK]] ([[User talk:VidanaliK|discuss]] • [[Special:Contributions/VidanaliK|contribs]]) 16:57, 28 January 2026 (UTC) :::This is a restriction for new users so that Wikiversity is not hit with massive spam. As for when this limit will expire, it should be a few days or after a certain number of edits. It's easy to overcome, though I do not have the exact numbers atm. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 15:08, 29 January 2026 (UTC) ::::OK, I think I got past the limit. [[User:VidanaliK|VidanaliK]] ([[User talk:VidanaliK|discuss]] • [[Special:Contributions/VidanaliK|contribs]]) 17:21, 29 January 2026 (UTC) ==Why does it feel like Wikiversity is no longer really active anymore?== I've been looking at recent changes, and both today and yesterday there haven't been many changes that I haven't made; it feels like walking through a ghost town, is this just me or is Wikiversity not really active anymore? [[User:VidanaliK|VidanaliK]] ([[User talk:VidanaliK|discuss]] • [[Special:Contributions/VidanaliK|contribs]]) 03:54, 30 January 2026 (UTC) :There is fewer people editing these days compared to the past. Many newcomers tend to edit in Wikipedia instead. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 06:39, 30 January 2026 (UTC) :It’s a little slow, but I’m happy to know that Wikiversity is a place that I think should provide value even if the activity of editors fluctuates. If it’s any consolation your edits may be encouraging for some anonymous newcomer to start edits on their own! I think it’s hard to build community when there is such a wide variety of interests and a smaller starting userbase. Also sometimes the getting into a particular topic that already exists can be intimidating because some relics (large portals, school, categories, etc.) have intricate, unique and generally messy levels of organization. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 22:16, 9 March 2026 (UTC) == IMPORTANT: Admin activity review == Hello. A policy regarding the removal of "advanced rights" (administrator, bureaucrat, interface administrator, etc.) was adopted by [[:m:Requests for comment/Activity levels of advanced administrative rights holders|global community consensus]] in 2013. According to this policy, the [[:m:stewards|stewards]] are reviewing administrators' activity on all Wikimedia Foundation wikis with no inactivity policy. To the best of our knowledge, your wiki does not have a formal process for removing "advanced rights" from inactive accounts. This means that the stewards will take care of this according to the [[:m:Admin activity review|admin activity review]]. We have determined that the following users meet the inactivity criteria (no edits and no logged actions for more than 2 years): # [[User:MaintenanceBot]] (administrator) These users will receive a notification soon, asking them to start a community discussion if they want to retain some or all of their rights. If the users do not respond, then their advanced rights will be removed by the stewards. However, if you as a community would like to create your own activity review process superseding the global one, want to make another decision about these inactive rights holders, or already have a policy that we missed, then please notify the [[:m:Stewards' noticeboard|stewards on Meta-Wiki]] so that we know not to proceed with the rights review on your wiki. Thanks, [[User:EPIC|EPIC]] ([[User talk:EPIC|discuss]] • [[Special:Contributions/EPIC|contribs]]) 17:32, 14 February 2026 (UTC) :Seems like a request was made [https://meta.wikimedia.org/w/index.php?title=Steward_requests/Permissions&oldid=30073908 '''here'''] [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 03:06, 15 February 2026 (UTC) == Inactivity policy for Curators == I was wondering if there is a specific inactivity polity for curators (semi-admins) as I am pretty sure the global policy does not apply to them as they are not ''fully'' sysops. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 03:20, 15 February 2026 (UTC) :Unfortunately, I don't see an inactivity policy, but if we were to create such a new policy for curators, it should be the same for custodians (administrators). [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 18:45, 15 February 2026 (UTC) ::@[[User:Codename Noreste|Codename Noreste]] There is currently none, that I could find, for custodians either. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 00:47, 17 February 2026 (UTC) :::I think we should propose a local inactivity policy for custodians (and by extension, curators), which should be at least one year without any edits ''and'' logged actions. However, I don't know which page should it be when the inactivity removal procedure starts. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 00:53, 17 February 2026 (UTC) ::::@[[User:Codename Noreste|Codename Noreste]] In theory, there should be a section added at [[WV:Candidates for custodianship]] [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 00:55, 17 February 2026 (UTC) :::::To be consistent with the [[meta:Admin activity review|global period of 2 years inactivity]] for en.wv [[Wikiversity:Custodianship#Notes|Custodians]] and [[Wikiversity:Bureaucratship#How are bureaucrats removed?|Bureaucrats]] we could add something like this to [[Wikiversity:Curators]]: ::::::The maximum time period of inactivity <u>without community review</u> for curators is two years (consistent with the [[:meta:Category:Global policies|global policy]] described at [[meta:Admin activity review|Admin activity review]] which applies for [[Wikiversity:Custodianship#Notes|Custodians]] and [[Wikiversity:Bureaucratship|Bureaucrats]]). After that time a [[Wikiversity:Bureaucratship|Bureaucrat]] will remove the rights. :::::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 10:51, 27 March 2026 (UTC) == The operations behind ''deletion'' == I am a very new visitor here, and have found the need to nominate several items for deletion by means of discussion. This has led me to a question: [[Wikiversity:Requests for Deletion]] appears to have far fewer items discussed than are present in [[:Category:Requests for Deletion]]. Am I simply letting my eye confuse my brain or is this the case? If it is the case then something appears to be awry. [[User:Timtrent|Timtrent]] ([[User talk:Timtrent|discuss]] • [[Special:Contributions/Timtrent|contribs]]) 11:31, 17 February 2026 (UTC) :Many people often forgot to add their rationale onto [[WV:RFD]], resulting in the fewer entries. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 11:59, 22 February 2026 (UTC) ::If Wikiversity had an (optional) automated system such as a port of [[w:en:WP:TWINKLE]] that might help regularise that situation. Is there an appetite for such things here? ::I am aware that this is a very different WMF site, with its own custom and practice. 🇵🇸&zwj;🇺🇦&nbsp;[[User:Timtrent|Timtrent]]&nbsp;🇺🇦&nbsp;[[User talk:Timtrent|talk to me]]&nbsp;🇺🇦&zwj;🇵🇸 12:44, 22 February 2026 (UTC) :::@[[User:Timtrent|Timtrent]] I created a script for that, [[User:PieWriter/RFD.js]] [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 10:35, 17 March 2026 (UTC) ::::@[[User:PieWriter|PieWriter]] I am unclear how to install it? Non tech user here! 🇵🇸&zwj;🇺🇦&nbsp;[[User:Timtrent|Timtrent]]&nbsp;🇺🇦&nbsp;[[User talk:Timtrent|talk to me]]&nbsp;🇺🇦&zwj;🇵🇸 12:29, 17 March 2026 (UTC) :::::@[[User:Timtrent|Timtrent]] Add <code> mw.loader.load('//en.wikiversity.org/w/index.php?title=User:PieWriter/RFD.js&action=raw&ctype=text/javascript'); // Backlink: [[User:PieWriter/RFD.js]] </code> to [[User:Timtrent/common.js]] [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 12:33, 17 March 2026 (UTC) == Upcoming [[:meta:Wikimedia Café|Wikimedia Café]] session regarding the [[:Commons:Commons:Mobile_app|Wikimedia Commons mobile app]] == {{tmbox|image=[[File:Wikimedia Café logo in plain SVG format.svg|45px]]|type=notice|text=Hello! There will be a '''[[:meta:Wikimedia Café|Wikimedia Café]]''' meetup on 7 March 2026 at 15:00 UTC, focusing on the '''[[:Commons:Commons:Mobile_app|Wikimedia Commons mobile app]]'''. Featured guests will be software developers [[User:Misaochan]] and [[User:RitikaPahwa4444]], and Wiki Project Med chair [[User:Doc James]]. Please see the Café page for more information, including how to attend. <span style="white-space:nowrap;">[[User:Pine|<span style="color:#01796f; text-shadow:#00BFFF 0 0 1.0em">↠Pine</span>]] [[User talk:Pine|<span style="color:DeepSkyBlue">(<b style="color:#FFDF00;text-shadow:#FFDF00 0 0 1.0em">✉</b>)</span>]]</span> 07:29, 22 February 2026 (UTC)}} == [[Wikiversity:Artificial intelligence]] to become an official policy == With the introduction of AI-material, and some material just plain disruptive, its imperative that Wikiversity catches up with its sister projects and implements an official AI policy that we can work with. The recent issue of [[User:Lbeaumont|Lbeaumont]]'s 50+ articles that contain significantly large AI-generated material has made me came to the Colloquium. This user has also been removing the [[Template:AI-generated]] template from their pages, calling it "misleading", "alarmist", and "pejorative" - which is all just simply nonsensical rationales. Not to even mention this user's contributions to the English Wikipedia have been [https://en.wikipedia.org/wiki/Wikipedia:Articles_for_deletion/Inner_Development_Goals contested] and [https://en.wikipedia.org/wiki/Wikipedia:Articles_for_deletion/Multipolar_trap removed] a couple of times (for being low-quality and clearly LLM-generated), highlighting the need for an actual policy to be implemented here on Wikiversity. I would like to ping {{ping|Juandev}} and {{ping|Jtneill}} for their thoughts as well, since I'd like this to be implemented as soon as possible. Wikiversity has a significant issue with implementing anti-disruptive measures, hence why we have received numerous complaints as a community about our quality. I originally was reverting the removal of the templates, but realized that this is still a proposed policy, which it shouldn't be anymore. It should be a recognized Wikiversity policy. 14:54, 10 March 2026 (UTC) —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 14:54, 10 March 2026 (UTC) :@[[User:Atcovi|Atcovi]] '''I agree''' that the draft, should become official policy. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:00, 10 March 2026 (UTC) :I provided a detailed response at: [[Wikiversity talk:Artificial intelligence#Evolving a Wikiversity policy on AI]] :I will appreaciate it if you consder that carefully. [[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 22:49, 10 March 2026 (UTC) :Agree it should become official Wikiversity policy on the condition <u>that point point 5 is about [significant/substantial] LLM-generated text specifically</u>. Not a good idea to overuse it, it should be added when there is substantial AI-generated text on the page, not for other cases. [[User:Prototyperspective|Prototyperspective]] ([[User talk:Prototyperspective|discuss]] • [[Special:Contributions/Prototyperspective|contribs]]) 12:37, 11 March 2026 (UTC) :What policy is being debated? Is it the text on this page, which is pointed to by the general banner, or the text at:   [[Wikiversity:Artificial intelligence|Wikiversity:Artificial intelligence,]]   which is pointed to by the specific banner? Let's begin with coherence on the text being debated. Thanks! [[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 11:49, 17 March 2026 (UTC) ::@[[User:Lbeaumont|Lbeaumont]] This is a call for approval of the new Wikiversity policy. You expressed your opinion [[Wikiversity talk:Artificial intelligence#Evolving a Wikiversity policy on AI|on the talk page of the proposal]], I replied to you and await your response.When creating policies, it is necessary to propose specific solutions. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 14:12, 17 March 2026 (UTC) :::Toward a Justified and Parsimonious AI Policy :::As we collaborate to develop a consensus policy on the use of Large Language Models, it is wise to begin by considering the needs of the various stakeholders to the policy. :::The stakeholders are: :::1)     The users, :::2)     The source providers, and :::3)     The editors :::There may also be others with a minor stake in this policy, including the population at large. :::The many needs of the users are currently addressed by long-standing [[Wikiversity:Policies|Wikiversity policies]], so we can focus on what, if any, additional needs arise as LLMs are deployed. :::As always, users need assurance that propositional statements are accurate. This is covered by the existing policy on [[Wikiversity:Verifiability|verifiably]]. In addition, it is expected by both the users and those that provide materials used as sources for the text are [[Wikiversity:Cite sources|accurately attributed]]. This is also covered by [[Wikiversity:Cite sources|existing policies]]. :::To respect the time and effort of editors, a parsimonious policy will unburden editors from costly requirements that exceed benefits to the users. :::Finally, it is important to recognize that because attention is our most valuable seizing attention unnecessarily is a form of theft. :::The following proposed policy statement results from these considerations: :::Recommended Policy statement: :::·       Editors [[Wikiversity:Verifiability|verify the accuracy]] of propositional statements, regardless of the source. :::·       Editors [[Wikiversity:Cite sources|attribute the source]] of propositional statements. In the case of LLM, cite the LLM model and the prompt used. :::·       Use of various available templates to mark the use of LLM are optional. Templates that are flexible in noting the type and extend of LLM usage are preferred. Templates that avoid unduly distracting or alarming the user are preferred. [[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 19:56, 19 March 2026 (UTC) ::::Do we discuss here or there? I have replied you there as your proposal is about that policy so it is tradition to discuss it at the affected talk page. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 21:59, 19 March 2026 (UTC) : {{support}} Thanks for the proposed policy development and discussion; also note proposed policy talk page discussion: [[Wikiversity talk:Artificial intelligence]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 12:05, 24 March 2026 (UTC) == Technical Request: Courtesy link.. == [[Template_talk:Information#Background_must_have_color_defined_as_well]] [[User:ShakespeareFan00|ShakespeareFan00]] ([[User talk:ShakespeareFan00|discuss]] • [[Special:Contributions/ShakespeareFan00|contribs]]) 11:43, 20 March 2026 (UTC) : I can't edit the template directly as it need an sysop/interface admin to do it. [[User:ShakespeareFan00|ShakespeareFan00]] ([[User talk:ShakespeareFan00|discuss]] • [[Special:Contributions/ShakespeareFan00|contribs]]) 11:43, 20 March 2026 (UTC) :: Also if the Template field of - https://en.wikiversity.org/wiki/Special:LintErrors/night-mode-unaware-background-color is examined, there is poential for an admin to clear a substantial proportion of these by implmenting a simmilar fix to the indciated templates (and underlying stylesheets). It would be nice to clear things like Project box and others, as many other templates (and thus pages depend on them.) :) [[User:ShakespeareFan00|ShakespeareFan00]] ([[User talk:ShakespeareFan00|discuss]] • [[Special:Contributions/ShakespeareFan00|contribs]]) 11:43, 20 March 2026 (UTC) :I think it would be best to grant you interface admin rights for a short period of time to make these changes. However, I still have doubts about the suitability of this solution, which may cause other problems and no one has explained to me why dark mode has to be implemented this way @[[User:ShakespeareFan00|ShakespeareFan00]]. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 20:43, 20 March 2026 (UTC) : I would have reservations about holding such rights, which is why I was trying to do what I could without needing them. However if it is the only way to get the required changes made, I would suggest asking on Wikipedia to find technical editors, willing to undertake the changes needed. [[User:ShakespeareFan00|ShakespeareFan00]] ([[User talk:ShakespeareFan00|discuss]] • [[Special:Contributions/ShakespeareFan00|contribs]]) 09:32, 21 March 2026 (UTC) == Global ban for Faster than Thunder == Hello, this message is to notify that [[User:Faster than Thunder|Faster than Thunder]] has been nominated for a global ban at [[m:Requests for comment/Global ban for Faster than Thunder]]. You are receiving this notification as required per the [[m:global ban|global ban]] policy as they have made at least 1 edit on this wiki. Thanks, --[[User:SHB2000|SHB2000]] ([[User talk:SHB2000|discuss]] • [[Special:Contributions/SHB2000|contribs]]) 02:01, 22 March 2026 (UTC) == Upcoming Wikimedia Café meetup regarding the [[:meta:Wikimedia Foundation Annual Plan/2026-2027|the 2026-2027 Wikimedia Foundation Annual Plan]] == {{tmbox | image = [[File:Wikimedia Café logo in plain SVG format.svg|45px]] | type=notice | text = Hello! There will be a '''[[:meta:Wikimedia Café|Wikimedia Café]]''' meetup on '''Saturday, 11 April 2026 at 14:00 UTC''' ([https://zonestamp.toolforge.org/1775916000 timestamp conversion tool]), focusing on the [[:meta:Wikimedia Foundation Annual Plan/2026-2027|the 2026-2027 Wikimedia Foundation Annual Plan]]. The featured guests will be <span class="plainlinks">[//meta.wikimedia.org/wiki/User:KStineRowe_(WMF) Kelsi Stine-Rowe]</span> (senior manager, [[:meta:Movement Communications|Movement Communications]], Wikimedia Foundation), and <span class="plainlinks">[//meta.wikimedia.org/wiki/User:Samwalton9_(WMF) Sam Walton] (senior product manager, [[:mw:Moderator Tools|Moderator Tools]], Wikimedia Foundation). {{pbr}}In addition to this Café session, [[:meta:Wikimedia Foundation Annual Plan/2026-2027/Collaboration|several additional meetings regarding the Annual Plan are listed on the Collaboration page]], and you may participate on the [[:meta:Talk:Wikimedia Foundation Annual Plan/2026-2027|talk page]].{{pbr}}This Café meetup will be approximately two hours long. Attendees may choose to attend only for a part. Please see the Café page for more information, including [[:meta:Wikimedia Café#Signups for the April 2026 session|how to register]]. <br />[[File:Buntstifte Eberhard Faber crop 64h.jpg|860px|alt=cropped image of colored pencils]]</span> }} <span style="white-space:nowrap;">[[User:Pine|<span style="color:#01796f; text-shadow:#00BFFF 0 0 1.0em">↠Pine</span>]] [[User talk:Pine|<span style="color:DeepSkyBlue">(<b style="color:#FFDF00;text-shadow:#FFDF00 0 0 1.0em">✉</b>)</span>]]</span> 05:34, 29 March 2026 (UTC) == WikiEducator has closed == Some of you may know of a similar project to Wikiversity, called [https://wikieducator.org/Main_Page WikiEducator], championed by [https://oerfoundation.org/about/staff/wayne-mackintosh/ Wayne Mackintosh][https://www.linkedin.com/posts/waynemackintosh_important-notice-about-the-oer-foundation-activity-7405113051688931329-Nhm9/][https://openeducation.nz/killed-not-starved/]. It seems [https://openeducation.nz/terminating-oer-foundation their foundation has closed] and they are no longer operating. They had done quite a bit of outreach (e.g., in the Pacific and Africa) to get educators using wiki. The WikiEducator content is still available in MediaWiki - and potentially could be imported to Wikiversity ([https://wikieducator.org/WikiEducator:Copyrights CC-BY-SA] is the default license). The closing of WikiEducator arguably makes the nurturing of Wikiversity even more important. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 02:09, 1 April 2026 (UTC) :I was never active there. If anyone has an account or is otherwise in contact, we may want to copy relevant information here or even at [[:outreach:]]. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 04:46, 1 April 2026 (UTC) == Wikinews is ending == Apparently mainly due to low editorial activity, low public interest, but also failure to achieve the goals from the proposal for the creation of the project, the Wikinews project is ending after years of discussions ([[Meta:Proposal for Closing Wikinews|some reading]]). And I would be interested to see how Wikiversity is doing in the monitored metrics. We probably have more editors than Wikinews had, but what about consumers and achieving the goals? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 19:14, 1 April 2026 (UTC) :Wikiversity's biggest issue in recent times was the hosting of low-quality, trash content. Thankfully we've done a great job in removing pseudoscience and other embarrassingly trash content (Wikidebates, for example), but the biggest concern moving forward is proper maintenance IMO. I've caught several pseudoscience pages being created within the last few months that could easily have flown under the radar (ex, [[The Kelemen Dilemma: Causal Collapse and Axiomatic Instability]]), so I'd urge our custodians/curators to be on the lookout for this type of content. Usually an AI-overview can point this type of content out relatively well. :In terms of visibility, I believe Wikiversity is a high-traffic project. I remember my [[Mathematical Properties]] showing up on the first page of Google when searching up "math properties" for the longest time (and is still showing up in the first page 'till this day!). Besides, Wikinews hosted a lot of short-term content (the nature of news articles), while Wikiversity hosts content that can still be useful a decade later (ex, [[A Reader's Guide to Annotation]]). :I think we are on a better path than we were a few months ago, and I do want to thank everyone here who has been helping out with maintaining our website! —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 20:48, 1 April 2026 (UTC) :For what it's worth, the group that did that study has since disbanded, so no one is monitoring the other sister projects in the same way. Additionally, Wikinews had some catastrophic server issues due to the maintenance of [[:m:Extension:DynamicPageList]] which don't apply here. Your questions are still worth addressing, but I just wanted to cut off any concern at the pass about Wikiversity being in the same precarious situation. Wikiversity is definitely the biggest "lagging behind" or "failure" project now that Wikinews is being shuttered, but I don't see any near- or medium-term pathway to closing Wikiversity. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 00:46, 2 April 2026 (UTC) :[[w:en:Wikipedia:Wikipedia Signpost/2026-03-31/News and notes|Entirety of Wikinews to be shut down]] (Wikipedia Signpost) -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 02:03, 11 April 2026 (UTC) == Action Required: Update templates/modules for electoral maps (Migrating from P1846 to P14226) == Hello everyone, This is a notice regarding an ongoing data migration on Wikidata that may affect your election-related templates and Lua modules (such as <code>Module:Itemgroup/list</code>). '''The Change:'''<br /> Currently, many templates pull electoral maps from Wikidata using the property [[:d:Property:P1846|P1846]], combined with the qualifier [[:d:Property:P180|P180]]: [[:d:Q19571328|Q19571328]]. We are migrating this data (across roughly 4,000 items) to a newly created, dedicated property: '''[[:d:Property:P14226|P14226]]'''. '''What You Need To Do:'''<br /> To ensure your templates and infoboxes do not break or lose their maps, please update your local code to fetch data from [[:d:Property:P14226|P14226]] instead of the old [[:d:Property:P1846|P1846]] + [[:d:Property:P180|P180]] structure. A [[m:Wikidata/Property Migration: P1846 to P14226/List|list of pages]] was generated using Wikimedia Global Search. '''Deadline:'''<br /> We are temporarily retaining the old data on [[:d:Property:P1846|P1846]] to allow for a smooth transition. However, to complete the data cleanup on Wikidata, the old [[:d:Property:P1846|P1846]] statements will be removed after '''May 1, 2026'''. Please update your modules and templates before this date to prevent any disruption to your wiki's election articles. Let us know if you have any questions or need assistance with the query logic. Thank you for your help! [[User:ZI Jony|ZI Jony]] using [[User:MediaWiki message delivery|MediaWiki message delivery]] ([[User talk:MediaWiki message delivery|discuss]] • [[Special:Contributions/MediaWiki message delivery|contribs]]) 17:11, 3 April 2026 (UTC) <!-- Message sent by User:ZI Jony@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Distribution_list/Non-Technical_Village_Pumps_distribution_list&oldid=29941252 --> rsjvo23fekr9nzlb5arep2se8t8bpy1 4 1558 2804140 2804139 2026-04-10T12:05:30Z Mangar Lual Giir 3065072 2804140 wikitext text/x-wiki '''Instagram and Self-esteem''' The app “Instagram” has been popular for many years now; it is an American photo and short-form video sharing social networking service owned by Meta Platforms (Wikipedia). Although everyone is able to create and post their own experiences, there are a lot of posts that can get restricted if they fall under misinformation. “Across the globe, people are concerned about misinformation shared on social media, independent of its actual prevalence. Misinformation can be defined as false or misleading information” (Hoffman, Boulianne). Self-esteem and social media have been the most alarming topics among adolescents, yet they are not advertised enough. Adolescents become exposed to social media at a young age, and they soon start to compare their own image to pictures seen online. Social media is known for the best moments and perfect pictures. “Body image is defined as a person’s feelings and thoughts about their own body regarding how their physical appearance is evaluated by others” (Colak, Bingol, Dayi). Many adolescents set a body image standard that may not be realistic. Low self-esteem can lead to many negative thoughts during the development of an individual in their early teens. '''Social media and its advertisements about self-esteem''' Self-esteem is quite known; it can be common around all ages, yet it is not advertised often. Instagram seems to put an emphasis on picture-perfect moments, and through my personal experience when people try to speak up about something alarming, the posts get flagged or taken down. Even though this isn’t talked about, adolescents seem to be attached to social media, often fantasizing their perfect image, causing it to become an addiction. Instagram guidelines are listed as intellectual property, appropriate imagery, spam, illegal content, hate speech, bullying and abuse, self-injury, and graphic violence. Although all these are listed, I do not believe they act upon them when there are posts that may fit into the description. For example, some users may post alarming pictures, yet they don’t get taken down, or a user may post a story with a caption that may fall under self-injury but also won’t get flagged. Social media can be a scary place, but it is important to teach adolescents, when they are at peak development, that pictures on social media are not held to a reality. “This study aimed to examine the relationship between self-esteem and social media addiction levels in adolescents and the mediating role of body image between these two variables” (Colak, Bingol, Dayi). That being said, social media becomes addictive and prevents adolescents from fully discovering their own beauty. '''Social Media and its Advertisement''' Social media comes with and gets so many ads added. If social media were to add in ads based on topics that can be helpful, the platform, such as Instagram, would be used differently. This would potentially create a safe space for adolescents to see as they go on about their day. Of course, there are influencers that may post about mental awareness, self-love, and body positivity, but they are never consistent. This creates a lack of advertisement, which leads to people forgetting what was even mentioned in the awareness post. To conclude, Instagram is failing to advertise the unstable relationship adolescents have between social media and self-esteem. I do believe advertising would help keep a reminder to those whom it can apply to and stop comparing it to something that is not a reality standard. ''References'' “Instagram.” Wikipedia, Wikimedia Foundation, 13 Dec. 2018, en.wikipedia.org/wiki/Instagram. Hoffmann, Christian Pieter, and Shelley Boulianne. “Concerns about Misinformation on Instagram in Five Countries.” Journal of Elections Public Opinion and Parties, 21 June 2025, pp. 1–23, https://doi.org/10.1080/17457289.2025.2514192. Colak, Mehmet, et al. “Self-Esteem and Social Media Addiction Level in Adolescents: The Mediating Role of Body Image.” Indian Journal of Psychiatry, vol. 65, no. 5, 15 May 2023, pp. 595–600, journals.lww.com/indianjpsychiatry/Fulltext/2023/65050/Self_esteem_and_social_media_addiction_level_in.13.aspx, https://doi.org/10.4103/indianjpsychiatry.indianjpsychiatry_306_22. ‌ 5txjf7ct1epbanj28ygxuocgkuw0xr7 10 1623 2804227 2781869 2026-04-11T00:44:06Z Jtneill 10242 Simplify by removing 2nd sentence: " References or links should describe this page as a "proposal"" 2804227 wikitext text/x-wiki {{ombox | image = [[File:Purple question mark.svg|24px|center]] | text = <div style="padding-top: 6px; padding-bottom: 5px;">You can help develop this '''proposal''', [[{{TALKPAGENAME}}|share your thoughts]], or discuss its adoption as '''{{{type|a Wikiversity [[Wikiversity:Policies|policy]], [[Wikiversity:Guidelines|guideline]], or [[Wikiversity:Process|process]]}}}'''.</div> | imageright = {{#if:{{{1<includeonly>|</includeonly>}}} | {{Ombox/shortcut|{{{1<includeonly>|</includeonly>}}}|{{{2|}}}|{{{3|}}}|{{{4|}}}|{{{5|}}} }} }} }}<includeonly>[[Category:Proposed policies|{{PAGENAME}}]]</includeonly><noinclude> [[Category:Administrative templates]] </noinclude> jv99ign8bwfxji8wlguab6iaeile7i0 2804228 2804227 2026-04-11T00:47:02Z Jtneill 10242 Simplify 1st sentence 2804228 wikitext text/x-wiki {{ombox | image = [[File:Purple question mark.svg|24px|center]] | text = <div style="padding-top: 6px; padding-bottom: 5px;">You can help develop this '''proposal''' or [[{{TALKPAGENAME}}|share your thoughts]] about its adoption as '''{{{type|a Wikiversity [[Wikiversity:Policies|policy]], [[Wikiversity:Guidelines|guideline]], or [[Wikiversity:Process|process]]}}}'''.</div> | imageright = {{#if:{{{1<includeonly>|</includeonly>}}} | {{Ombox/shortcut|{{{1<includeonly>|</includeonly>}}}|{{{2|}}}|{{{3|}}}|{{{4|}}}|{{{5|}}} }} }} }}<includeonly>[[Category:Proposed policies|{{PAGENAME}}]]</includeonly><noinclude> [[Category:Administrative templates]] </noinclude> 0xwiukq21g3tuzz29m1mq9tuxib1a5l 2804229 2804228 2026-04-11T00:48:59Z Jtneill 10242 Remove link to processes (inactive) 2804229 wikitext text/x-wiki {{ombox | image = [[File:Purple question mark.svg|24px|center]] | text = <div style="padding-top: 6px; padding-bottom: 5px;">You can help develop this '''proposal''' or [[{{TALKPAGENAME}}|share your thoughts]] about its adoption as '''{{{type|a Wikiversity [[Wikiversity:Policies|policy]] or [[Wikiversity:Guidelines|guideline]]'''.</div> | imageright = {{#if:{{{1<includeonly>|</includeonly>}}} | {{Ombox/shortcut|{{{1<includeonly>|</includeonly>}}}|{{{2|}}}|{{{3|}}}|{{{4|}}}|{{{5|}}} }} }} }}<includeonly>[[Category:Proposed policies|{{PAGENAME}}]]</includeonly><noinclude> [[Category:Administrative templates]] </noinclude> 4w317vbq3dfhlv5tojbqmgw73c61vmq 2804230 2804229 2026-04-11T00:49:37Z Jtneill 10242 2804230 wikitext text/x-wiki {{ombox | image = [[File:Purple question mark.svg|24px|center]] | text = <div style="padding-top: 6px; padding-bottom: 5px;">You can help develop this '''proposal''' or [[{{TALKPAGENAME}}|share your thoughts]] about its adoption as '''{{{type|a Wikiversity [[Wikiversity:Policies|policy]] or [[Wikiversity:Guidelines|guideline]]}}}'''.</div> | imageright = {{#if:{{{1<includeonly>|</includeonly>}}} | {{Ombox/shortcut|{{{1<includeonly>|</includeonly>}}}|{{{2|}}}|{{{3|}}}|{{{4|}}}|{{{5|}}} }} }} }}<includeonly>[[Category:Proposed policies|{{PAGENAME}}]]</includeonly><noinclude> [[Category:Administrative templates]] </noinclude> nl3e2rcewuuhuvbbu9pj1iq72ri7mbz 4 1791 2804143 2803217 2026-04-10T13:53:08Z Atcovi 276019 /* Systemic Lupus Erythematosus */ closed 2804143 wikitext text/x-wiki {{/header}} [[Category:Wikiversity deletion]] __TOC__ == [[Korean/Words]] == (I go to RfD instead of ''proposed deletion'' since many pages are affected.) I proposed to quasi-delete, i.e. '''move to userspace''' of the main (or sole?) creator, {{User|KYPark}}. The page is organized a little bit like a dictionary. It makes it redundant to Wiktionary except that Wikiversity allows original research and there does seem to be original research there. Thus, its being organized as a dictionary would alone not necessarily be a problem. Where I see a problem is in the organization and execution/implementation. Consider [[Korean/Words/가다]], which seems rather typical of the subpages (some subpages are like categories and transclude the pages for individual words): * On the putative definition line, there is this: "한곳에서 다른 곳으로 장소를 이동하다", apparently(?) in Korean. That does not seem to fit well into the ''English'' Wikiversity. * There seems to be some original research into etymological relations between Korean and European languages in the "Comparatives" section (from what I recall, the English Wiktionary rejected this kind of content from KYPark). Admittedly, it is marked using "This is a primary, secondary and/or original Eurasiatic research project at Wikiversity", so it could be tolerable, but even so, one has to wonder whether Wikiversity wants this kind of fringe science/research or outright pseudo-science. ** Fringe science: fringe physics has been moved to user space before. This would be fringe etymology. But then, original research is allowed. Deletion is not required; moving to user space suffices, I think. Alternatively, one could at least rename the pages to make it clear from the title that this is not Wikiversity voice but rather KYPark voice, e.g. "Korean/Words (KYPark)/..." or "Korean/Words/KYPark/..." (recall the "Fedosin" pages featuring the name "Fedosin"). Methodology: I see almost no methodological notes spanning the words at [[Korean/Words]]. And yet, if this is original research inventing new etymological connections, surely there should be some general considerations/analysis on how to proceed and how that manner of procedure differs from mainstream etymology? Prefix index (max 200 items?): {{Small START}} {{Special:Prefixindex/Korean/Words}} {{Small END}} --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:33, 24 September 2025 (UTC) :I would keep it. If there is a course of Korean, why not to have a resesearch on Korean vocabulary? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 19:53, 16 October 2025 (UTC) :: I propose to dismiss the above input: 1) it does not contain any argument, except for a question, and a question is not an argument (it can be so reinterpreted, but that includes additional burden on the interpreters, in interpreting it the wrong way); 2) it ignores all the issues I have raised, including that there is something like definition lines in Korean, in this ''English'' Wikiversity. To answer the question asked: there can be a research on Korean vocabulary in the mainspace, but not one showing the defects I identified above. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:35, 15 November 2025 (UTC) :I've reviewed a sample of approximately 20 of the Korean/Words sub-pages and lean towards moving to user space because: :* The pages appear to be an idiosynchratic collection of etymological pages about Korean language :* There is minimal English instruction which is problematic for English Wikiversity :* There is no explanation of research method :* There is no educational rationale :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:31, 22 November 2025 (UTC) :Well, since the original creator has indef I change my mind and I would '''delete''' it. The case is nobody knows how to continue with the research and if we move it to the userspace, the user cannot improve it eihter. What the original user can do to request admin, to send them a contentent to their email for example if they really want to improve the resource elsewhere. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:38, 11 March 2026 (UTC) == [[Enhancing Web Browser Security through Cookie Encryption]] == To avoid further conflict with the user who entered this text into Wikiversity, I am opening a RFD request. I am not sure about how to proceed, although I am inclined to move it out of mainspace = quasi-delete. I am looking forward to get input from others, especially curators and custodians. Some considerations: 1) There is perhaps no more appearance/suspicion of copyright violation, now that the ResearchGate (RG) article (of which this is a copy, perhaps an incomplete copy?) carries a license. 2) The article is not a complete replica from RG: at a minimum, it lacks images. The inserter could have continued editing the page in his user space before he uploads images, that is, before he finalizes the page for consumption, but that did not happen. I did not check whether the text is an exact one-to-one match; the article does not indicate anything in that regard. 3) The principle implied seems to be this: users should feel free to duplicate non-peer-reviewed articles from RG in English Wikiversity, perhaps to increase the Google search and LLM yield. I find this problematic, in part for the duplication. I would say: choose a venue and publish it there. If RG is not good enough for you as a publishing venue, choose Wikiversity instead, but not both? 4) There are some features that appear unduly promotional. There is a link to a dot com home page of the inserter of the article. I dot not know how we handle or should handle this, whether prohibit such a link, etc. This is perhaps not so much a call to quasi-deletion but a call to make it less promotional. 5) I cannot determine the value of such an article. It seems to be a pseudo-article describing someone's browser extension. Can someone do a better analysis? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:48, 8 October 2025 (UTC) :2) Images for Wikicommons are being created, it will take a lot of time. and the text is not an exact one-to-one match :3) I also mentioned that It was being created so that it is more accessible from mobile phone, which is not possible in RG or in Zenodo :Let me clarify the purpose of uploading it to different platforms :Zenodo - registration and to link DOI :RG - Self Archiving :Wikiversity - Accessible by anyone from any device. LLMs may get trained on Wikiversity data or use these data for indexing :5) The paper is a result of a research project which involved a browser extension which was built to test the theory. [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 01:34, 9 October 2025 (UTC) :: I find the practice here of publishing non-identical but similar text ("the text is not an exact one-to-one match") with almost the same title to be problematic. I cannot imagine this is a recommended practice in academic publishing. At a minimum, somewhere near the top, the page should say something like the following: "This text is based on article ___ published at ___ but is not identical. The author of the differences/changes is ___." Everything else leads to an undesirable confusion. In academic publishing, the title of an article serves as key part of identification of the artifact. :: As I said before, I seen nothing particularly academic article-like about the page except for external/superficial signs. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:30, 9 October 2025 (UTC) :::That Article has been published under CC BY SA 4.0 :::And I am one of the author of the article. That gives me right to modify text and publish it under a similar name. However, I will add the disclaimer text that you have suggested. I hope that helps. [[Special:Contributions/&#126;2025-27520-79|&#126;2025-27520-79]] ([[User talk:&#126;2025-27520-79|talk]]) 06:07, 9 October 2025 (UTC) :::: It may give you that right from the ''copyright'' perspective, but perhaps not from ''academic publishing integrity'' perspective. Unfortunately, I do not have any guideline handy; I am merely following my common (or not so common) sense. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:32, 9 October 2025 (UTC) :: I would like to ask: was this article guided by someone from an academic institution, such as a university? Is it reviewed at least in some weak sense? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:39, 9 October 2025 (UTC) :::Yes, This article has been reviewed by two academic professors, their names are also listed as co authors. :::First, a project guide would help us with selecting a topic and with the document :::Second, an Internal examiner would go through our experiment and approve it :::Finally, External Examiner would examine the documentation and verify it. :::We were required by these professors to put their name under contributions [[Special:Contributions/&#126;2025-27520-79|&#126;2025-27520-79]] ([[User talk:&#126;2025-27520-79|talk]]) 05:48, 9 October 2025 (UTC) :: Let me explicate the promotional potential of such a page a bit: one can go to the page of the article in Wikiversity --> https://tomjoejames.com/ --> HitMyTarget (a commercial, profit-making entity?) Why would the link be to a commercial web site rather than an academic page, or perhaps a LinkedIn account, which I think the person has? There could also be no link at all; a search for the name would turn out something in Google as well. But providing a direct link would drive users/viewers toward that website much stronger since otherwise the viewer of the page would have to open a new Google search window or the like. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:45, 9 October 2025 (UTC) :::It is evident that the website is not even close to being complete. :::I will be creating a separate page under the same domain name specifically for people to contact me. :::The url would probably be defined as tomjoejames.com/contact-me/ :::I haven't decided yet. But that is my personal website. :::If the community requires me to remove it, I will. But personally I think people who are from here most likely to click the link to know more about me or to contact me. Either way I think my personal website serves the purpose. :::As for the HitMyTarget, it can be traced from any of my links. From my research gate profile, linkedin page or even my own userpage. :::On the article I did not add any promotional content about myself, I hyperlinked only my own name. I do not know how that is promotional. [[Special:Contributions/&#126;2025-27520-79|&#126;2025-27520-79]] ([[User talk:&#126;2025-27520-79|talk]]) 06:04, 9 October 2025 (UTC) :::: I am pausing any further responses from me to see whether anyone else has any input. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:30, 9 October 2025 (UTC) :What does it mean "There is perhaps no more appearance/suspicion of copyright violation"? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 19:57, 16 October 2025 (UTC) :I have accepted VRT permission per [[ticket:2025100410001149]] FYI. [[User:Matrix|Matrix]] ([[User talk:Matrix|discuss]] • [[Special:Contributions/Matrix|contribs]]) 11:00, 28 October 2025 (UTC) ::Thank you Matrix [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 12:43, 28 October 2025 (UTC) :I would '''delete''' it. 1) it states its a learning resource. It could not be a learning resource as not rewieved original research. 2) It is not an ongoing research, nor the research was performed on Wikiversity - wv is not a preprint or article database. Maybe it could be moved elsewhere withn Wikimedia domain, but I dont know where. So I would delete it. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 21:56, 20 November 2025 (UTC) ::I would '''keep it.''' Like Dan had pointed out, we do have article-like pages in Wikiversity, and this is not just a random pseudo science article but an article that is a report of an final year project, it has been reviewed by 3 professors whose name has been mentioned at the very beginning. [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 14:50, 21 November 2025 (UTC) :::I think it is not good to rate pages by appearance. It can be done on other Wikimedia projects, but it cannot be done on Wikiversity, because Wikiversity does not create a static format for presenting information, but is focused on the goal and process. Unfortunately, the goal and process do not have a uniform format. While a target article on Wikipedia or an entry on Wiktionary have some standard target format, Wikiversity does not. That is why I personally rate pages according to the goals and their assessment. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:05, 22 November 2025 (UTC) Further reading for this nomination: [[S: Wikisource:Proposed_deletions/Archives/2025#Index:Cookie_Encryption.pdf]]; EncycloPetey handled the matter. Let me quote his wisdom on Zenodo (which I lack): "This is tied to a PDF on Commons that was uploaded as "own work" with a CC license and a doi link to Zenodo, with no indication of where this paper was published or if it was published. Zenodo is not a publisher; it is a site for storing research and sharing papers. If Zenodo is the only place this was "published" then it was effectively self-published. --EncycloPetey (talk) 16:14, 15 September 2025 (UTC)" --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:55, 9 October 2025 (UTC) :Can you clarify what point are you trying to state? Didn't I already state that the article is published by me? :I first created the article in wikisource which I thought would be the perfect place, unfortunately they do not allow self published articles that are not notable. Then I discovered Wikiversity where they allow self published articles. That is why I created the article here. :Unlike in wikisource, I did follow guidelines. :Ever since you deleted the first article, I spent time reading Wikiversity guidelines and I do think that I am following it perfectly. :I would like to get your suggestions on how should I improve the page, 10 points would be sufficient. :Because your goals or intentions are confusing me very much. At first you told me that the article is exactly the same as the preprint in RG and therefore there is no use to it here. And then when I continued to optimize it for Wikiversity, you went ahead and said it is problematic according to recommended academic publishing. :Atleast just respond to the points that I have made whether you agree or disagree. So that I clarify and proceed to discuss points that are important and relevant :Have you published an research article? If yes, could you send it to me so that I can see the format you have done it [[Special:Contributions/&#126;2025-27520-79|&#126;2025-27520-79]] ([[User talk:&#126;2025-27520-79|talk]]) 10:45, 9 October 2025 (UTC) :: I am giving a chance/time to other curators/custodians to look at the matter and respond to my inputs. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 11:14, 9 October 2025 (UTC) :: Incidentally, above I counted 4 questions (or more), 1 request (or more?) and 1 command (or more?). That is a behavior of a commanding entity. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 11:24, 9 October 2025 (UTC) I would '''delete it''''. It's more like an academic communication than a learning resource or research.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:32, 26 October 2025 (UTC) :: In the above post, I do not see any valid rationale for deletion: we do have article-like pages, in Wikijournals and also e.g. in [[Physics/Essays/Fedosin/Stellar Stefan–Boltzmann constant]]. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:59, 3 November 2025 (UTC) :::But I do, see above. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 21:56, 20 November 2025 (UTC) :it is a '''student research paper''' forming part of a learning resource on web security and encryption. :The project was conducted as part of a final-year university course and documented as a practical study on cookie encryption and it has been reviewed by three professors. However, I will be creating a sub page for the article to elaborately describe the experiment that we have conducted and the results we got. [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 15:57, 26 October 2025 (UTC) ::And why should w host research papers? Wikiversity is not an academic Journal nor repository. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:06, 22 November 2025 (UTC) :::I do not wish to go through this same argument once again, I've already answered to this question several times in Dan's talk page, Colloquium. you can refer them. I am not hosting the research paper here, I have already hosted the pdf in the ResearchGate, I have published a text version in the wikiversity so that it may be useful for others. Unless you can show me how that article is totally useless, I would like to '''keep''' the article in the wikiversity. [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 10:13, 22 November 2025 (UTC) ::::And thats the point I am having. Wikiversity is not paper repository. The only way is to publish it via WikiJournal, but they want it for Wikipedia usually. Why wikiversity should be a duplication of ResearchGate, Academia or Zenodo? ::::What I can read on [[Wikiversity:What is Wikiversity?]] policy is, that Wikiversity research "...includes interpreting primary sources, forming ideas, or taking observations." The article doent look to fall into this. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:43, 22 November 2025 (UTC) :::::Well, then how come you missed the term "Learning Projects"? As Jtneill had pointed out, this is a legitimate learning project. And also, I do have the VRT permission to host this article on Wikiversity. [[ticket:2025100410001149]] . besides ResearchGate is an self-archiving platform. the document version in it is not accessibly to screen readers (usually disable people use them), Translators, and also for the mobile readers. therefore I do have valid reasons to publish this article on wikiversity. :::::# It is a learning project, therefore according to WIkiversity Policy, It qualifies. :::::# I have an explicit VRT permission to host this article on Wikiversity :::::# Versions that are published in RG, Zenodo are documents, and they are not accessible by screen readers or mobile users. Therefore it is imperative that an article version of this paper exist on here. :::::Therefore this article qualifies to stay here on Wikiversity. [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 11:22, 22 November 2025 (UTC) '''Keep'''. This is a legitimate student learning project that may be of use to others. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 02:51, 22 November 2025 (UTC) == [[Pragmatics/History]] == Another KYPark page and subpages with unclear organization scheme. Contains fairly many redlinked items. See also [[User:KYPark/Literature]], perhaps a similar concept. Unlikely to be really useful for others but KYPark. '''Move to user space'''. As an alternative, moving to [[History of Pragmatics (KYPark)]] would make sense to me: the topic is identified using a natural-language phrase (instead of the relatively unnatural slash) and the responsible editor is indicated so that the reader knows whether to look or not. And for those who oppose the brackets (which I like): [[History of Pragmatics/KYPark]]. Or also: [[KYPark/History of Pragmatics]]. But then, searches in mainspace will see that content and the question is whether that is good. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:21, 15 October 2025 (UTC) :What about to propose the user to write some guidelines, how other can participate instead of deleting it? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 20:03, 16 October 2025 (UTC) :: I plan to move the pages to userspace as I proposed. If someone wants to ask KYPark to address the problems, they should feel free. There will be plenty of time for KYPark to address the problems while the material is in user space. After the problems are addressed, the material can be moved back to mainspace. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:38, 15 November 2025 (UTC) :So I would '''delete''' it. In the blocked user space its useless. The user cannot improve it and Wikiversity is not free hosting service for personal pages. My believe is, that there should be just a few working pages in the users spaces. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:30, 11 March 2026 (UTC) '''Move'''. Insufficient statement of learning objective or connection to related learning resources with insufficient current activity to stay in main space. The page was originally [[History of pragmatics]] but was moved by Dave B. Therefore, I suggest moving to [[User:KYPark/History of pragmatics]]. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 02:57, 22 November 2025 (UTC) Archive == [[Gravitational torsion field]] == {{archive top|I have gone ahead and deleted this. I don’t see much point in moving to userspace as the users currently inactive. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 12:30, 27 March 2026 (UTC)}} The article [[Gravitational torsion field]] is proposed for deletion. Firstly, this article has no relation to the gravitational torsion field described in the article [[Physics/Essays/Fedosin/Gravitational torsion field]]. Secondly, the article's content is a mishmash of unrelated ideas and assumptions, many of which are not even related to gravitation. [[User:Fedosin|Fedosin]] ([[User talk:Fedosin|обсуждение]] • [[Special:Contributions/Fedosin|вклад]]) 12:38, 9 November 2025 (UTC) : '''Move to user space''', which is quasi-deletion. Searching the article for "Gravitational torsion field" finds nothing, not in the text, not in the references. The article is not labeled as original research, yet the headword "Gravitational torsion field" does not trace anywhere (it cannot trace anywhere from the body text since the body text does not have the headword). These are red flags. Further reading: [[W:User_talk:Swbraithwaite]], [[W:User talk:SWBPAUSEWATCH]], more red flags. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 12:48, 9 November 2025 (UTC) :'''Delete'''. Low quality. Out of scope. Author no longer active on Wikiversity and has problematic WMF editing history. More detail: [https://chatgpt.com/share/6911338b-99ac-8008-833a-fb64e569a010 ChatGPT review]. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:40, 10 November 2025 (UTC) :: I think we should move to user space unless we have a specific reason to outright delete, consistent with the position taken rather passionately by Guy vandegrift and supported by some other people, including probably by Dave Braunschweig who often moved pages to user space. Moreover, whether the page is out of scope, I am not sure; we do have author-specific articles (e.g. [[Physics/Essays/Fedosin/Gravitational torsion field]]) and if the page was solid enough, it would not be out of scope, I think. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:33, 10 November 2025 (UTC) :::Wikiversity is not free hosting service. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:47, 11 March 2026 (UTC) :'''Delete'''. I dont understand its conntent, but the major obstacle is how to use this conentent. It looks like the copy of Wikipedia article so I would delete it. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:47, 11 March 2026 (UTC) May be it is a simplest variant for the case.[[User:Fedosin|Fedosin]] ([[User talk:Fedosin|обсуждение]] • [[Special:Contributions/Fedosin|вклад]]) 14:10, 9 November 2025 (UTC) {{archive bottom}} == [[IMHA Research Archives]] == I propose to '''move to userspace''', including the subpages. I struggle to understand how Wikiversity readers are supposed to benefit from the material here and in the subpages. In the log, there is e.g. '10 February 2019 Marshallsumter discuss contribs deleted page IMHA Research Archives (content was: "{<nowiki/>{Delete|Author request}} Thanks! -")', so the page was deleted before, but not the subpages. We could also delete all the material if we have strong enough suspicion too much of it is copyright violation. In any case, moving to user space improves the matter a little by moving the content away from Google search. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 13:38, 9 November 2025 (UTC) :Looking at some sub-pages, they can be deleted e.g., because they only consist of broken links or are largely empty. I deleted a couple but haven't been through all to check. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:27, 10 November 2025 (UTC) As an example, let me give the wikitext content of [[IMHA Research Archives/3. Scientific litterature search, storage and use]]: <pre> ==[[/Medicina Maritima - the Spanish scientific maritime health journal/]]== ==[[/PubMed/]]== ==[[/Google and Google Scholar/]]== ==[[/Zotero/]]== ==[https://www.dropbox.com/sh/d91z7bcyelfvk42/AAAkIvjtBnnFMbiU9ZLOdVL9a/Andrioti_database%20sources0310.pptx?dl=0 Maritime health web portal ressources ]== </pre> The wikilinks are red; the external link to dropbox says "You don't have access". This was made in 2016. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:04, 11 November 2025 (UTC) :I suggest delete -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:27, 12 November 2025 (UTC) :: I think we should avoid deletion as much as possible, instead moving to user space (bar copyvio, ethics violation, etc.). This is a good general principle. It greatly improves auditability and makes it so much easier for anyone to request undeletion since they know what content they are requesting for undeletion. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:52, 12 November 2025 (UTC) :::Do not recreate Wikiversity from the educational and research project to the personal blog. That will lead to the cancelation of it by WMF. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 21:44, 20 November 2025 (UTC) :::: The English Wikiversity has a long tradition of moving problematic content to user space, as per evidence collected at [[User:Dan_Polansky/About Wikiversity#Moving pages to userspace]]. If Wikimedia Foundation finds this problematic, they can start a discussion in Colloquium and state their concerns. They do not need to make explicit threats at first; they can start a discussion and explain why it is problematic. They can even do it from an anonymous IP and provide a well-articulated reasoning. And anyone else can start a discussion in Colloquium to change this tradition. I do not see why we should not want to change that tradition based on well-articulated, compelling reasoning. I see no reason why Juandev should be making threats instead of them, on a per RFD basis. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:58, 21 November 2025 (UTC) :::: If Juandev is ''sincere'' about deleting very-low-value items ''from user space'', he should perhaps demonstrate that by asking his pages like [[:cs:Uživatel:Juandev/Problémy/Kov/Repase dvířek elektroskříně]] to be deleted; otherwise, I register a ''glaring inconsistence''. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 07:43, 21 November 2025 (UTC) ::What was the original delate page about @[[User:Jtneill|Jtneill]]? I guess that would be crucial for the decission. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 21:48, 20 November 2025 (UTC) :::@[[User:Juandev|Juandev]] the couple of pages I checked and deleted were much like @[[User:Dan Polansky|Dan Polansky]] posted above i.e., headings with empty sections and/or broken links but no substantive content. But I think each sub-page needs checking. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 21:59, 20 November 2025 (UTC) ::::So I'm saying that the main page usually determines what the other pages are for. But if I don't know the page because it's been deleted, or why was deleted (deletion based on the founder's request is probably not the rule), it's hard to judge. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 22:16, 20 November 2025 (UTC) :::::I've pasted the original content of the root page: [[IMHA Research Archives#Original page]] (i.e., prior to the content being removed and deletion requested) to help understand the context for the sub-pages. In 2018, Saltrabook blanked the page, indicating that the content had been moved elsewhere, and requested page deletion. Marshallsumter then deleted the main page but not the sub-pages. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 01:58, 21 November 2025 (UTC) ::::::I see, so if those subpages are usefull I would keept them, if not I would delete them. I dont see a point of providing free hosting to sombody, by moving many pages to their user space. The question is if we want to host (i.e. to have in the main ns) lists of links elsewhere. I have no opinion on that. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:11, 22 November 2025 (UTC) : Let me clarify that while many of the subpages are like the example above, [[IMHA Research Archives/Scientific litterature search, storage and use/Zotero]] is different: :: "A continuous critical and evidence based learning is a core issue in clinical practice, research, teaching, publication and prevention activities. The Zotero Program is just one of many scientific literature management programs, that should be used for these purposes. Of course one can live without such a database but it helps a lot and can save a lot of time that could be used for more interesting issues. Not only that, but it helps to create better publications and knowledge. Without this program it can be very time consuming to publish a scientific article with the requested style for the references. Further in daily practice when you want to collect and cite a few references for a specific evidence in a clinical colloquium and discussion, this program is excellent. Therefore we strongly recommend that all maritime health persons learn how to use this excellent tool in their daily maritime health practice of all different types. There are good online courses for self-instruction on how to use Zotero. For example this one: Zotero fast online course But in order to increase IMHAR´s collective scientific strength in the use of EBM we would like to give training sessions in every possible opportunity, IMHA Symposia, seminars and other types of meetings. The database is useful for personal purposes but especially also for collaborative aims. At the IMHAR meeting in Paris Oct 7th 2016 we will give an introduction to the program by showing how it can be used in the daily practice and discuss strength and weaknesses compared to other similar databases." : Even longer is e.g. [[IMHA Research Archives/Scientific litterature search, storage and use/Medicina Maritima - the Spanish scientific maritime health journal]]. : However, that does not mean these should be salvaged. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 07:53, 21 November 2025 (UTC) == [[Fairy Rings]] == {{archive top|Deleted, per consensus}} The page and subpages do not show anything useful; this has been so since 2007, I think (maybe I do not concentrate). Author: [[User:Juandev]]. '''Move to user space''' (or delete if preferred by the author and co-authors?). --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 14:57, 18 November 2025 (UTC) For instance, [[Fairy Rings/Database/Lublaňská 25]] was created in 2014 by [[User:Juandev (usurped)]]; there are lat-lon coordinates and an empty section for observations. In [[Fairy Rings/Database]], I entered auto subpage generation. It found: * [[Fairy Rings/Database/Lublaňská 25]] * [[Fairy Rings/Database/Test]] * [[Fairy Rings/Database/Test 2]] * [[Fairy Rings/Database/Test 2/May 14, 2014]] --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 15:02, 18 November 2025 (UTC) The project has an introduction to the issue and clearly stated instructions. I don't see the lack of participation in the project yet as a problem. Wikiversity is not Wikipedia, we are not aiming for pages full of text here, however, if someone is bothered by it, it can be deleted. For me, it would be enough to edit and update the project a little. --[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 19:40, 20 November 2025 (UTC) '''Keep'''. Clear objective that is in scope. '''Delete''' the test database pages. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 12:01, 22 November 2025 (UTC) : [[WV:Deletion]] indicates that pages for which "learning outcomes are scarce" (as is the case here) are to be deleted. I don't see any policy or guideline indicating that something having a clear objective that is in scope of the English Wikiversity is alone grounds for keeping, regardless of how useless or underdeveloped the page is (perhaps I was not looking carefully enough). --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:29, 12 December 2025 (UTC) :Thats a good point. I would '''delete''' test pages which I have created and I would '''keep''' the rest. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:52, 11 March 2026 (UTC) {{archive bottom}} == [[Palliative medicine]] == Underdeveloped and has not been improved on since 2007. Author inactive. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:42, 14 December 2025 (UTC) :Delete, per nominator [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 11:16, 22 January 2026 (UTC) :Yes, I would also expect there to be more and especially that someone would write how to use it. However, it still seems to me to be a useful thing in the sense of a syllabus, so that someone who is interested in the topic knows what information to obtain in order to get a complete picture of the topic. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:55, 16 March 2026 (UTC) == [[Theory of Everything (From Scratch) Project]] == {{archive top|Deleted [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 00:19, 3 April 2026 (UTC)}} Underdeveloped project since 2010. Original author has been inactive wiki-wide since then. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 01:45, 1 January 2026 (UTC) :Yup, I guess we can delete it. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:57, 16 March 2026 (UTC) :@[[User:Atcovi|Atcovi]] @[[User:Juandev|Juandev]] Does this include, [[Theory of Everything (From Scratch) Project/The Origin]]? [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 09:53, 28 March 2026 (UTC) ::Yes as its low-quality, is part of the project, has not been improved on since 2010. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 18:43, 31 March 2026 (UTC) ::Yes, the tradition is, that it includes all subpages if it is not stated otherwise. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:41, 1 April 2026 (UTC) :{{done}} [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 00:18, 3 April 2026 (UTC) {{archive bottom}} == [[Seven Heavens]] == {{archive top|moved to userspace. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 13:23, 2 April 2026 (UTC)}} Seems to be someone's personal beliefs rather than educational content that reflects Wikiversity's learning policies. It is not even labeled as such either. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:36, 19 January 2026 (UTC) :This seems like '''speedy delete''' material to me. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 22:10, 19 January 2026 (UTC) :Agree [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 23:26, 19 January 2026 (UTC) ::Moved to userspace. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 13:23, 2 April 2026 (UTC) {{archive bottom}} == [[Peace studies]] == {{archive top|'''Deleted''' per consensus.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:23, 27 March 2026 (UTC)}} Underdeveloped since 2006/2007. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 17:39, 21 January 2026 (UTC) :'''Delete''' —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 19:22, 21 January 2026 (UTC) :Delete [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 11:15, 22 January 2026 (UTC) {{archive bottom}} == [[Canadian Wilderness]] == This page doesn't seem to belong to wikiversity. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 09:55, 6 February 2026 (UTC) :In principle there could be some material useful here but in practice, I don't see what this page is adding as an educational resource. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 12:54, 6 February 2026 (UTC) :I can see this being a useful resource to a bigger project. Maybe we could move it to the "[[Wikiversity:Drafts|Draft]]" namespace vs. deleting it? —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 13:28, 6 February 2026 (UTC) ::Does anyone plan to work on it? [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 01:59, 8 February 2026 (UTC) :::Next week the page has it's 17th birthday. Ever now and than someone added to it. With a lot of work it could be a nice encyclopedic article but making it educational .... Merging it may take more work than rewriting it. Move to Draft might be the best option. [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 08:58, 12 February 2026 (UTC) == [[Systemic Lupus Erythematosus]] == {{archive top|'''Deleted''' - AI-slop with no educational objectives}} Clearly seems like an ai-generated article and it seems to be out of Wikiversity’s scope. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 10:08, 11 March 2026 (UTC) :'''Delete''', copy of Wikipedia article. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:28, 27 March 2026 (UTC) {{archive bottom}} == [[LQR Control for an Inverted Pendulum]] == Underdeveloped resource, has not been edited for more than a decade. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 08:03, 16 March 2026 (UTC) :Looks like a test, '''delete'''. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:30, 27 March 2026 (UTC) == False flag "authority hack" user page deletion == '''Undeletion requested''' Hi, Juandev marked my user page as "spam" and "authority hack", and deleted it. First, I asked him for help with "time limit for new users", and he replied - I should admit I dont know, what is "new user limit", but if filter blocks your page because of certain external link, you may force to save anyway and sometimes it works. It should not work, when the website is blacklisted. As of now, I am not seeing you to save page in main namespace, so try to save it without external links first. Then he wrote me another message: Well, I have analyzed your contribution to Wikiversity and I should point out here, that this project is not a place for advertising, so there is no way of promoting your books and authority this way. - probably referring to the intro of my About me page where I present me and my work. Before I could explain him the difference between the neutral information and advertising and promotion, he deleted my user page. Here is my answer I posted to the discussion today: : Hi, my About Me page is just an info page with the neutral as possible presentation of my work. : : There is a big difference between informing and advertising. Informing is neutrally stating that something exists and requiring no action, while advertising is a special communication form with intent to cause certain action from readers. For example, click here, click there, order this, buy that. : : There is no such intention, form, or terms on my info page. Just neutral information. I don't hide and I am not ashamed that I am write and author, and that is a part of the usual bio, including works. I checked your user page: "I graduated from the Czech University of Life Sciences in Prague and studied information science at the Faculty of Arts of Charles University." I think that if you had written a book on Life Science, you would have mentioned that as well. : : Most of the Info page is about my research and AIPA Method which is a valid contribution to psychology, consciousness studies, identity theory, and personality development. Actually, my paper '''AIPA Method: A Cognitive-Phenomenological Model for Identity Reconstruction and Stabilization in Pure Awareness''' is now in the peer review procedure at Journal of Consciousness Studies. : : Here is a part from the Wikiversity AIPA Method page in creation (waiting for the end of the time limit for new users): : == Introduction == : The AIPA Method addresses a gap in contemporary personal development and consciousness science: most evidence‑based approaches (CBT, MBSR, MBCT, standard meditation) operate at the level of mental content—reframing thoughts, observing them, or reducing their impact—rather than at the level of identity structure. In contrast, AIPA targets the structural relationship between the self and the mind, aiming at durable identity reconstruction rooted in Pure Awareness rather than symptom management. : : The central research question of the primary AIPA preprint is whether a structured, sequentially staged method can produce permanent identity reconstruction rooted in Pure Awareness, and how such a method compares to established approaches in scope, mechanism, and outcome. : : == Theoretical foundations == : The AIPA framework is grounded in the cognitive‑phenomenological tradition (e.g., McAdams, Varela, Metzinger, Erikson), contemporary consciousness science on minimal phenomenal experience, and qualitative methods advocacy in psychology. It builds directly on: :* Empirical work on pure awareness and Minimal Phenomenal Experience (MPE), especially Gamma & Metzinger’s large‑scale study of content‑reduced awareness states. :* Metzinger’s proposal of minimal phenomenal experience as an entry point for a minimal unifying model of consciousness. :* Narrative identity and partial‑self models within personality and identity theory. : Within this backdrop, AIPA proposes Pure Awareness as a distinct, operationally specified state that can become a structural ground of identity rather than a transient meditative experience. : : == Experiential empiricism == : The empirical foundation of the AIPA Method is explicitly first‑person and experiential, combining: :* A 22‑year longitudinal autoethnographic self‑study (2003–2025) documenting partial personality episodes, protocol use, and outcomes. :* A 13‑year prospective verification period with zero self‑reported recurrence of targeted harmful behaviors after a dated stabilization point (1 January 2006). :* A high‑ecological‑validity “stress test” during acute bereavement, used to examine whether non‑reactive awareness remains stable under maximal provocation. :* Two independent practitioner cases (an Amazon‑verified report and a structured questionnaire case) providing preliminary convergent signals across cognitive, emotional, behavioral, and identity dimensions. : : All central constructs (Pure Awareness, partial personalities, the Switch, identity stabilization) are operationalized with explicit phenomenological and behavioral criteria intended to enable replication and future third‑person measurement. : : I believe this is a valid contribution to Wikiversity. : : Best regards, Senad [[User:Senad Dizdarević|Senad Dizdarević]] I suggest you check the deleted user page, and see for yourself if it is "spam" and "authority hack", or a legit author's page with one paragraph short presentation, while the rest of the page is about my research project. Thank you for undeleting my user page, so I can use it. Best regards, Senad Dizdarević [[User:Senad Dizdarević|Senad Dizdarević]] ([[User talk:Senad Dizdarević|discuss]] • [[Special:Contributions/Senad Dizdarević|contribs]]) 07:26, 2 April 2026 (UTC) :Hi Senad, :Welcome to Wikiversity. :It looks like you tried adding similar content to Wikipedia and ran into similar difficulties over there ([[w:User talk:Senad Dizdarević]])? Perhaps that is what has led to you Wikiversity? :Basically, if you'd like to collaborate and help build open educational resources, feel free to contribute to Wikiversity. But if the primary motivation is to promote your autobiographical work you're probably going to run into challenges. :Sincerely, :James :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:11, 3 April 2026 (UTC) ::James, Hi, and thank you for your answer. ::Yes, in 2025, I created the autobiographic page on Wikipedia, which was removed because of the links to my books on Amazon. To admin, I explained that I did not know the rules, and agreed that page is removed. Now I know that somebody else must write a Wikipedia page for you. ::On the deleted user page on Wikiversity, there were no links to Amazon or any other form of promotion, just neutral as possible basic presentation of my writing (one sentence) and current project (the rest of the page). ::I created Wikiversity page to present my AIPA Method project, to invite researchers to read it, give their opinion, and conduct empirical researches in their institutions. Now, it is in a theoretical phase, and needs more empirical testing. ::Best regards, ::Senad [[User:Senad Dizdarević|Senad Dizdarević]] ([[User talk:Senad Dizdarević|discuss]] • [[Special:Contributions/Senad Dizdarević|contribs]]) 07:03, 3 April 2026 (UTC) :::It looks to me like the primary motivation for contributing to Wikiversity is to drive traffic / search engine ranking to your website? :::* [[User:Senad Dizdarević]] :::* [[AIPA Method]] :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 01:36, 4 April 2026 (UTC) ::::No, it is not. There is no link to my website, so "driving traffic to my website" is not possible. ::::For your educational purposes: ::::Copilot "AI: [[User:Senad Dizdarević|Senad Dizdarević]] ([[User talk:Senad Dizdarević|discuss]] • [[Special:Contributions/Senad Dizdarević|contribs]]) 07:38, 4 April 2026 (UTC) :::::So do you still insist of undeleting your former version of your userpage if you have created the new one? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:15, 6 April 2026 (UTC) ::::::No, because in the moment of undeletition, somebody could delete it again, and so on. Thank you for not deleting my new user page, as it is made in your user page image. [[User:Senad Dizdarević|Senad Dizdarević]] ([[User talk:Senad Dizdarević|discuss]] • [[Special:Contributions/Senad Dizdarević|contribs]]) 08:59, 6 April 2026 (UTC) al3v8nw0r34jx9ii4tlt874h3749bxu 2804222 2804143 2026-04-10T23:57:35Z Prototyperspective 2965911 /* Undeletion request */ new section 2804222 wikitext text/x-wiki {{/header}} [[Category:Wikiversity deletion]] __TOC__ == [[Korean/Words]] == (I go to RfD instead of ''proposed deletion'' since many pages are affected.) I proposed to quasi-delete, i.e. '''move to userspace''' of the main (or sole?) creator, {{User|KYPark}}. The page is organized a little bit like a dictionary. It makes it redundant to Wiktionary except that Wikiversity allows original research and there does seem to be original research there. Thus, its being organized as a dictionary would alone not necessarily be a problem. Where I see a problem is in the organization and execution/implementation. Consider [[Korean/Words/가다]], which seems rather typical of the subpages (some subpages are like categories and transclude the pages for individual words): * On the putative definition line, there is this: "한곳에서 다른 곳으로 장소를 이동하다", apparently(?) in Korean. That does not seem to fit well into the ''English'' Wikiversity. * There seems to be some original research into etymological relations between Korean and European languages in the "Comparatives" section (from what I recall, the English Wiktionary rejected this kind of content from KYPark). Admittedly, it is marked using "This is a primary, secondary and/or original Eurasiatic research project at Wikiversity", so it could be tolerable, but even so, one has to wonder whether Wikiversity wants this kind of fringe science/research or outright pseudo-science. ** Fringe science: fringe physics has been moved to user space before. This would be fringe etymology. But then, original research is allowed. Deletion is not required; moving to user space suffices, I think. Alternatively, one could at least rename the pages to make it clear from the title that this is not Wikiversity voice but rather KYPark voice, e.g. "Korean/Words (KYPark)/..." or "Korean/Words/KYPark/..." (recall the "Fedosin" pages featuring the name "Fedosin"). Methodology: I see almost no methodological notes spanning the words at [[Korean/Words]]. And yet, if this is original research inventing new etymological connections, surely there should be some general considerations/analysis on how to proceed and how that manner of procedure differs from mainstream etymology? Prefix index (max 200 items?): {{Small START}} {{Special:Prefixindex/Korean/Words}} {{Small END}} --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:33, 24 September 2025 (UTC) :I would keep it. If there is a course of Korean, why not to have a resesearch on Korean vocabulary? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 19:53, 16 October 2025 (UTC) :: I propose to dismiss the above input: 1) it does not contain any argument, except for a question, and a question is not an argument (it can be so reinterpreted, but that includes additional burden on the interpreters, in interpreting it the wrong way); 2) it ignores all the issues I have raised, including that there is something like definition lines in Korean, in this ''English'' Wikiversity. To answer the question asked: there can be a research on Korean vocabulary in the mainspace, but not one showing the defects I identified above. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:35, 15 November 2025 (UTC) :I've reviewed a sample of approximately 20 of the Korean/Words sub-pages and lean towards moving to user space because: :* The pages appear to be an idiosynchratic collection of etymological pages about Korean language :* There is minimal English instruction which is problematic for English Wikiversity :* There is no explanation of research method :* There is no educational rationale :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:31, 22 November 2025 (UTC) :Well, since the original creator has indef I change my mind and I would '''delete''' it. The case is nobody knows how to continue with the research and if we move it to the userspace, the user cannot improve it eihter. What the original user can do to request admin, to send them a contentent to their email for example if they really want to improve the resource elsewhere. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:38, 11 March 2026 (UTC) == [[Enhancing Web Browser Security through Cookie Encryption]] == To avoid further conflict with the user who entered this text into Wikiversity, I am opening a RFD request. I am not sure about how to proceed, although I am inclined to move it out of mainspace = quasi-delete. I am looking forward to get input from others, especially curators and custodians. Some considerations: 1) There is perhaps no more appearance/suspicion of copyright violation, now that the ResearchGate (RG) article (of which this is a copy, perhaps an incomplete copy?) carries a license. 2) The article is not a complete replica from RG: at a minimum, it lacks images. The inserter could have continued editing the page in his user space before he uploads images, that is, before he finalizes the page for consumption, but that did not happen. I did not check whether the text is an exact one-to-one match; the article does not indicate anything in that regard. 3) The principle implied seems to be this: users should feel free to duplicate non-peer-reviewed articles from RG in English Wikiversity, perhaps to increase the Google search and LLM yield. I find this problematic, in part for the duplication. I would say: choose a venue and publish it there. If RG is not good enough for you as a publishing venue, choose Wikiversity instead, but not both? 4) There are some features that appear unduly promotional. There is a link to a dot com home page of the inserter of the article. I dot not know how we handle or should handle this, whether prohibit such a link, etc. This is perhaps not so much a call to quasi-deletion but a call to make it less promotional. 5) I cannot determine the value of such an article. It seems to be a pseudo-article describing someone's browser extension. Can someone do a better analysis? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:48, 8 October 2025 (UTC) :2) Images for Wikicommons are being created, it will take a lot of time. and the text is not an exact one-to-one match :3) I also mentioned that It was being created so that it is more accessible from mobile phone, which is not possible in RG or in Zenodo :Let me clarify the purpose of uploading it to different platforms :Zenodo - registration and to link DOI :RG - Self Archiving :Wikiversity - Accessible by anyone from any device. LLMs may get trained on Wikiversity data or use these data for indexing :5) The paper is a result of a research project which involved a browser extension which was built to test the theory. [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 01:34, 9 October 2025 (UTC) :: I find the practice here of publishing non-identical but similar text ("the text is not an exact one-to-one match") with almost the same title to be problematic. I cannot imagine this is a recommended practice in academic publishing. At a minimum, somewhere near the top, the page should say something like the following: "This text is based on article ___ published at ___ but is not identical. The author of the differences/changes is ___." Everything else leads to an undesirable confusion. In academic publishing, the title of an article serves as key part of identification of the artifact. :: As I said before, I seen nothing particularly academic article-like about the page except for external/superficial signs. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:30, 9 October 2025 (UTC) :::That Article has been published under CC BY SA 4.0 :::And I am one of the author of the article. That gives me right to modify text and publish it under a similar name. However, I will add the disclaimer text that you have suggested. I hope that helps. [[Special:Contributions/&#126;2025-27520-79|&#126;2025-27520-79]] ([[User talk:&#126;2025-27520-79|talk]]) 06:07, 9 October 2025 (UTC) :::: It may give you that right from the ''copyright'' perspective, but perhaps not from ''academic publishing integrity'' perspective. Unfortunately, I do not have any guideline handy; I am merely following my common (or not so common) sense. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:32, 9 October 2025 (UTC) :: I would like to ask: was this article guided by someone from an academic institution, such as a university? Is it reviewed at least in some weak sense? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:39, 9 October 2025 (UTC) :::Yes, This article has been reviewed by two academic professors, their names are also listed as co authors. :::First, a project guide would help us with selecting a topic and with the document :::Second, an Internal examiner would go through our experiment and approve it :::Finally, External Examiner would examine the documentation and verify it. :::We were required by these professors to put their name under contributions [[Special:Contributions/&#126;2025-27520-79|&#126;2025-27520-79]] ([[User talk:&#126;2025-27520-79|talk]]) 05:48, 9 October 2025 (UTC) :: Let me explicate the promotional potential of such a page a bit: one can go to the page of the article in Wikiversity --> https://tomjoejames.com/ --> HitMyTarget (a commercial, profit-making entity?) Why would the link be to a commercial web site rather than an academic page, or perhaps a LinkedIn account, which I think the person has? There could also be no link at all; a search for the name would turn out something in Google as well. But providing a direct link would drive users/viewers toward that website much stronger since otherwise the viewer of the page would have to open a new Google search window or the like. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:45, 9 October 2025 (UTC) :::It is evident that the website is not even close to being complete. :::I will be creating a separate page under the same domain name specifically for people to contact me. :::The url would probably be defined as tomjoejames.com/contact-me/ :::I haven't decided yet. But that is my personal website. :::If the community requires me to remove it, I will. But personally I think people who are from here most likely to click the link to know more about me or to contact me. Either way I think my personal website serves the purpose. :::As for the HitMyTarget, it can be traced from any of my links. From my research gate profile, linkedin page or even my own userpage. :::On the article I did not add any promotional content about myself, I hyperlinked only my own name. I do not know how that is promotional. [[Special:Contributions/&#126;2025-27520-79|&#126;2025-27520-79]] ([[User talk:&#126;2025-27520-79|talk]]) 06:04, 9 October 2025 (UTC) :::: I am pausing any further responses from me to see whether anyone else has any input. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:30, 9 October 2025 (UTC) :What does it mean "There is perhaps no more appearance/suspicion of copyright violation"? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 19:57, 16 October 2025 (UTC) :I have accepted VRT permission per [[ticket:2025100410001149]] FYI. [[User:Matrix|Matrix]] ([[User talk:Matrix|discuss]] • [[Special:Contributions/Matrix|contribs]]) 11:00, 28 October 2025 (UTC) ::Thank you Matrix [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 12:43, 28 October 2025 (UTC) :I would '''delete''' it. 1) it states its a learning resource. It could not be a learning resource as not rewieved original research. 2) It is not an ongoing research, nor the research was performed on Wikiversity - wv is not a preprint or article database. Maybe it could be moved elsewhere withn Wikimedia domain, but I dont know where. So I would delete it. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 21:56, 20 November 2025 (UTC) ::I would '''keep it.''' Like Dan had pointed out, we do have article-like pages in Wikiversity, and this is not just a random pseudo science article but an article that is a report of an final year project, it has been reviewed by 3 professors whose name has been mentioned at the very beginning. [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 14:50, 21 November 2025 (UTC) :::I think it is not good to rate pages by appearance. It can be done on other Wikimedia projects, but it cannot be done on Wikiversity, because Wikiversity does not create a static format for presenting information, but is focused on the goal and process. Unfortunately, the goal and process do not have a uniform format. While a target article on Wikipedia or an entry on Wiktionary have some standard target format, Wikiversity does not. That is why I personally rate pages according to the goals and their assessment. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:05, 22 November 2025 (UTC) Further reading for this nomination: [[S: Wikisource:Proposed_deletions/Archives/2025#Index:Cookie_Encryption.pdf]]; EncycloPetey handled the matter. Let me quote his wisdom on Zenodo (which I lack): "This is tied to a PDF on Commons that was uploaded as "own work" with a CC license and a doi link to Zenodo, with no indication of where this paper was published or if it was published. Zenodo is not a publisher; it is a site for storing research and sharing papers. If Zenodo is the only place this was "published" then it was effectively self-published. --EncycloPetey (talk) 16:14, 15 September 2025 (UTC)" --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:55, 9 October 2025 (UTC) :Can you clarify what point are you trying to state? Didn't I already state that the article is published by me? :I first created the article in wikisource which I thought would be the perfect place, unfortunately they do not allow self published articles that are not notable. Then I discovered Wikiversity where they allow self published articles. That is why I created the article here. :Unlike in wikisource, I did follow guidelines. :Ever since you deleted the first article, I spent time reading Wikiversity guidelines and I do think that I am following it perfectly. :I would like to get your suggestions on how should I improve the page, 10 points would be sufficient. :Because your goals or intentions are confusing me very much. At first you told me that the article is exactly the same as the preprint in RG and therefore there is no use to it here. And then when I continued to optimize it for Wikiversity, you went ahead and said it is problematic according to recommended academic publishing. :Atleast just respond to the points that I have made whether you agree or disagree. So that I clarify and proceed to discuss points that are important and relevant :Have you published an research article? If yes, could you send it to me so that I can see the format you have done it [[Special:Contributions/&#126;2025-27520-79|&#126;2025-27520-79]] ([[User talk:&#126;2025-27520-79|talk]]) 10:45, 9 October 2025 (UTC) :: I am giving a chance/time to other curators/custodians to look at the matter and respond to my inputs. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 11:14, 9 October 2025 (UTC) :: Incidentally, above I counted 4 questions (or more), 1 request (or more?) and 1 command (or more?). That is a behavior of a commanding entity. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 11:24, 9 October 2025 (UTC) I would '''delete it''''. It's more like an academic communication than a learning resource or research.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:32, 26 October 2025 (UTC) :: In the above post, I do not see any valid rationale for deletion: we do have article-like pages, in Wikijournals and also e.g. in [[Physics/Essays/Fedosin/Stellar Stefan–Boltzmann constant]]. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:59, 3 November 2025 (UTC) :::But I do, see above. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 21:56, 20 November 2025 (UTC) :it is a '''student research paper''' forming part of a learning resource on web security and encryption. :The project was conducted as part of a final-year university course and documented as a practical study on cookie encryption and it has been reviewed by three professors. However, I will be creating a sub page for the article to elaborately describe the experiment that we have conducted and the results we got. [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 15:57, 26 October 2025 (UTC) ::And why should w host research papers? Wikiversity is not an academic Journal nor repository. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:06, 22 November 2025 (UTC) :::I do not wish to go through this same argument once again, I've already answered to this question several times in Dan's talk page, Colloquium. you can refer them. I am not hosting the research paper here, I have already hosted the pdf in the ResearchGate, I have published a text version in the wikiversity so that it may be useful for others. Unless you can show me how that article is totally useless, I would like to '''keep''' the article in the wikiversity. [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 10:13, 22 November 2025 (UTC) ::::And thats the point I am having. Wikiversity is not paper repository. The only way is to publish it via WikiJournal, but they want it for Wikipedia usually. Why wikiversity should be a duplication of ResearchGate, Academia or Zenodo? ::::What I can read on [[Wikiversity:What is Wikiversity?]] policy is, that Wikiversity research "...includes interpreting primary sources, forming ideas, or taking observations." The article doent look to fall into this. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:43, 22 November 2025 (UTC) :::::Well, then how come you missed the term "Learning Projects"? As Jtneill had pointed out, this is a legitimate learning project. And also, I do have the VRT permission to host this article on Wikiversity. [[ticket:2025100410001149]] . besides ResearchGate is an self-archiving platform. the document version in it is not accessibly to screen readers (usually disable people use them), Translators, and also for the mobile readers. therefore I do have valid reasons to publish this article on wikiversity. :::::# It is a learning project, therefore according to WIkiversity Policy, It qualifies. :::::# I have an explicit VRT permission to host this article on Wikiversity :::::# Versions that are published in RG, Zenodo are documents, and they are not accessible by screen readers or mobile users. Therefore it is imperative that an article version of this paper exist on here. :::::Therefore this article qualifies to stay here on Wikiversity. [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 11:22, 22 November 2025 (UTC) '''Keep'''. This is a legitimate student learning project that may be of use to others. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 02:51, 22 November 2025 (UTC) == [[Pragmatics/History]] == Another KYPark page and subpages with unclear organization scheme. Contains fairly many redlinked items. See also [[User:KYPark/Literature]], perhaps a similar concept. Unlikely to be really useful for others but KYPark. '''Move to user space'''. As an alternative, moving to [[History of Pragmatics (KYPark)]] would make sense to me: the topic is identified using a natural-language phrase (instead of the relatively unnatural slash) and the responsible editor is indicated so that the reader knows whether to look or not. And for those who oppose the brackets (which I like): [[History of Pragmatics/KYPark]]. Or also: [[KYPark/History of Pragmatics]]. But then, searches in mainspace will see that content and the question is whether that is good. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:21, 15 October 2025 (UTC) :What about to propose the user to write some guidelines, how other can participate instead of deleting it? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 20:03, 16 October 2025 (UTC) :: I plan to move the pages to userspace as I proposed. If someone wants to ask KYPark to address the problems, they should feel free. There will be plenty of time for KYPark to address the problems while the material is in user space. After the problems are addressed, the material can be moved back to mainspace. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:38, 15 November 2025 (UTC) :So I would '''delete''' it. In the blocked user space its useless. The user cannot improve it and Wikiversity is not free hosting service for personal pages. My believe is, that there should be just a few working pages in the users spaces. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:30, 11 March 2026 (UTC) '''Move'''. Insufficient statement of learning objective or connection to related learning resources with insufficient current activity to stay in main space. The page was originally [[History of pragmatics]] but was moved by Dave B. Therefore, I suggest moving to [[User:KYPark/History of pragmatics]]. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 02:57, 22 November 2025 (UTC) Archive == [[Gravitational torsion field]] == {{archive top|I have gone ahead and deleted this. I don’t see much point in moving to userspace as the users currently inactive. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 12:30, 27 March 2026 (UTC)}} The article [[Gravitational torsion field]] is proposed for deletion. Firstly, this article has no relation to the gravitational torsion field described in the article [[Physics/Essays/Fedosin/Gravitational torsion field]]. Secondly, the article's content is a mishmash of unrelated ideas and assumptions, many of which are not even related to gravitation. [[User:Fedosin|Fedosin]] ([[User talk:Fedosin|обсуждение]] • [[Special:Contributions/Fedosin|вклад]]) 12:38, 9 November 2025 (UTC) : '''Move to user space''', which is quasi-deletion. Searching the article for "Gravitational torsion field" finds nothing, not in the text, not in the references. The article is not labeled as original research, yet the headword "Gravitational torsion field" does not trace anywhere (it cannot trace anywhere from the body text since the body text does not have the headword). These are red flags. Further reading: [[W:User_talk:Swbraithwaite]], [[W:User talk:SWBPAUSEWATCH]], more red flags. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 12:48, 9 November 2025 (UTC) :'''Delete'''. Low quality. Out of scope. Author no longer active on Wikiversity and has problematic WMF editing history. More detail: [https://chatgpt.com/share/6911338b-99ac-8008-833a-fb64e569a010 ChatGPT review]. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:40, 10 November 2025 (UTC) :: I think we should move to user space unless we have a specific reason to outright delete, consistent with the position taken rather passionately by Guy vandegrift and supported by some other people, including probably by Dave Braunschweig who often moved pages to user space. Moreover, whether the page is out of scope, I am not sure; we do have author-specific articles (e.g. [[Physics/Essays/Fedosin/Gravitational torsion field]]) and if the page was solid enough, it would not be out of scope, I think. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:33, 10 November 2025 (UTC) :::Wikiversity is not free hosting service. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:47, 11 March 2026 (UTC) :'''Delete'''. I dont understand its conntent, but the major obstacle is how to use this conentent. It looks like the copy of Wikipedia article so I would delete it. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:47, 11 March 2026 (UTC) May be it is a simplest variant for the case.[[User:Fedosin|Fedosin]] ([[User talk:Fedosin|обсуждение]] • [[Special:Contributions/Fedosin|вклад]]) 14:10, 9 November 2025 (UTC) {{archive bottom}} == [[IMHA Research Archives]] == I propose to '''move to userspace''', including the subpages. I struggle to understand how Wikiversity readers are supposed to benefit from the material here and in the subpages. In the log, there is e.g. '10 February 2019 Marshallsumter discuss contribs deleted page IMHA Research Archives (content was: "{<nowiki/>{Delete|Author request}} Thanks! -")', so the page was deleted before, but not the subpages. We could also delete all the material if we have strong enough suspicion too much of it is copyright violation. In any case, moving to user space improves the matter a little by moving the content away from Google search. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 13:38, 9 November 2025 (UTC) :Looking at some sub-pages, they can be deleted e.g., because they only consist of broken links or are largely empty. I deleted a couple but haven't been through all to check. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:27, 10 November 2025 (UTC) As an example, let me give the wikitext content of [[IMHA Research Archives/3. Scientific litterature search, storage and use]]: <pre> ==[[/Medicina Maritima - the Spanish scientific maritime health journal/]]== ==[[/PubMed/]]== ==[[/Google and Google Scholar/]]== ==[[/Zotero/]]== ==[https://www.dropbox.com/sh/d91z7bcyelfvk42/AAAkIvjtBnnFMbiU9ZLOdVL9a/Andrioti_database%20sources0310.pptx?dl=0 Maritime health web portal ressources ]== </pre> The wikilinks are red; the external link to dropbox says "You don't have access". This was made in 2016. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:04, 11 November 2025 (UTC) :I suggest delete -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:27, 12 November 2025 (UTC) :: I think we should avoid deletion as much as possible, instead moving to user space (bar copyvio, ethics violation, etc.). This is a good general principle. It greatly improves auditability and makes it so much easier for anyone to request undeletion since they know what content they are requesting for undeletion. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:52, 12 November 2025 (UTC) :::Do not recreate Wikiversity from the educational and research project to the personal blog. That will lead to the cancelation of it by WMF. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 21:44, 20 November 2025 (UTC) :::: The English Wikiversity has a long tradition of moving problematic content to user space, as per evidence collected at [[User:Dan_Polansky/About Wikiversity#Moving pages to userspace]]. If Wikimedia Foundation finds this problematic, they can start a discussion in Colloquium and state their concerns. They do not need to make explicit threats at first; they can start a discussion and explain why it is problematic. They can even do it from an anonymous IP and provide a well-articulated reasoning. And anyone else can start a discussion in Colloquium to change this tradition. I do not see why we should not want to change that tradition based on well-articulated, compelling reasoning. I see no reason why Juandev should be making threats instead of them, on a per RFD basis. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:58, 21 November 2025 (UTC) :::: If Juandev is ''sincere'' about deleting very-low-value items ''from user space'', he should perhaps demonstrate that by asking his pages like [[:cs:Uživatel:Juandev/Problémy/Kov/Repase dvířek elektroskříně]] to be deleted; otherwise, I register a ''glaring inconsistence''. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 07:43, 21 November 2025 (UTC) ::What was the original delate page about @[[User:Jtneill|Jtneill]]? I guess that would be crucial for the decission. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 21:48, 20 November 2025 (UTC) :::@[[User:Juandev|Juandev]] the couple of pages I checked and deleted were much like @[[User:Dan Polansky|Dan Polansky]] posted above i.e., headings with empty sections and/or broken links but no substantive content. But I think each sub-page needs checking. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 21:59, 20 November 2025 (UTC) ::::So I'm saying that the main page usually determines what the other pages are for. But if I don't know the page because it's been deleted, or why was deleted (deletion based on the founder's request is probably not the rule), it's hard to judge. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 22:16, 20 November 2025 (UTC) :::::I've pasted the original content of the root page: [[IMHA Research Archives#Original page]] (i.e., prior to the content being removed and deletion requested) to help understand the context for the sub-pages. In 2018, Saltrabook blanked the page, indicating that the content had been moved elsewhere, and requested page deletion. Marshallsumter then deleted the main page but not the sub-pages. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 01:58, 21 November 2025 (UTC) ::::::I see, so if those subpages are usefull I would keept them, if not I would delete them. I dont see a point of providing free hosting to sombody, by moving many pages to their user space. The question is if we want to host (i.e. to have in the main ns) lists of links elsewhere. I have no opinion on that. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:11, 22 November 2025 (UTC) : Let me clarify that while many of the subpages are like the example above, [[IMHA Research Archives/Scientific litterature search, storage and use/Zotero]] is different: :: "A continuous critical and evidence based learning is a core issue in clinical practice, research, teaching, publication and prevention activities. The Zotero Program is just one of many scientific literature management programs, that should be used for these purposes. Of course one can live without such a database but it helps a lot and can save a lot of time that could be used for more interesting issues. Not only that, but it helps to create better publications and knowledge. Without this program it can be very time consuming to publish a scientific article with the requested style for the references. Further in daily practice when you want to collect and cite a few references for a specific evidence in a clinical colloquium and discussion, this program is excellent. Therefore we strongly recommend that all maritime health persons learn how to use this excellent tool in their daily maritime health practice of all different types. There are good online courses for self-instruction on how to use Zotero. For example this one: Zotero fast online course But in order to increase IMHAR´s collective scientific strength in the use of EBM we would like to give training sessions in every possible opportunity, IMHA Symposia, seminars and other types of meetings. The database is useful for personal purposes but especially also for collaborative aims. At the IMHAR meeting in Paris Oct 7th 2016 we will give an introduction to the program by showing how it can be used in the daily practice and discuss strength and weaknesses compared to other similar databases." : Even longer is e.g. [[IMHA Research Archives/Scientific litterature search, storage and use/Medicina Maritima - the Spanish scientific maritime health journal]]. : However, that does not mean these should be salvaged. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 07:53, 21 November 2025 (UTC) == [[Fairy Rings]] == {{archive top|Deleted, per consensus}} The page and subpages do not show anything useful; this has been so since 2007, I think (maybe I do not concentrate). Author: [[User:Juandev]]. '''Move to user space''' (or delete if preferred by the author and co-authors?). --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 14:57, 18 November 2025 (UTC) For instance, [[Fairy Rings/Database/Lublaňská 25]] was created in 2014 by [[User:Juandev (usurped)]]; there are lat-lon coordinates and an empty section for observations. In [[Fairy Rings/Database]], I entered auto subpage generation. It found: * [[Fairy Rings/Database/Lublaňská 25]] * [[Fairy Rings/Database/Test]] * [[Fairy Rings/Database/Test 2]] * [[Fairy Rings/Database/Test 2/May 14, 2014]] --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 15:02, 18 November 2025 (UTC) The project has an introduction to the issue and clearly stated instructions. I don't see the lack of participation in the project yet as a problem. Wikiversity is not Wikipedia, we are not aiming for pages full of text here, however, if someone is bothered by it, it can be deleted. For me, it would be enough to edit and update the project a little. --[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 19:40, 20 November 2025 (UTC) '''Keep'''. Clear objective that is in scope. '''Delete''' the test database pages. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 12:01, 22 November 2025 (UTC) : [[WV:Deletion]] indicates that pages for which "learning outcomes are scarce" (as is the case here) are to be deleted. I don't see any policy or guideline indicating that something having a clear objective that is in scope of the English Wikiversity is alone grounds for keeping, regardless of how useless or underdeveloped the page is (perhaps I was not looking carefully enough). --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:29, 12 December 2025 (UTC) :Thats a good point. I would '''delete''' test pages which I have created and I would '''keep''' the rest. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:52, 11 March 2026 (UTC) {{archive bottom}} == [[Palliative medicine]] == Underdeveloped and has not been improved on since 2007. Author inactive. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:42, 14 December 2025 (UTC) :Delete, per nominator [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 11:16, 22 January 2026 (UTC) :Yes, I would also expect there to be more and especially that someone would write how to use it. However, it still seems to me to be a useful thing in the sense of a syllabus, so that someone who is interested in the topic knows what information to obtain in order to get a complete picture of the topic. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:55, 16 March 2026 (UTC) == [[Theory of Everything (From Scratch) Project]] == {{archive top|Deleted [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 00:19, 3 April 2026 (UTC)}} Underdeveloped project since 2010. Original author has been inactive wiki-wide since then. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 01:45, 1 January 2026 (UTC) :Yup, I guess we can delete it. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:57, 16 March 2026 (UTC) :@[[User:Atcovi|Atcovi]] @[[User:Juandev|Juandev]] Does this include, [[Theory of Everything (From Scratch) Project/The Origin]]? [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 09:53, 28 March 2026 (UTC) ::Yes as its low-quality, is part of the project, has not been improved on since 2010. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 18:43, 31 March 2026 (UTC) ::Yes, the tradition is, that it includes all subpages if it is not stated otherwise. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:41, 1 April 2026 (UTC) :{{done}} [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 00:18, 3 April 2026 (UTC) {{archive bottom}} == [[Seven Heavens]] == {{archive top|moved to userspace. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 13:23, 2 April 2026 (UTC)}} Seems to be someone's personal beliefs rather than educational content that reflects Wikiversity's learning policies. It is not even labeled as such either. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:36, 19 January 2026 (UTC) :This seems like '''speedy delete''' material to me. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 22:10, 19 January 2026 (UTC) :Agree [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 23:26, 19 January 2026 (UTC) ::Moved to userspace. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 13:23, 2 April 2026 (UTC) {{archive bottom}} == [[Peace studies]] == {{archive top|'''Deleted''' per consensus.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:23, 27 March 2026 (UTC)}} Underdeveloped since 2006/2007. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 17:39, 21 January 2026 (UTC) :'''Delete''' —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 19:22, 21 January 2026 (UTC) :Delete [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 11:15, 22 January 2026 (UTC) {{archive bottom}} == [[Canadian Wilderness]] == This page doesn't seem to belong to wikiversity. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 09:55, 6 February 2026 (UTC) :In principle there could be some material useful here but in practice, I don't see what this page is adding as an educational resource. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 12:54, 6 February 2026 (UTC) :I can see this being a useful resource to a bigger project. Maybe we could move it to the "[[Wikiversity:Drafts|Draft]]" namespace vs. deleting it? —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 13:28, 6 February 2026 (UTC) ::Does anyone plan to work on it? [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 01:59, 8 February 2026 (UTC) :::Next week the page has it's 17th birthday. Ever now and than someone added to it. With a lot of work it could be a nice encyclopedic article but making it educational .... Merging it may take more work than rewriting it. Move to Draft might be the best option. [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 08:58, 12 February 2026 (UTC) == [[Systemic Lupus Erythematosus]] == {{archive top|'''Deleted''' - AI-slop with no educational objectives}} Clearly seems like an ai-generated article and it seems to be out of Wikiversity’s scope. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 10:08, 11 March 2026 (UTC) :'''Delete''', copy of Wikipedia article. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:28, 27 March 2026 (UTC) {{archive bottom}} == [[LQR Control for an Inverted Pendulum]] == Underdeveloped resource, has not been edited for more than a decade. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 08:03, 16 March 2026 (UTC) :Looks like a test, '''delete'''. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:30, 27 March 2026 (UTC) == False flag "authority hack" user page deletion == '''Undeletion requested''' Hi, Juandev marked my user page as "spam" and "authority hack", and deleted it. First, I asked him for help with "time limit for new users", and he replied - I should admit I dont know, what is "new user limit", but if filter blocks your page because of certain external link, you may force to save anyway and sometimes it works. It should not work, when the website is blacklisted. As of now, I am not seeing you to save page in main namespace, so try to save it without external links first. Then he wrote me another message: Well, I have analyzed your contribution to Wikiversity and I should point out here, that this project is not a place for advertising, so there is no way of promoting your books and authority this way. - probably referring to the intro of my About me page where I present me and my work. Before I could explain him the difference between the neutral information and advertising and promotion, he deleted my user page. Here is my answer I posted to the discussion today: : Hi, my About Me page is just an info page with the neutral as possible presentation of my work. : : There is a big difference between informing and advertising. Informing is neutrally stating that something exists and requiring no action, while advertising is a special communication form with intent to cause certain action from readers. For example, click here, click there, order this, buy that. : : There is no such intention, form, or terms on my info page. Just neutral information. I don't hide and I am not ashamed that I am write and author, and that is a part of the usual bio, including works. I checked your user page: "I graduated from the Czech University of Life Sciences in Prague and studied information science at the Faculty of Arts of Charles University." I think that if you had written a book on Life Science, you would have mentioned that as well. : : Most of the Info page is about my research and AIPA Method which is a valid contribution to psychology, consciousness studies, identity theory, and personality development. Actually, my paper '''AIPA Method: A Cognitive-Phenomenological Model for Identity Reconstruction and Stabilization in Pure Awareness''' is now in the peer review procedure at Journal of Consciousness Studies. : : Here is a part from the Wikiversity AIPA Method page in creation (waiting for the end of the time limit for new users): : == Introduction == : The AIPA Method addresses a gap in contemporary personal development and consciousness science: most evidence‑based approaches (CBT, MBSR, MBCT, standard meditation) operate at the level of mental content—reframing thoughts, observing them, or reducing their impact—rather than at the level of identity structure. In contrast, AIPA targets the structural relationship between the self and the mind, aiming at durable identity reconstruction rooted in Pure Awareness rather than symptom management. : : The central research question of the primary AIPA preprint is whether a structured, sequentially staged method can produce permanent identity reconstruction rooted in Pure Awareness, and how such a method compares to established approaches in scope, mechanism, and outcome. : : == Theoretical foundations == : The AIPA framework is grounded in the cognitive‑phenomenological tradition (e.g., McAdams, Varela, Metzinger, Erikson), contemporary consciousness science on minimal phenomenal experience, and qualitative methods advocacy in psychology. It builds directly on: :* Empirical work on pure awareness and Minimal Phenomenal Experience (MPE), especially Gamma & Metzinger’s large‑scale study of content‑reduced awareness states. :* Metzinger’s proposal of minimal phenomenal experience as an entry point for a minimal unifying model of consciousness. :* Narrative identity and partial‑self models within personality and identity theory. : Within this backdrop, AIPA proposes Pure Awareness as a distinct, operationally specified state that can become a structural ground of identity rather than a transient meditative experience. : : == Experiential empiricism == : The empirical foundation of the AIPA Method is explicitly first‑person and experiential, combining: :* A 22‑year longitudinal autoethnographic self‑study (2003–2025) documenting partial personality episodes, protocol use, and outcomes. :* A 13‑year prospective verification period with zero self‑reported recurrence of targeted harmful behaviors after a dated stabilization point (1 January 2006). :* A high‑ecological‑validity “stress test” during acute bereavement, used to examine whether non‑reactive awareness remains stable under maximal provocation. :* Two independent practitioner cases (an Amazon‑verified report and a structured questionnaire case) providing preliminary convergent signals across cognitive, emotional, behavioral, and identity dimensions. : : All central constructs (Pure Awareness, partial personalities, the Switch, identity stabilization) are operationalized with explicit phenomenological and behavioral criteria intended to enable replication and future third‑person measurement. : : I believe this is a valid contribution to Wikiversity. : : Best regards, Senad [[User:Senad Dizdarević|Senad Dizdarević]] I suggest you check the deleted user page, and see for yourself if it is "spam" and "authority hack", or a legit author's page with one paragraph short presentation, while the rest of the page is about my research project. Thank you for undeleting my user page, so I can use it. Best regards, Senad Dizdarević [[User:Senad Dizdarević|Senad Dizdarević]] ([[User talk:Senad Dizdarević|discuss]] • [[Special:Contributions/Senad Dizdarević|contribs]]) 07:26, 2 April 2026 (UTC) :Hi Senad, :Welcome to Wikiversity. :It looks like you tried adding similar content to Wikipedia and ran into similar difficulties over there ([[w:User talk:Senad Dizdarević]])? Perhaps that is what has led to you Wikiversity? :Basically, if you'd like to collaborate and help build open educational resources, feel free to contribute to Wikiversity. But if the primary motivation is to promote your autobiographical work you're probably going to run into challenges. :Sincerely, :James :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:11, 3 April 2026 (UTC) ::James, Hi, and thank you for your answer. ::Yes, in 2025, I created the autobiographic page on Wikipedia, which was removed because of the links to my books on Amazon. To admin, I explained that I did not know the rules, and agreed that page is removed. Now I know that somebody else must write a Wikipedia page for you. ::On the deleted user page on Wikiversity, there were no links to Amazon or any other form of promotion, just neutral as possible basic presentation of my writing (one sentence) and current project (the rest of the page). ::I created Wikiversity page to present my AIPA Method project, to invite researchers to read it, give their opinion, and conduct empirical researches in their institutions. Now, it is in a theoretical phase, and needs more empirical testing. ::Best regards, ::Senad [[User:Senad Dizdarević|Senad Dizdarević]] ([[User talk:Senad Dizdarević|discuss]] • [[Special:Contributions/Senad Dizdarević|contribs]]) 07:03, 3 April 2026 (UTC) :::It looks to me like the primary motivation for contributing to Wikiversity is to drive traffic / search engine ranking to your website? :::* [[User:Senad Dizdarević]] :::* [[AIPA Method]] :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 01:36, 4 April 2026 (UTC) ::::No, it is not. There is no link to my website, so "driving traffic to my website" is not possible. ::::For your educational purposes: ::::Copilot "AI: [[User:Senad Dizdarević|Senad Dizdarević]] ([[User talk:Senad Dizdarević|discuss]] • [[Special:Contributions/Senad Dizdarević|contribs]]) 07:38, 4 April 2026 (UTC) :::::So do you still insist of undeleting your former version of your userpage if you have created the new one? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:15, 6 April 2026 (UTC) ::::::No, because in the moment of undeletition, somebody could delete it again, and so on. Thank you for not deleting my new user page, as it is made in your user page image. [[User:Senad Dizdarević|Senad Dizdarević]] ([[User talk:Senad Dizdarević|discuss]] • [[Special:Contributions/Senad Dizdarević|contribs]]) 08:59, 6 April 2026 (UTC) == Undeletion request == It was deleted by an admin without discussion and with untrue rationale. If people take offense with the question that doesn't mean it's not a valid question and the page was good. Please undelete the Wikidebate page [https://web.archive.org/web/20250810030352/https://en.wikiversity.org/wiki/Is_it_likely_that_Earth_has_been_visited_by_aliens_millions_of_years_ago%3F Is it likely that Earth has been visited by aliens millions of years ago?] There are lots of sources on the subject, the wikidebate is sourced very well compared to other wikidebates and wikiversity pages, and the page is educational, useful and of good quality. [[User:Prototyperspective|Prototyperspective]] ([[User talk:Prototyperspective|discuss]] • [[Special:Contributions/Prototyperspective|contribs]]) 23:57, 10 April 2026 (UTC) t0wtknd0f3f3lnxcj4hsh58x7eqg50s 2804223 2804222 2026-04-11T00:21:33Z Jtneill 10242 /* Undeletion request */ Reply 2804223 wikitext text/x-wiki {{/header}} [[Category:Wikiversity deletion]] __TOC__ == [[Korean/Words]] == (I go to RfD instead of ''proposed deletion'' since many pages are affected.) I proposed to quasi-delete, i.e. '''move to userspace''' of the main (or sole?) creator, {{User|KYPark}}. The page is organized a little bit like a dictionary. It makes it redundant to Wiktionary except that Wikiversity allows original research and there does seem to be original research there. Thus, its being organized as a dictionary would alone not necessarily be a problem. Where I see a problem is in the organization and execution/implementation. Consider [[Korean/Words/가다]], which seems rather typical of the subpages (some subpages are like categories and transclude the pages for individual words): * On the putative definition line, there is this: "한곳에서 다른 곳으로 장소를 이동하다", apparently(?) in Korean. That does not seem to fit well into the ''English'' Wikiversity. * There seems to be some original research into etymological relations between Korean and European languages in the "Comparatives" section (from what I recall, the English Wiktionary rejected this kind of content from KYPark). Admittedly, it is marked using "This is a primary, secondary and/or original Eurasiatic research project at Wikiversity", so it could be tolerable, but even so, one has to wonder whether Wikiversity wants this kind of fringe science/research or outright pseudo-science. ** Fringe science: fringe physics has been moved to user space before. This would be fringe etymology. But then, original research is allowed. Deletion is not required; moving to user space suffices, I think. Alternatively, one could at least rename the pages to make it clear from the title that this is not Wikiversity voice but rather KYPark voice, e.g. "Korean/Words (KYPark)/..." or "Korean/Words/KYPark/..." (recall the "Fedosin" pages featuring the name "Fedosin"). Methodology: I see almost no methodological notes spanning the words at [[Korean/Words]]. And yet, if this is original research inventing new etymological connections, surely there should be some general considerations/analysis on how to proceed and how that manner of procedure differs from mainstream etymology? Prefix index (max 200 items?): {{Small START}} {{Special:Prefixindex/Korean/Words}} {{Small END}} --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:33, 24 September 2025 (UTC) :I would keep it. If there is a course of Korean, why not to have a resesearch on Korean vocabulary? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 19:53, 16 October 2025 (UTC) :: I propose to dismiss the above input: 1) it does not contain any argument, except for a question, and a question is not an argument (it can be so reinterpreted, but that includes additional burden on the interpreters, in interpreting it the wrong way); 2) it ignores all the issues I have raised, including that there is something like definition lines in Korean, in this ''English'' Wikiversity. To answer the question asked: there can be a research on Korean vocabulary in the mainspace, but not one showing the defects I identified above. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:35, 15 November 2025 (UTC) :I've reviewed a sample of approximately 20 of the Korean/Words sub-pages and lean towards moving to user space because: :* The pages appear to be an idiosynchratic collection of etymological pages about Korean language :* There is minimal English instruction which is problematic for English Wikiversity :* There is no explanation of research method :* There is no educational rationale :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:31, 22 November 2025 (UTC) :Well, since the original creator has indef I change my mind and I would '''delete''' it. The case is nobody knows how to continue with the research and if we move it to the userspace, the user cannot improve it eihter. What the original user can do to request admin, to send them a contentent to their email for example if they really want to improve the resource elsewhere. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:38, 11 March 2026 (UTC) == [[Enhancing Web Browser Security through Cookie Encryption]] == To avoid further conflict with the user who entered this text into Wikiversity, I am opening a RFD request. I am not sure about how to proceed, although I am inclined to move it out of mainspace = quasi-delete. I am looking forward to get input from others, especially curators and custodians. Some considerations: 1) There is perhaps no more appearance/suspicion of copyright violation, now that the ResearchGate (RG) article (of which this is a copy, perhaps an incomplete copy?) carries a license. 2) The article is not a complete replica from RG: at a minimum, it lacks images. The inserter could have continued editing the page in his user space before he uploads images, that is, before he finalizes the page for consumption, but that did not happen. I did not check whether the text is an exact one-to-one match; the article does not indicate anything in that regard. 3) The principle implied seems to be this: users should feel free to duplicate non-peer-reviewed articles from RG in English Wikiversity, perhaps to increase the Google search and LLM yield. I find this problematic, in part for the duplication. I would say: choose a venue and publish it there. If RG is not good enough for you as a publishing venue, choose Wikiversity instead, but not both? 4) There are some features that appear unduly promotional. There is a link to a dot com home page of the inserter of the article. I dot not know how we handle or should handle this, whether prohibit such a link, etc. This is perhaps not so much a call to quasi-deletion but a call to make it less promotional. 5) I cannot determine the value of such an article. It seems to be a pseudo-article describing someone's browser extension. Can someone do a better analysis? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:48, 8 October 2025 (UTC) :2) Images for Wikicommons are being created, it will take a lot of time. and the text is not an exact one-to-one match :3) I also mentioned that It was being created so that it is more accessible from mobile phone, which is not possible in RG or in Zenodo :Let me clarify the purpose of uploading it to different platforms :Zenodo - registration and to link DOI :RG - Self Archiving :Wikiversity - Accessible by anyone from any device. LLMs may get trained on Wikiversity data or use these data for indexing :5) The paper is a result of a research project which involved a browser extension which was built to test the theory. [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 01:34, 9 October 2025 (UTC) :: I find the practice here of publishing non-identical but similar text ("the text is not an exact one-to-one match") with almost the same title to be problematic. I cannot imagine this is a recommended practice in academic publishing. At a minimum, somewhere near the top, the page should say something like the following: "This text is based on article ___ published at ___ but is not identical. The author of the differences/changes is ___." Everything else leads to an undesirable confusion. In academic publishing, the title of an article serves as key part of identification of the artifact. :: As I said before, I seen nothing particularly academic article-like about the page except for external/superficial signs. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:30, 9 October 2025 (UTC) :::That Article has been published under CC BY SA 4.0 :::And I am one of the author of the article. That gives me right to modify text and publish it under a similar name. However, I will add the disclaimer text that you have suggested. I hope that helps. [[Special:Contributions/&#126;2025-27520-79|&#126;2025-27520-79]] ([[User talk:&#126;2025-27520-79|talk]]) 06:07, 9 October 2025 (UTC) :::: It may give you that right from the ''copyright'' perspective, but perhaps not from ''academic publishing integrity'' perspective. Unfortunately, I do not have any guideline handy; I am merely following my common (or not so common) sense. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:32, 9 October 2025 (UTC) :: I would like to ask: was this article guided by someone from an academic institution, such as a university? Is it reviewed at least in some weak sense? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:39, 9 October 2025 (UTC) :::Yes, This article has been reviewed by two academic professors, their names are also listed as co authors. :::First, a project guide would help us with selecting a topic and with the document :::Second, an Internal examiner would go through our experiment and approve it :::Finally, External Examiner would examine the documentation and verify it. :::We were required by these professors to put their name under contributions [[Special:Contributions/&#126;2025-27520-79|&#126;2025-27520-79]] ([[User talk:&#126;2025-27520-79|talk]]) 05:48, 9 October 2025 (UTC) :: Let me explicate the promotional potential of such a page a bit: one can go to the page of the article in Wikiversity --> https://tomjoejames.com/ --> HitMyTarget (a commercial, profit-making entity?) Why would the link be to a commercial web site rather than an academic page, or perhaps a LinkedIn account, which I think the person has? There could also be no link at all; a search for the name would turn out something in Google as well. But providing a direct link would drive users/viewers toward that website much stronger since otherwise the viewer of the page would have to open a new Google search window or the like. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:45, 9 October 2025 (UTC) :::It is evident that the website is not even close to being complete. :::I will be creating a separate page under the same domain name specifically for people to contact me. :::The url would probably be defined as tomjoejames.com/contact-me/ :::I haven't decided yet. But that is my personal website. :::If the community requires me to remove it, I will. But personally I think people who are from here most likely to click the link to know more about me or to contact me. Either way I think my personal website serves the purpose. :::As for the HitMyTarget, it can be traced from any of my links. From my research gate profile, linkedin page or even my own userpage. :::On the article I did not add any promotional content about myself, I hyperlinked only my own name. I do not know how that is promotional. [[Special:Contributions/&#126;2025-27520-79|&#126;2025-27520-79]] ([[User talk:&#126;2025-27520-79|talk]]) 06:04, 9 October 2025 (UTC) :::: I am pausing any further responses from me to see whether anyone else has any input. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:30, 9 October 2025 (UTC) :What does it mean "There is perhaps no more appearance/suspicion of copyright violation"? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 19:57, 16 October 2025 (UTC) :I have accepted VRT permission per [[ticket:2025100410001149]] FYI. [[User:Matrix|Matrix]] ([[User talk:Matrix|discuss]] • [[Special:Contributions/Matrix|contribs]]) 11:00, 28 October 2025 (UTC) ::Thank you Matrix [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 12:43, 28 October 2025 (UTC) :I would '''delete''' it. 1) it states its a learning resource. It could not be a learning resource as not rewieved original research. 2) It is not an ongoing research, nor the research was performed on Wikiversity - wv is not a preprint or article database. Maybe it could be moved elsewhere withn Wikimedia domain, but I dont know where. So I would delete it. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 21:56, 20 November 2025 (UTC) ::I would '''keep it.''' Like Dan had pointed out, we do have article-like pages in Wikiversity, and this is not just a random pseudo science article but an article that is a report of an final year project, it has been reviewed by 3 professors whose name has been mentioned at the very beginning. [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 14:50, 21 November 2025 (UTC) :::I think it is not good to rate pages by appearance. It can be done on other Wikimedia projects, but it cannot be done on Wikiversity, because Wikiversity does not create a static format for presenting information, but is focused on the goal and process. Unfortunately, the goal and process do not have a uniform format. While a target article on Wikipedia or an entry on Wiktionary have some standard target format, Wikiversity does not. That is why I personally rate pages according to the goals and their assessment. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:05, 22 November 2025 (UTC) Further reading for this nomination: [[S: Wikisource:Proposed_deletions/Archives/2025#Index:Cookie_Encryption.pdf]]; EncycloPetey handled the matter. Let me quote his wisdom on Zenodo (which I lack): "This is tied to a PDF on Commons that was uploaded as "own work" with a CC license and a doi link to Zenodo, with no indication of where this paper was published or if it was published. Zenodo is not a publisher; it is a site for storing research and sharing papers. If Zenodo is the only place this was "published" then it was effectively self-published. --EncycloPetey (talk) 16:14, 15 September 2025 (UTC)" --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:55, 9 October 2025 (UTC) :Can you clarify what point are you trying to state? Didn't I already state that the article is published by me? :I first created the article in wikisource which I thought would be the perfect place, unfortunately they do not allow self published articles that are not notable. Then I discovered Wikiversity where they allow self published articles. That is why I created the article here. :Unlike in wikisource, I did follow guidelines. :Ever since you deleted the first article, I spent time reading Wikiversity guidelines and I do think that I am following it perfectly. :I would like to get your suggestions on how should I improve the page, 10 points would be sufficient. :Because your goals or intentions are confusing me very much. At first you told me that the article is exactly the same as the preprint in RG and therefore there is no use to it here. And then when I continued to optimize it for Wikiversity, you went ahead and said it is problematic according to recommended academic publishing. :Atleast just respond to the points that I have made whether you agree or disagree. So that I clarify and proceed to discuss points that are important and relevant :Have you published an research article? If yes, could you send it to me so that I can see the format you have done it [[Special:Contributions/&#126;2025-27520-79|&#126;2025-27520-79]] ([[User talk:&#126;2025-27520-79|talk]]) 10:45, 9 October 2025 (UTC) :: I am giving a chance/time to other curators/custodians to look at the matter and respond to my inputs. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 11:14, 9 October 2025 (UTC) :: Incidentally, above I counted 4 questions (or more), 1 request (or more?) and 1 command (or more?). That is a behavior of a commanding entity. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 11:24, 9 October 2025 (UTC) I would '''delete it''''. It's more like an academic communication than a learning resource or research.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:32, 26 October 2025 (UTC) :: In the above post, I do not see any valid rationale for deletion: we do have article-like pages, in Wikijournals and also e.g. in [[Physics/Essays/Fedosin/Stellar Stefan–Boltzmann constant]]. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:59, 3 November 2025 (UTC) :::But I do, see above. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 21:56, 20 November 2025 (UTC) :it is a '''student research paper''' forming part of a learning resource on web security and encryption. :The project was conducted as part of a final-year university course and documented as a practical study on cookie encryption and it has been reviewed by three professors. However, I will be creating a sub page for the article to elaborately describe the experiment that we have conducted and the results we got. [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 15:57, 26 October 2025 (UTC) ::And why should w host research papers? Wikiversity is not an academic Journal nor repository. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:06, 22 November 2025 (UTC) :::I do not wish to go through this same argument once again, I've already answered to this question several times in Dan's talk page, Colloquium. you can refer them. I am not hosting the research paper here, I have already hosted the pdf in the ResearchGate, I have published a text version in the wikiversity so that it may be useful for others. Unless you can show me how that article is totally useless, I would like to '''keep''' the article in the wikiversity. [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 10:13, 22 November 2025 (UTC) ::::And thats the point I am having. Wikiversity is not paper repository. The only way is to publish it via WikiJournal, but they want it for Wikipedia usually. Why wikiversity should be a duplication of ResearchGate, Academia or Zenodo? ::::What I can read on [[Wikiversity:What is Wikiversity?]] policy is, that Wikiversity research "...includes interpreting primary sources, forming ideas, or taking observations." The article doent look to fall into this. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:43, 22 November 2025 (UTC) :::::Well, then how come you missed the term "Learning Projects"? As Jtneill had pointed out, this is a legitimate learning project. And also, I do have the VRT permission to host this article on Wikiversity. [[ticket:2025100410001149]] . besides ResearchGate is an self-archiving platform. the document version in it is not accessibly to screen readers (usually disable people use them), Translators, and also for the mobile readers. therefore I do have valid reasons to publish this article on wikiversity. :::::# It is a learning project, therefore according to WIkiversity Policy, It qualifies. :::::# I have an explicit VRT permission to host this article on Wikiversity :::::# Versions that are published in RG, Zenodo are documents, and they are not accessible by screen readers or mobile users. Therefore it is imperative that an article version of this paper exist on here. :::::Therefore this article qualifies to stay here on Wikiversity. [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 11:22, 22 November 2025 (UTC) '''Keep'''. This is a legitimate student learning project that may be of use to others. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 02:51, 22 November 2025 (UTC) == [[Pragmatics/History]] == Another KYPark page and subpages with unclear organization scheme. Contains fairly many redlinked items. See also [[User:KYPark/Literature]], perhaps a similar concept. Unlikely to be really useful for others but KYPark. '''Move to user space'''. As an alternative, moving to [[History of Pragmatics (KYPark)]] would make sense to me: the topic is identified using a natural-language phrase (instead of the relatively unnatural slash) and the responsible editor is indicated so that the reader knows whether to look or not. And for those who oppose the brackets (which I like): [[History of Pragmatics/KYPark]]. Or also: [[KYPark/History of Pragmatics]]. But then, searches in mainspace will see that content and the question is whether that is good. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:21, 15 October 2025 (UTC) :What about to propose the user to write some guidelines, how other can participate instead of deleting it? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 20:03, 16 October 2025 (UTC) :: I plan to move the pages to userspace as I proposed. If someone wants to ask KYPark to address the problems, they should feel free. There will be plenty of time for KYPark to address the problems while the material is in user space. After the problems are addressed, the material can be moved back to mainspace. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:38, 15 November 2025 (UTC) :So I would '''delete''' it. In the blocked user space its useless. The user cannot improve it and Wikiversity is not free hosting service for personal pages. My believe is, that there should be just a few working pages in the users spaces. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:30, 11 March 2026 (UTC) '''Move'''. Insufficient statement of learning objective or connection to related learning resources with insufficient current activity to stay in main space. The page was originally [[History of pragmatics]] but was moved by Dave B. Therefore, I suggest moving to [[User:KYPark/History of pragmatics]]. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 02:57, 22 November 2025 (UTC) Archive == [[Gravitational torsion field]] == {{archive top|I have gone ahead and deleted this. I don’t see much point in moving to userspace as the users currently inactive. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 12:30, 27 March 2026 (UTC)}} The article [[Gravitational torsion field]] is proposed for deletion. Firstly, this article has no relation to the gravitational torsion field described in the article [[Physics/Essays/Fedosin/Gravitational torsion field]]. Secondly, the article's content is a mishmash of unrelated ideas and assumptions, many of which are not even related to gravitation. [[User:Fedosin|Fedosin]] ([[User talk:Fedosin|обсуждение]] • [[Special:Contributions/Fedosin|вклад]]) 12:38, 9 November 2025 (UTC) : '''Move to user space''', which is quasi-deletion. Searching the article for "Gravitational torsion field" finds nothing, not in the text, not in the references. The article is not labeled as original research, yet the headword "Gravitational torsion field" does not trace anywhere (it cannot trace anywhere from the body text since the body text does not have the headword). These are red flags. Further reading: [[W:User_talk:Swbraithwaite]], [[W:User talk:SWBPAUSEWATCH]], more red flags. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 12:48, 9 November 2025 (UTC) :'''Delete'''. Low quality. Out of scope. Author no longer active on Wikiversity and has problematic WMF editing history. More detail: [https://chatgpt.com/share/6911338b-99ac-8008-833a-fb64e569a010 ChatGPT review]. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:40, 10 November 2025 (UTC) :: I think we should move to user space unless we have a specific reason to outright delete, consistent with the position taken rather passionately by Guy vandegrift and supported by some other people, including probably by Dave Braunschweig who often moved pages to user space. Moreover, whether the page is out of scope, I am not sure; we do have author-specific articles (e.g. [[Physics/Essays/Fedosin/Gravitational torsion field]]) and if the page was solid enough, it would not be out of scope, I think. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:33, 10 November 2025 (UTC) :::Wikiversity is not free hosting service. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:47, 11 March 2026 (UTC) :'''Delete'''. I dont understand its conntent, but the major obstacle is how to use this conentent. It looks like the copy of Wikipedia article so I would delete it. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:47, 11 March 2026 (UTC) May be it is a simplest variant for the case.[[User:Fedosin|Fedosin]] ([[User talk:Fedosin|обсуждение]] • [[Special:Contributions/Fedosin|вклад]]) 14:10, 9 November 2025 (UTC) {{archive bottom}} == [[IMHA Research Archives]] == I propose to '''move to userspace''', including the subpages. I struggle to understand how Wikiversity readers are supposed to benefit from the material here and in the subpages. In the log, there is e.g. '10 February 2019 Marshallsumter discuss contribs deleted page IMHA Research Archives (content was: "{<nowiki/>{Delete|Author request}} Thanks! -")', so the page was deleted before, but not the subpages. We could also delete all the material if we have strong enough suspicion too much of it is copyright violation. In any case, moving to user space improves the matter a little by moving the content away from Google search. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 13:38, 9 November 2025 (UTC) :Looking at some sub-pages, they can be deleted e.g., because they only consist of broken links or are largely empty. I deleted a couple but haven't been through all to check. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:27, 10 November 2025 (UTC) As an example, let me give the wikitext content of [[IMHA Research Archives/3. Scientific litterature search, storage and use]]: <pre> ==[[/Medicina Maritima - the Spanish scientific maritime health journal/]]== ==[[/PubMed/]]== ==[[/Google and Google Scholar/]]== ==[[/Zotero/]]== ==[https://www.dropbox.com/sh/d91z7bcyelfvk42/AAAkIvjtBnnFMbiU9ZLOdVL9a/Andrioti_database%20sources0310.pptx?dl=0 Maritime health web portal ressources ]== </pre> The wikilinks are red; the external link to dropbox says "You don't have access". This was made in 2016. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:04, 11 November 2025 (UTC) :I suggest delete -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:27, 12 November 2025 (UTC) :: I think we should avoid deletion as much as possible, instead moving to user space (bar copyvio, ethics violation, etc.). This is a good general principle. It greatly improves auditability and makes it so much easier for anyone to request undeletion since they know what content they are requesting for undeletion. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:52, 12 November 2025 (UTC) :::Do not recreate Wikiversity from the educational and research project to the personal blog. That will lead to the cancelation of it by WMF. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 21:44, 20 November 2025 (UTC) :::: The English Wikiversity has a long tradition of moving problematic content to user space, as per evidence collected at [[User:Dan_Polansky/About Wikiversity#Moving pages to userspace]]. If Wikimedia Foundation finds this problematic, they can start a discussion in Colloquium and state their concerns. They do not need to make explicit threats at first; they can start a discussion and explain why it is problematic. They can even do it from an anonymous IP and provide a well-articulated reasoning. And anyone else can start a discussion in Colloquium to change this tradition. I do not see why we should not want to change that tradition based on well-articulated, compelling reasoning. I see no reason why Juandev should be making threats instead of them, on a per RFD basis. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:58, 21 November 2025 (UTC) :::: If Juandev is ''sincere'' about deleting very-low-value items ''from user space'', he should perhaps demonstrate that by asking his pages like [[:cs:Uživatel:Juandev/Problémy/Kov/Repase dvířek elektroskříně]] to be deleted; otherwise, I register a ''glaring inconsistence''. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 07:43, 21 November 2025 (UTC) ::What was the original delate page about @[[User:Jtneill|Jtneill]]? I guess that would be crucial for the decission. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 21:48, 20 November 2025 (UTC) :::@[[User:Juandev|Juandev]] the couple of pages I checked and deleted were much like @[[User:Dan Polansky|Dan Polansky]] posted above i.e., headings with empty sections and/or broken links but no substantive content. But I think each sub-page needs checking. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 21:59, 20 November 2025 (UTC) ::::So I'm saying that the main page usually determines what the other pages are for. But if I don't know the page because it's been deleted, or why was deleted (deletion based on the founder's request is probably not the rule), it's hard to judge. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 22:16, 20 November 2025 (UTC) :::::I've pasted the original content of the root page: [[IMHA Research Archives#Original page]] (i.e., prior to the content being removed and deletion requested) to help understand the context for the sub-pages. In 2018, Saltrabook blanked the page, indicating that the content had been moved elsewhere, and requested page deletion. Marshallsumter then deleted the main page but not the sub-pages. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 01:58, 21 November 2025 (UTC) ::::::I see, so if those subpages are usefull I would keept them, if not I would delete them. I dont see a point of providing free hosting to sombody, by moving many pages to their user space. The question is if we want to host (i.e. to have in the main ns) lists of links elsewhere. I have no opinion on that. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:11, 22 November 2025 (UTC) : Let me clarify that while many of the subpages are like the example above, [[IMHA Research Archives/Scientific litterature search, storage and use/Zotero]] is different: :: "A continuous critical and evidence based learning is a core issue in clinical practice, research, teaching, publication and prevention activities. The Zotero Program is just one of many scientific literature management programs, that should be used for these purposes. Of course one can live without such a database but it helps a lot and can save a lot of time that could be used for more interesting issues. Not only that, but it helps to create better publications and knowledge. Without this program it can be very time consuming to publish a scientific article with the requested style for the references. Further in daily practice when you want to collect and cite a few references for a specific evidence in a clinical colloquium and discussion, this program is excellent. Therefore we strongly recommend that all maritime health persons learn how to use this excellent tool in their daily maritime health practice of all different types. There are good online courses for self-instruction on how to use Zotero. For example this one: Zotero fast online course But in order to increase IMHAR´s collective scientific strength in the use of EBM we would like to give training sessions in every possible opportunity, IMHA Symposia, seminars and other types of meetings. The database is useful for personal purposes but especially also for collaborative aims. At the IMHAR meeting in Paris Oct 7th 2016 we will give an introduction to the program by showing how it can be used in the daily practice and discuss strength and weaknesses compared to other similar databases." : Even longer is e.g. [[IMHA Research Archives/Scientific litterature search, storage and use/Medicina Maritima - the Spanish scientific maritime health journal]]. : However, that does not mean these should be salvaged. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 07:53, 21 November 2025 (UTC) == [[Fairy Rings]] == {{archive top|Deleted, per consensus}} The page and subpages do not show anything useful; this has been so since 2007, I think (maybe I do not concentrate). Author: [[User:Juandev]]. '''Move to user space''' (or delete if preferred by the author and co-authors?). --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 14:57, 18 November 2025 (UTC) For instance, [[Fairy Rings/Database/Lublaňská 25]] was created in 2014 by [[User:Juandev (usurped)]]; there are lat-lon coordinates and an empty section for observations. In [[Fairy Rings/Database]], I entered auto subpage generation. It found: * [[Fairy Rings/Database/Lublaňská 25]] * [[Fairy Rings/Database/Test]] * [[Fairy Rings/Database/Test 2]] * [[Fairy Rings/Database/Test 2/May 14, 2014]] --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 15:02, 18 November 2025 (UTC) The project has an introduction to the issue and clearly stated instructions. I don't see the lack of participation in the project yet as a problem. Wikiversity is not Wikipedia, we are not aiming for pages full of text here, however, if someone is bothered by it, it can be deleted. For me, it would be enough to edit and update the project a little. --[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 19:40, 20 November 2025 (UTC) '''Keep'''. Clear objective that is in scope. '''Delete''' the test database pages. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 12:01, 22 November 2025 (UTC) : [[WV:Deletion]] indicates that pages for which "learning outcomes are scarce" (as is the case here) are to be deleted. I don't see any policy or guideline indicating that something having a clear objective that is in scope of the English Wikiversity is alone grounds for keeping, regardless of how useless or underdeveloped the page is (perhaps I was not looking carefully enough). --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:29, 12 December 2025 (UTC) :Thats a good point. I would '''delete''' test pages which I have created and I would '''keep''' the rest. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:52, 11 March 2026 (UTC) {{archive bottom}} == [[Palliative medicine]] == Underdeveloped and has not been improved on since 2007. Author inactive. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:42, 14 December 2025 (UTC) :Delete, per nominator [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 11:16, 22 January 2026 (UTC) :Yes, I would also expect there to be more and especially that someone would write how to use it. However, it still seems to me to be a useful thing in the sense of a syllabus, so that someone who is interested in the topic knows what information to obtain in order to get a complete picture of the topic. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:55, 16 March 2026 (UTC) == [[Theory of Everything (From Scratch) Project]] == {{archive top|Deleted [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 00:19, 3 April 2026 (UTC)}} Underdeveloped project since 2010. Original author has been inactive wiki-wide since then. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 01:45, 1 January 2026 (UTC) :Yup, I guess we can delete it. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:57, 16 March 2026 (UTC) :@[[User:Atcovi|Atcovi]] @[[User:Juandev|Juandev]] Does this include, [[Theory of Everything (From Scratch) Project/The Origin]]? [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 09:53, 28 March 2026 (UTC) ::Yes as its low-quality, is part of the project, has not been improved on since 2010. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 18:43, 31 March 2026 (UTC) ::Yes, the tradition is, that it includes all subpages if it is not stated otherwise. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:41, 1 April 2026 (UTC) :{{done}} [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 00:18, 3 April 2026 (UTC) {{archive bottom}} == [[Seven Heavens]] == {{archive top|moved to userspace. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 13:23, 2 April 2026 (UTC)}} Seems to be someone's personal beliefs rather than educational content that reflects Wikiversity's learning policies. It is not even labeled as such either. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:36, 19 January 2026 (UTC) :This seems like '''speedy delete''' material to me. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 22:10, 19 January 2026 (UTC) :Agree [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 23:26, 19 January 2026 (UTC) ::Moved to userspace. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 13:23, 2 April 2026 (UTC) {{archive bottom}} == [[Peace studies]] == {{archive top|'''Deleted''' per consensus.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:23, 27 March 2026 (UTC)}} Underdeveloped since 2006/2007. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 17:39, 21 January 2026 (UTC) :'''Delete''' —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 19:22, 21 January 2026 (UTC) :Delete [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 11:15, 22 January 2026 (UTC) {{archive bottom}} == [[Canadian Wilderness]] == This page doesn't seem to belong to wikiversity. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 09:55, 6 February 2026 (UTC) :In principle there could be some material useful here but in practice, I don't see what this page is adding as an educational resource. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 12:54, 6 February 2026 (UTC) :I can see this being a useful resource to a bigger project. Maybe we could move it to the "[[Wikiversity:Drafts|Draft]]" namespace vs. deleting it? —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 13:28, 6 February 2026 (UTC) ::Does anyone plan to work on it? [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 01:59, 8 February 2026 (UTC) :::Next week the page has it's 17th birthday. Ever now and than someone added to it. With a lot of work it could be a nice encyclopedic article but making it educational .... Merging it may take more work than rewriting it. Move to Draft might be the best option. [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 08:58, 12 February 2026 (UTC) == [[Systemic Lupus Erythematosus]] == {{archive top|'''Deleted''' - AI-slop with no educational objectives}} Clearly seems like an ai-generated article and it seems to be out of Wikiversity’s scope. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 10:08, 11 March 2026 (UTC) :'''Delete''', copy of Wikipedia article. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:28, 27 March 2026 (UTC) {{archive bottom}} == [[LQR Control for an Inverted Pendulum]] == Underdeveloped resource, has not been edited for more than a decade. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 08:03, 16 March 2026 (UTC) :Looks like a test, '''delete'''. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:30, 27 March 2026 (UTC) == False flag "authority hack" user page deletion == '''Undeletion requested''' Hi, Juandev marked my user page as "spam" and "authority hack", and deleted it. First, I asked him for help with "time limit for new users", and he replied - I should admit I dont know, what is "new user limit", but if filter blocks your page because of certain external link, you may force to save anyway and sometimes it works. It should not work, when the website is blacklisted. As of now, I am not seeing you to save page in main namespace, so try to save it without external links first. Then he wrote me another message: Well, I have analyzed your contribution to Wikiversity and I should point out here, that this project is not a place for advertising, so there is no way of promoting your books and authority this way. - probably referring to the intro of my About me page where I present me and my work. Before I could explain him the difference between the neutral information and advertising and promotion, he deleted my user page. Here is my answer I posted to the discussion today: : Hi, my About Me page is just an info page with the neutral as possible presentation of my work. : : There is a big difference between informing and advertising. Informing is neutrally stating that something exists and requiring no action, while advertising is a special communication form with intent to cause certain action from readers. For example, click here, click there, order this, buy that. : : There is no such intention, form, or terms on my info page. Just neutral information. I don't hide and I am not ashamed that I am write and author, and that is a part of the usual bio, including works. I checked your user page: "I graduated from the Czech University of Life Sciences in Prague and studied information science at the Faculty of Arts of Charles University." I think that if you had written a book on Life Science, you would have mentioned that as well. : : Most of the Info page is about my research and AIPA Method which is a valid contribution to psychology, consciousness studies, identity theory, and personality development. Actually, my paper '''AIPA Method: A Cognitive-Phenomenological Model for Identity Reconstruction and Stabilization in Pure Awareness''' is now in the peer review procedure at Journal of Consciousness Studies. : : Here is a part from the Wikiversity AIPA Method page in creation (waiting for the end of the time limit for new users): : == Introduction == : The AIPA Method addresses a gap in contemporary personal development and consciousness science: most evidence‑based approaches (CBT, MBSR, MBCT, standard meditation) operate at the level of mental content—reframing thoughts, observing them, or reducing their impact—rather than at the level of identity structure. In contrast, AIPA targets the structural relationship between the self and the mind, aiming at durable identity reconstruction rooted in Pure Awareness rather than symptom management. : : The central research question of the primary AIPA preprint is whether a structured, sequentially staged method can produce permanent identity reconstruction rooted in Pure Awareness, and how such a method compares to established approaches in scope, mechanism, and outcome. : : == Theoretical foundations == : The AIPA framework is grounded in the cognitive‑phenomenological tradition (e.g., McAdams, Varela, Metzinger, Erikson), contemporary consciousness science on minimal phenomenal experience, and qualitative methods advocacy in psychology. It builds directly on: :* Empirical work on pure awareness and Minimal Phenomenal Experience (MPE), especially Gamma & Metzinger’s large‑scale study of content‑reduced awareness states. :* Metzinger’s proposal of minimal phenomenal experience as an entry point for a minimal unifying model of consciousness. :* Narrative identity and partial‑self models within personality and identity theory. : Within this backdrop, AIPA proposes Pure Awareness as a distinct, operationally specified state that can become a structural ground of identity rather than a transient meditative experience. : : == Experiential empiricism == : The empirical foundation of the AIPA Method is explicitly first‑person and experiential, combining: :* A 22‑year longitudinal autoethnographic self‑study (2003–2025) documenting partial personality episodes, protocol use, and outcomes. :* A 13‑year prospective verification period with zero self‑reported recurrence of targeted harmful behaviors after a dated stabilization point (1 January 2006). :* A high‑ecological‑validity “stress test” during acute bereavement, used to examine whether non‑reactive awareness remains stable under maximal provocation. :* Two independent practitioner cases (an Amazon‑verified report and a structured questionnaire case) providing preliminary convergent signals across cognitive, emotional, behavioral, and identity dimensions. : : All central constructs (Pure Awareness, partial personalities, the Switch, identity stabilization) are operationalized with explicit phenomenological and behavioral criteria intended to enable replication and future third‑person measurement. : : I believe this is a valid contribution to Wikiversity. : : Best regards, Senad [[User:Senad Dizdarević|Senad Dizdarević]] I suggest you check the deleted user page, and see for yourself if it is "spam" and "authority hack", or a legit author's page with one paragraph short presentation, while the rest of the page is about my research project. Thank you for undeleting my user page, so I can use it. Best regards, Senad Dizdarević [[User:Senad Dizdarević|Senad Dizdarević]] ([[User talk:Senad Dizdarević|discuss]] • [[Special:Contributions/Senad Dizdarević|contribs]]) 07:26, 2 April 2026 (UTC) :Hi Senad, :Welcome to Wikiversity. :It looks like you tried adding similar content to Wikipedia and ran into similar difficulties over there ([[w:User talk:Senad Dizdarević]])? Perhaps that is what has led to you Wikiversity? :Basically, if you'd like to collaborate and help build open educational resources, feel free to contribute to Wikiversity. But if the primary motivation is to promote your autobiographical work you're probably going to run into challenges. :Sincerely, :James :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:11, 3 April 2026 (UTC) ::James, Hi, and thank you for your answer. ::Yes, in 2025, I created the autobiographic page on Wikipedia, which was removed because of the links to my books on Amazon. To admin, I explained that I did not know the rules, and agreed that page is removed. Now I know that somebody else must write a Wikipedia page for you. ::On the deleted user page on Wikiversity, there were no links to Amazon or any other form of promotion, just neutral as possible basic presentation of my writing (one sentence) and current project (the rest of the page). ::I created Wikiversity page to present my AIPA Method project, to invite researchers to read it, give their opinion, and conduct empirical researches in their institutions. Now, it is in a theoretical phase, and needs more empirical testing. ::Best regards, ::Senad [[User:Senad Dizdarević|Senad Dizdarević]] ([[User talk:Senad Dizdarević|discuss]] • [[Special:Contributions/Senad Dizdarević|contribs]]) 07:03, 3 April 2026 (UTC) :::It looks to me like the primary motivation for contributing to Wikiversity is to drive traffic / search engine ranking to your website? :::* [[User:Senad Dizdarević]] :::* [[AIPA Method]] :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 01:36, 4 April 2026 (UTC) ::::No, it is not. There is no link to my website, so "driving traffic to my website" is not possible. ::::For your educational purposes: ::::Copilot "AI: [[User:Senad Dizdarević|Senad Dizdarević]] ([[User talk:Senad Dizdarević|discuss]] • [[Special:Contributions/Senad Dizdarević|contribs]]) 07:38, 4 April 2026 (UTC) :::::So do you still insist of undeleting your former version of your userpage if you have created the new one? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:15, 6 April 2026 (UTC) ::::::No, because in the moment of undeletition, somebody could delete it again, and so on. Thank you for not deleting my new user page, as it is made in your user page image. [[User:Senad Dizdarević|Senad Dizdarević]] ([[User talk:Senad Dizdarević|discuss]] • [[Special:Contributions/Senad Dizdarević|contribs]]) 08:59, 6 April 2026 (UTC) == Undeletion request == It was deleted by an admin without discussion and with untrue rationale. If people take offense with the question that doesn't mean it's not a valid question and the page was good. Please undelete the Wikidebate page [https://web.archive.org/web/20250810030352/https://en.wikiversity.org/wiki/Is_it_likely_that_Earth_has_been_visited_by_aliens_millions_of_years_ago%3F Is it likely that Earth has been visited by aliens millions of years ago?] There are lots of sources on the subject, the wikidebate is sourced very well compared to other wikidebates and wikiversity pages, and the page is educational, useful and of good quality. [[User:Prototyperspective|Prototyperspective]] ([[User talk:Prototyperspective|discuss]] • [[Special:Contributions/Prototyperspective|contribs]]) 23:57, 10 April 2026 (UTC) :Page: [[Is it likely that Earth has been visited by aliens millions of years ago?]] :Ping: [[User:Atcovi|Atcovi]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:21, 11 April 2026 (UTC) rf6rs58yxh3v3hl2zohmpav8j56exqk 2804233 2804223 2026-04-11T00:56:14Z Atcovi 276019 /* Undeletion request */ Reply 2804233 wikitext text/x-wiki {{/header}} [[Category:Wikiversity deletion]] __TOC__ == [[Korean/Words]] == (I go to RfD instead of ''proposed deletion'' since many pages are affected.) I proposed to quasi-delete, i.e. '''move to userspace''' of the main (or sole?) creator, {{User|KYPark}}. The page is organized a little bit like a dictionary. It makes it redundant to Wiktionary except that Wikiversity allows original research and there does seem to be original research there. Thus, its being organized as a dictionary would alone not necessarily be a problem. Where I see a problem is in the organization and execution/implementation. Consider [[Korean/Words/가다]], which seems rather typical of the subpages (some subpages are like categories and transclude the pages for individual words): * On the putative definition line, there is this: "한곳에서 다른 곳으로 장소를 이동하다", apparently(?) in Korean. That does not seem to fit well into the ''English'' Wikiversity. * There seems to be some original research into etymological relations between Korean and European languages in the "Comparatives" section (from what I recall, the English Wiktionary rejected this kind of content from KYPark). Admittedly, it is marked using "This is a primary, secondary and/or original Eurasiatic research project at Wikiversity", so it could be tolerable, but even so, one has to wonder whether Wikiversity wants this kind of fringe science/research or outright pseudo-science. ** Fringe science: fringe physics has been moved to user space before. This would be fringe etymology. But then, original research is allowed. Deletion is not required; moving to user space suffices, I think. Alternatively, one could at least rename the pages to make it clear from the title that this is not Wikiversity voice but rather KYPark voice, e.g. "Korean/Words (KYPark)/..." or "Korean/Words/KYPark/..." (recall the "Fedosin" pages featuring the name "Fedosin"). Methodology: I see almost no methodological notes spanning the words at [[Korean/Words]]. And yet, if this is original research inventing new etymological connections, surely there should be some general considerations/analysis on how to proceed and how that manner of procedure differs from mainstream etymology? Prefix index (max 200 items?): {{Small START}} {{Special:Prefixindex/Korean/Words}} {{Small END}} --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:33, 24 September 2025 (UTC) :I would keep it. If there is a course of Korean, why not to have a resesearch on Korean vocabulary? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 19:53, 16 October 2025 (UTC) :: I propose to dismiss the above input: 1) it does not contain any argument, except for a question, and a question is not an argument (it can be so reinterpreted, but that includes additional burden on the interpreters, in interpreting it the wrong way); 2) it ignores all the issues I have raised, including that there is something like definition lines in Korean, in this ''English'' Wikiversity. To answer the question asked: there can be a research on Korean vocabulary in the mainspace, but not one showing the defects I identified above. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:35, 15 November 2025 (UTC) :I've reviewed a sample of approximately 20 of the Korean/Words sub-pages and lean towards moving to user space because: :* The pages appear to be an idiosynchratic collection of etymological pages about Korean language :* There is minimal English instruction which is problematic for English Wikiversity :* There is no explanation of research method :* There is no educational rationale :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:31, 22 November 2025 (UTC) :Well, since the original creator has indef I change my mind and I would '''delete''' it. The case is nobody knows how to continue with the research and if we move it to the userspace, the user cannot improve it eihter. What the original user can do to request admin, to send them a contentent to their email for example if they really want to improve the resource elsewhere. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:38, 11 March 2026 (UTC) == [[Enhancing Web Browser Security through Cookie Encryption]] == To avoid further conflict with the user who entered this text into Wikiversity, I am opening a RFD request. I am not sure about how to proceed, although I am inclined to move it out of mainspace = quasi-delete. I am looking forward to get input from others, especially curators and custodians. Some considerations: 1) There is perhaps no more appearance/suspicion of copyright violation, now that the ResearchGate (RG) article (of which this is a copy, perhaps an incomplete copy?) carries a license. 2) The article is not a complete replica from RG: at a minimum, it lacks images. The inserter could have continued editing the page in his user space before he uploads images, that is, before he finalizes the page for consumption, but that did not happen. I did not check whether the text is an exact one-to-one match; the article does not indicate anything in that regard. 3) The principle implied seems to be this: users should feel free to duplicate non-peer-reviewed articles from RG in English Wikiversity, perhaps to increase the Google search and LLM yield. I find this problematic, in part for the duplication. I would say: choose a venue and publish it there. If RG is not good enough for you as a publishing venue, choose Wikiversity instead, but not both? 4) There are some features that appear unduly promotional. There is a link to a dot com home page of the inserter of the article. I dot not know how we handle or should handle this, whether prohibit such a link, etc. This is perhaps not so much a call to quasi-deletion but a call to make it less promotional. 5) I cannot determine the value of such an article. It seems to be a pseudo-article describing someone's browser extension. Can someone do a better analysis? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:48, 8 October 2025 (UTC) :2) Images for Wikicommons are being created, it will take a lot of time. and the text is not an exact one-to-one match :3) I also mentioned that It was being created so that it is more accessible from mobile phone, which is not possible in RG or in Zenodo :Let me clarify the purpose of uploading it to different platforms :Zenodo - registration and to link DOI :RG - Self Archiving :Wikiversity - Accessible by anyone from any device. LLMs may get trained on Wikiversity data or use these data for indexing :5) The paper is a result of a research project which involved a browser extension which was built to test the theory. [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 01:34, 9 October 2025 (UTC) :: I find the practice here of publishing non-identical but similar text ("the text is not an exact one-to-one match") with almost the same title to be problematic. I cannot imagine this is a recommended practice in academic publishing. At a minimum, somewhere near the top, the page should say something like the following: "This text is based on article ___ published at ___ but is not identical. The author of the differences/changes is ___." Everything else leads to an undesirable confusion. In academic publishing, the title of an article serves as key part of identification of the artifact. :: As I said before, I seen nothing particularly academic article-like about the page except for external/superficial signs. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:30, 9 October 2025 (UTC) :::That Article has been published under CC BY SA 4.0 :::And I am one of the author of the article. That gives me right to modify text and publish it under a similar name. However, I will add the disclaimer text that you have suggested. I hope that helps. [[Special:Contributions/&#126;2025-27520-79|&#126;2025-27520-79]] ([[User talk:&#126;2025-27520-79|talk]]) 06:07, 9 October 2025 (UTC) :::: It may give you that right from the ''copyright'' perspective, but perhaps not from ''academic publishing integrity'' perspective. Unfortunately, I do not have any guideline handy; I am merely following my common (or not so common) sense. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:32, 9 October 2025 (UTC) :: I would like to ask: was this article guided by someone from an academic institution, such as a university? Is it reviewed at least in some weak sense? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:39, 9 October 2025 (UTC) :::Yes, This article has been reviewed by two academic professors, their names are also listed as co authors. :::First, a project guide would help us with selecting a topic and with the document :::Second, an Internal examiner would go through our experiment and approve it :::Finally, External Examiner would examine the documentation and verify it. :::We were required by these professors to put their name under contributions [[Special:Contributions/&#126;2025-27520-79|&#126;2025-27520-79]] ([[User talk:&#126;2025-27520-79|talk]]) 05:48, 9 October 2025 (UTC) :: Let me explicate the promotional potential of such a page a bit: one can go to the page of the article in Wikiversity --> https://tomjoejames.com/ --> HitMyTarget (a commercial, profit-making entity?) Why would the link be to a commercial web site rather than an academic page, or perhaps a LinkedIn account, which I think the person has? There could also be no link at all; a search for the name would turn out something in Google as well. But providing a direct link would drive users/viewers toward that website much stronger since otherwise the viewer of the page would have to open a new Google search window or the like. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:45, 9 October 2025 (UTC) :::It is evident that the website is not even close to being complete. :::I will be creating a separate page under the same domain name specifically for people to contact me. :::The url would probably be defined as tomjoejames.com/contact-me/ :::I haven't decided yet. But that is my personal website. :::If the community requires me to remove it, I will. But personally I think people who are from here most likely to click the link to know more about me or to contact me. Either way I think my personal website serves the purpose. :::As for the HitMyTarget, it can be traced from any of my links. From my research gate profile, linkedin page or even my own userpage. :::On the article I did not add any promotional content about myself, I hyperlinked only my own name. I do not know how that is promotional. [[Special:Contributions/&#126;2025-27520-79|&#126;2025-27520-79]] ([[User talk:&#126;2025-27520-79|talk]]) 06:04, 9 October 2025 (UTC) :::: I am pausing any further responses from me to see whether anyone else has any input. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:30, 9 October 2025 (UTC) :What does it mean "There is perhaps no more appearance/suspicion of copyright violation"? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 19:57, 16 October 2025 (UTC) :I have accepted VRT permission per [[ticket:2025100410001149]] FYI. [[User:Matrix|Matrix]] ([[User talk:Matrix|discuss]] • [[Special:Contributions/Matrix|contribs]]) 11:00, 28 October 2025 (UTC) ::Thank you Matrix [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 12:43, 28 October 2025 (UTC) :I would '''delete''' it. 1) it states its a learning resource. It could not be a learning resource as not rewieved original research. 2) It is not an ongoing research, nor the research was performed on Wikiversity - wv is not a preprint or article database. Maybe it could be moved elsewhere withn Wikimedia domain, but I dont know where. So I would delete it. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 21:56, 20 November 2025 (UTC) ::I would '''keep it.''' Like Dan had pointed out, we do have article-like pages in Wikiversity, and this is not just a random pseudo science article but an article that is a report of an final year project, it has been reviewed by 3 professors whose name has been mentioned at the very beginning. [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 14:50, 21 November 2025 (UTC) :::I think it is not good to rate pages by appearance. It can be done on other Wikimedia projects, but it cannot be done on Wikiversity, because Wikiversity does not create a static format for presenting information, but is focused on the goal and process. Unfortunately, the goal and process do not have a uniform format. While a target article on Wikipedia or an entry on Wiktionary have some standard target format, Wikiversity does not. That is why I personally rate pages according to the goals and their assessment. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:05, 22 November 2025 (UTC) Further reading for this nomination: [[S: Wikisource:Proposed_deletions/Archives/2025#Index:Cookie_Encryption.pdf]]; EncycloPetey handled the matter. Let me quote his wisdom on Zenodo (which I lack): "This is tied to a PDF on Commons that was uploaded as "own work" with a CC license and a doi link to Zenodo, with no indication of where this paper was published or if it was published. Zenodo is not a publisher; it is a site for storing research and sharing papers. If Zenodo is the only place this was "published" then it was effectively self-published. --EncycloPetey (talk) 16:14, 15 September 2025 (UTC)" --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:55, 9 October 2025 (UTC) :Can you clarify what point are you trying to state? Didn't I already state that the article is published by me? :I first created the article in wikisource which I thought would be the perfect place, unfortunately they do not allow self published articles that are not notable. Then I discovered Wikiversity where they allow self published articles. That is why I created the article here. :Unlike in wikisource, I did follow guidelines. :Ever since you deleted the first article, I spent time reading Wikiversity guidelines and I do think that I am following it perfectly. :I would like to get your suggestions on how should I improve the page, 10 points would be sufficient. :Because your goals or intentions are confusing me very much. At first you told me that the article is exactly the same as the preprint in RG and therefore there is no use to it here. And then when I continued to optimize it for Wikiversity, you went ahead and said it is problematic according to recommended academic publishing. :Atleast just respond to the points that I have made whether you agree or disagree. So that I clarify and proceed to discuss points that are important and relevant :Have you published an research article? If yes, could you send it to me so that I can see the format you have done it [[Special:Contributions/&#126;2025-27520-79|&#126;2025-27520-79]] ([[User talk:&#126;2025-27520-79|talk]]) 10:45, 9 October 2025 (UTC) :: I am giving a chance/time to other curators/custodians to look at the matter and respond to my inputs. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 11:14, 9 October 2025 (UTC) :: Incidentally, above I counted 4 questions (or more), 1 request (or more?) and 1 command (or more?). That is a behavior of a commanding entity. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 11:24, 9 October 2025 (UTC) I would '''delete it''''. It's more like an academic communication than a learning resource or research.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:32, 26 October 2025 (UTC) :: In the above post, I do not see any valid rationale for deletion: we do have article-like pages, in Wikijournals and also e.g. in [[Physics/Essays/Fedosin/Stellar Stefan–Boltzmann constant]]. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:59, 3 November 2025 (UTC) :::But I do, see above. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 21:56, 20 November 2025 (UTC) :it is a '''student research paper''' forming part of a learning resource on web security and encryption. :The project was conducted as part of a final-year university course and documented as a practical study on cookie encryption and it has been reviewed by three professors. However, I will be creating a sub page for the article to elaborately describe the experiment that we have conducted and the results we got. [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 15:57, 26 October 2025 (UTC) ::And why should w host research papers? Wikiversity is not an academic Journal nor repository. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:06, 22 November 2025 (UTC) :::I do not wish to go through this same argument once again, I've already answered to this question several times in Dan's talk page, Colloquium. you can refer them. I am not hosting the research paper here, I have already hosted the pdf in the ResearchGate, I have published a text version in the wikiversity so that it may be useful for others. Unless you can show me how that article is totally useless, I would like to '''keep''' the article in the wikiversity. [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 10:13, 22 November 2025 (UTC) ::::And thats the point I am having. Wikiversity is not paper repository. The only way is to publish it via WikiJournal, but they want it for Wikipedia usually. Why wikiversity should be a duplication of ResearchGate, Academia or Zenodo? ::::What I can read on [[Wikiversity:What is Wikiversity?]] policy is, that Wikiversity research "...includes interpreting primary sources, forming ideas, or taking observations." The article doent look to fall into this. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:43, 22 November 2025 (UTC) :::::Well, then how come you missed the term "Learning Projects"? As Jtneill had pointed out, this is a legitimate learning project. And also, I do have the VRT permission to host this article on Wikiversity. [[ticket:2025100410001149]] . besides ResearchGate is an self-archiving platform. the document version in it is not accessibly to screen readers (usually disable people use them), Translators, and also for the mobile readers. therefore I do have valid reasons to publish this article on wikiversity. :::::# It is a learning project, therefore according to WIkiversity Policy, It qualifies. :::::# I have an explicit VRT permission to host this article on Wikiversity :::::# Versions that are published in RG, Zenodo are documents, and they are not accessible by screen readers or mobile users. Therefore it is imperative that an article version of this paper exist on here. :::::Therefore this article qualifies to stay here on Wikiversity. [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 11:22, 22 November 2025 (UTC) '''Keep'''. This is a legitimate student learning project that may be of use to others. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 02:51, 22 November 2025 (UTC) == [[Pragmatics/History]] == Another KYPark page and subpages with unclear organization scheme. Contains fairly many redlinked items. See also [[User:KYPark/Literature]], perhaps a similar concept. Unlikely to be really useful for others but KYPark. '''Move to user space'''. As an alternative, moving to [[History of Pragmatics (KYPark)]] would make sense to me: the topic is identified using a natural-language phrase (instead of the relatively unnatural slash) and the responsible editor is indicated so that the reader knows whether to look or not. And for those who oppose the brackets (which I like): [[History of Pragmatics/KYPark]]. Or also: [[KYPark/History of Pragmatics]]. But then, searches in mainspace will see that content and the question is whether that is good. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:21, 15 October 2025 (UTC) :What about to propose the user to write some guidelines, how other can participate instead of deleting it? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 20:03, 16 October 2025 (UTC) :: I plan to move the pages to userspace as I proposed. If someone wants to ask KYPark to address the problems, they should feel free. There will be plenty of time for KYPark to address the problems while the material is in user space. After the problems are addressed, the material can be moved back to mainspace. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:38, 15 November 2025 (UTC) :So I would '''delete''' it. In the blocked user space its useless. The user cannot improve it and Wikiversity is not free hosting service for personal pages. My believe is, that there should be just a few working pages in the users spaces. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:30, 11 March 2026 (UTC) '''Move'''. Insufficient statement of learning objective or connection to related learning resources with insufficient current activity to stay in main space. The page was originally [[History of pragmatics]] but was moved by Dave B. Therefore, I suggest moving to [[User:KYPark/History of pragmatics]]. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 02:57, 22 November 2025 (UTC) Archive == [[Gravitational torsion field]] == {{archive top|I have gone ahead and deleted this. I don’t see much point in moving to userspace as the users currently inactive. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 12:30, 27 March 2026 (UTC)}} The article [[Gravitational torsion field]] is proposed for deletion. Firstly, this article has no relation to the gravitational torsion field described in the article [[Physics/Essays/Fedosin/Gravitational torsion field]]. Secondly, the article's content is a mishmash of unrelated ideas and assumptions, many of which are not even related to gravitation. [[User:Fedosin|Fedosin]] ([[User talk:Fedosin|обсуждение]] • [[Special:Contributions/Fedosin|вклад]]) 12:38, 9 November 2025 (UTC) : '''Move to user space''', which is quasi-deletion. Searching the article for "Gravitational torsion field" finds nothing, not in the text, not in the references. The article is not labeled as original research, yet the headword "Gravitational torsion field" does not trace anywhere (it cannot trace anywhere from the body text since the body text does not have the headword). These are red flags. Further reading: [[W:User_talk:Swbraithwaite]], [[W:User talk:SWBPAUSEWATCH]], more red flags. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 12:48, 9 November 2025 (UTC) :'''Delete'''. Low quality. Out of scope. Author no longer active on Wikiversity and has problematic WMF editing history. More detail: [https://chatgpt.com/share/6911338b-99ac-8008-833a-fb64e569a010 ChatGPT review]. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:40, 10 November 2025 (UTC) :: I think we should move to user space unless we have a specific reason to outright delete, consistent with the position taken rather passionately by Guy vandegrift and supported by some other people, including probably by Dave Braunschweig who often moved pages to user space. Moreover, whether the page is out of scope, I am not sure; we do have author-specific articles (e.g. [[Physics/Essays/Fedosin/Gravitational torsion field]]) and if the page was solid enough, it would not be out of scope, I think. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:33, 10 November 2025 (UTC) :::Wikiversity is not free hosting service. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:47, 11 March 2026 (UTC) :'''Delete'''. I dont understand its conntent, but the major obstacle is how to use this conentent. It looks like the copy of Wikipedia article so I would delete it. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:47, 11 March 2026 (UTC) May be it is a simplest variant for the case.[[User:Fedosin|Fedosin]] ([[User talk:Fedosin|обсуждение]] • [[Special:Contributions/Fedosin|вклад]]) 14:10, 9 November 2025 (UTC) {{archive bottom}} == [[IMHA Research Archives]] == I propose to '''move to userspace''', including the subpages. I struggle to understand how Wikiversity readers are supposed to benefit from the material here and in the subpages. In the log, there is e.g. '10 February 2019 Marshallsumter discuss contribs deleted page IMHA Research Archives (content was: "{<nowiki/>{Delete|Author request}} Thanks! -")', so the page was deleted before, but not the subpages. We could also delete all the material if we have strong enough suspicion too much of it is copyright violation. In any case, moving to user space improves the matter a little by moving the content away from Google search. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 13:38, 9 November 2025 (UTC) :Looking at some sub-pages, they can be deleted e.g., because they only consist of broken links or are largely empty. I deleted a couple but haven't been through all to check. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:27, 10 November 2025 (UTC) As an example, let me give the wikitext content of [[IMHA Research Archives/3. Scientific litterature search, storage and use]]: <pre> ==[[/Medicina Maritima - the Spanish scientific maritime health journal/]]== ==[[/PubMed/]]== ==[[/Google and Google Scholar/]]== ==[[/Zotero/]]== ==[https://www.dropbox.com/sh/d91z7bcyelfvk42/AAAkIvjtBnnFMbiU9ZLOdVL9a/Andrioti_database%20sources0310.pptx?dl=0 Maritime health web portal ressources ]== </pre> The wikilinks are red; the external link to dropbox says "You don't have access". This was made in 2016. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:04, 11 November 2025 (UTC) :I suggest delete -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:27, 12 November 2025 (UTC) :: I think we should avoid deletion as much as possible, instead moving to user space (bar copyvio, ethics violation, etc.). This is a good general principle. It greatly improves auditability and makes it so much easier for anyone to request undeletion since they know what content they are requesting for undeletion. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:52, 12 November 2025 (UTC) :::Do not recreate Wikiversity from the educational and research project to the personal blog. That will lead to the cancelation of it by WMF. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 21:44, 20 November 2025 (UTC) :::: The English Wikiversity has a long tradition of moving problematic content to user space, as per evidence collected at [[User:Dan_Polansky/About Wikiversity#Moving pages to userspace]]. If Wikimedia Foundation finds this problematic, they can start a discussion in Colloquium and state their concerns. They do not need to make explicit threats at first; they can start a discussion and explain why it is problematic. They can even do it from an anonymous IP and provide a well-articulated reasoning. And anyone else can start a discussion in Colloquium to change this tradition. I do not see why we should not want to change that tradition based on well-articulated, compelling reasoning. I see no reason why Juandev should be making threats instead of them, on a per RFD basis. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:58, 21 November 2025 (UTC) :::: If Juandev is ''sincere'' about deleting very-low-value items ''from user space'', he should perhaps demonstrate that by asking his pages like [[:cs:Uživatel:Juandev/Problémy/Kov/Repase dvířek elektroskříně]] to be deleted; otherwise, I register a ''glaring inconsistence''. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 07:43, 21 November 2025 (UTC) ::What was the original delate page about @[[User:Jtneill|Jtneill]]? I guess that would be crucial for the decission. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 21:48, 20 November 2025 (UTC) :::@[[User:Juandev|Juandev]] the couple of pages I checked and deleted were much like @[[User:Dan Polansky|Dan Polansky]] posted above i.e., headings with empty sections and/or broken links but no substantive content. But I think each sub-page needs checking. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 21:59, 20 November 2025 (UTC) ::::So I'm saying that the main page usually determines what the other pages are for. But if I don't know the page because it's been deleted, or why was deleted (deletion based on the founder's request is probably not the rule), it's hard to judge. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 22:16, 20 November 2025 (UTC) :::::I've pasted the original content of the root page: [[IMHA Research Archives#Original page]] (i.e., prior to the content being removed and deletion requested) to help understand the context for the sub-pages. In 2018, Saltrabook blanked the page, indicating that the content had been moved elsewhere, and requested page deletion. Marshallsumter then deleted the main page but not the sub-pages. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 01:58, 21 November 2025 (UTC) ::::::I see, so if those subpages are usefull I would keept them, if not I would delete them. I dont see a point of providing free hosting to sombody, by moving many pages to their user space. The question is if we want to host (i.e. to have in the main ns) lists of links elsewhere. I have no opinion on that. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:11, 22 November 2025 (UTC) : Let me clarify that while many of the subpages are like the example above, [[IMHA Research Archives/Scientific litterature search, storage and use/Zotero]] is different: :: "A continuous critical and evidence based learning is a core issue in clinical practice, research, teaching, publication and prevention activities. The Zotero Program is just one of many scientific literature management programs, that should be used for these purposes. Of course one can live without such a database but it helps a lot and can save a lot of time that could be used for more interesting issues. Not only that, but it helps to create better publications and knowledge. Without this program it can be very time consuming to publish a scientific article with the requested style for the references. Further in daily practice when you want to collect and cite a few references for a specific evidence in a clinical colloquium and discussion, this program is excellent. Therefore we strongly recommend that all maritime health persons learn how to use this excellent tool in their daily maritime health practice of all different types. There are good online courses for self-instruction on how to use Zotero. For example this one: Zotero fast online course But in order to increase IMHAR´s collective scientific strength in the use of EBM we would like to give training sessions in every possible opportunity, IMHA Symposia, seminars and other types of meetings. The database is useful for personal purposes but especially also for collaborative aims. At the IMHAR meeting in Paris Oct 7th 2016 we will give an introduction to the program by showing how it can be used in the daily practice and discuss strength and weaknesses compared to other similar databases." : Even longer is e.g. [[IMHA Research Archives/Scientific litterature search, storage and use/Medicina Maritima - the Spanish scientific maritime health journal]]. : However, that does not mean these should be salvaged. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 07:53, 21 November 2025 (UTC) == [[Fairy Rings]] == {{archive top|Deleted, per consensus}} The page and subpages do not show anything useful; this has been so since 2007, I think (maybe I do not concentrate). Author: [[User:Juandev]]. '''Move to user space''' (or delete if preferred by the author and co-authors?). --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 14:57, 18 November 2025 (UTC) For instance, [[Fairy Rings/Database/Lublaňská 25]] was created in 2014 by [[User:Juandev (usurped)]]; there are lat-lon coordinates and an empty section for observations. In [[Fairy Rings/Database]], I entered auto subpage generation. It found: * [[Fairy Rings/Database/Lublaňská 25]] * [[Fairy Rings/Database/Test]] * [[Fairy Rings/Database/Test 2]] * [[Fairy Rings/Database/Test 2/May 14, 2014]] --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 15:02, 18 November 2025 (UTC) The project has an introduction to the issue and clearly stated instructions. I don't see the lack of participation in the project yet as a problem. Wikiversity is not Wikipedia, we are not aiming for pages full of text here, however, if someone is bothered by it, it can be deleted. For me, it would be enough to edit and update the project a little. --[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 19:40, 20 November 2025 (UTC) '''Keep'''. Clear objective that is in scope. '''Delete''' the test database pages. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 12:01, 22 November 2025 (UTC) : [[WV:Deletion]] indicates that pages for which "learning outcomes are scarce" (as is the case here) are to be deleted. I don't see any policy or guideline indicating that something having a clear objective that is in scope of the English Wikiversity is alone grounds for keeping, regardless of how useless or underdeveloped the page is (perhaps I was not looking carefully enough). --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:29, 12 December 2025 (UTC) :Thats a good point. I would '''delete''' test pages which I have created and I would '''keep''' the rest. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:52, 11 March 2026 (UTC) {{archive bottom}} == [[Palliative medicine]] == Underdeveloped and has not been improved on since 2007. Author inactive. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:42, 14 December 2025 (UTC) :Delete, per nominator [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 11:16, 22 January 2026 (UTC) :Yes, I would also expect there to be more and especially that someone would write how to use it. However, it still seems to me to be a useful thing in the sense of a syllabus, so that someone who is interested in the topic knows what information to obtain in order to get a complete picture of the topic. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:55, 16 March 2026 (UTC) == [[Theory of Everything (From Scratch) Project]] == {{archive top|Deleted [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 00:19, 3 April 2026 (UTC)}} Underdeveloped project since 2010. Original author has been inactive wiki-wide since then. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 01:45, 1 January 2026 (UTC) :Yup, I guess we can delete it. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:57, 16 March 2026 (UTC) :@[[User:Atcovi|Atcovi]] @[[User:Juandev|Juandev]] Does this include, [[Theory of Everything (From Scratch) Project/The Origin]]? [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 09:53, 28 March 2026 (UTC) ::Yes as its low-quality, is part of the project, has not been improved on since 2010. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 18:43, 31 March 2026 (UTC) ::Yes, the tradition is, that it includes all subpages if it is not stated otherwise. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:41, 1 April 2026 (UTC) :{{done}} [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 00:18, 3 April 2026 (UTC) {{archive bottom}} == [[Seven Heavens]] == {{archive top|moved to userspace. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 13:23, 2 April 2026 (UTC)}} Seems to be someone's personal beliefs rather than educational content that reflects Wikiversity's learning policies. It is not even labeled as such either. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:36, 19 January 2026 (UTC) :This seems like '''speedy delete''' material to me. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 22:10, 19 January 2026 (UTC) :Agree [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 23:26, 19 January 2026 (UTC) ::Moved to userspace. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 13:23, 2 April 2026 (UTC) {{archive bottom}} == [[Peace studies]] == {{archive top|'''Deleted''' per consensus.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:23, 27 March 2026 (UTC)}} Underdeveloped since 2006/2007. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 17:39, 21 January 2026 (UTC) :'''Delete''' —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 19:22, 21 January 2026 (UTC) :Delete [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 11:15, 22 January 2026 (UTC) {{archive bottom}} == [[Canadian Wilderness]] == This page doesn't seem to belong to wikiversity. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 09:55, 6 February 2026 (UTC) :In principle there could be some material useful here but in practice, I don't see what this page is adding as an educational resource. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 12:54, 6 February 2026 (UTC) :I can see this being a useful resource to a bigger project. Maybe we could move it to the "[[Wikiversity:Drafts|Draft]]" namespace vs. deleting it? —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 13:28, 6 February 2026 (UTC) ::Does anyone plan to work on it? [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 01:59, 8 February 2026 (UTC) :::Next week the page has it's 17th birthday. Ever now and than someone added to it. With a lot of work it could be a nice encyclopedic article but making it educational .... Merging it may take more work than rewriting it. Move to Draft might be the best option. [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 08:58, 12 February 2026 (UTC) == [[Systemic Lupus Erythematosus]] == {{archive top|'''Deleted''' - AI-slop with no educational objectives}} Clearly seems like an ai-generated article and it seems to be out of Wikiversity’s scope. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 10:08, 11 March 2026 (UTC) :'''Delete''', copy of Wikipedia article. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:28, 27 March 2026 (UTC) {{archive bottom}} == [[LQR Control for an Inverted Pendulum]] == Underdeveloped resource, has not been edited for more than a decade. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 08:03, 16 March 2026 (UTC) :Looks like a test, '''delete'''. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:30, 27 March 2026 (UTC) == False flag "authority hack" user page deletion == '''Undeletion requested''' Hi, Juandev marked my user page as "spam" and "authority hack", and deleted it. First, I asked him for help with "time limit for new users", and he replied - I should admit I dont know, what is "new user limit", but if filter blocks your page because of certain external link, you may force to save anyway and sometimes it works. It should not work, when the website is blacklisted. As of now, I am not seeing you to save page in main namespace, so try to save it without external links first. Then he wrote me another message: Well, I have analyzed your contribution to Wikiversity and I should point out here, that this project is not a place for advertising, so there is no way of promoting your books and authority this way. - probably referring to the intro of my About me page where I present me and my work. Before I could explain him the difference between the neutral information and advertising and promotion, he deleted my user page. Here is my answer I posted to the discussion today: : Hi, my About Me page is just an info page with the neutral as possible presentation of my work. : : There is a big difference between informing and advertising. Informing is neutrally stating that something exists and requiring no action, while advertising is a special communication form with intent to cause certain action from readers. For example, click here, click there, order this, buy that. : : There is no such intention, form, or terms on my info page. Just neutral information. I don't hide and I am not ashamed that I am write and author, and that is a part of the usual bio, including works. I checked your user page: "I graduated from the Czech University of Life Sciences in Prague and studied information science at the Faculty of Arts of Charles University." I think that if you had written a book on Life Science, you would have mentioned that as well. : : Most of the Info page is about my research and AIPA Method which is a valid contribution to psychology, consciousness studies, identity theory, and personality development. Actually, my paper '''AIPA Method: A Cognitive-Phenomenological Model for Identity Reconstruction and Stabilization in Pure Awareness''' is now in the peer review procedure at Journal of Consciousness Studies. : : Here is a part from the Wikiversity AIPA Method page in creation (waiting for the end of the time limit for new users): : == Introduction == : The AIPA Method addresses a gap in contemporary personal development and consciousness science: most evidence‑based approaches (CBT, MBSR, MBCT, standard meditation) operate at the level of mental content—reframing thoughts, observing them, or reducing their impact—rather than at the level of identity structure. In contrast, AIPA targets the structural relationship between the self and the mind, aiming at durable identity reconstruction rooted in Pure Awareness rather than symptom management. : : The central research question of the primary AIPA preprint is whether a structured, sequentially staged method can produce permanent identity reconstruction rooted in Pure Awareness, and how such a method compares to established approaches in scope, mechanism, and outcome. : : == Theoretical foundations == : The AIPA framework is grounded in the cognitive‑phenomenological tradition (e.g., McAdams, Varela, Metzinger, Erikson), contemporary consciousness science on minimal phenomenal experience, and qualitative methods advocacy in psychology. It builds directly on: :* Empirical work on pure awareness and Minimal Phenomenal Experience (MPE), especially Gamma & Metzinger’s large‑scale study of content‑reduced awareness states. :* Metzinger’s proposal of minimal phenomenal experience as an entry point for a minimal unifying model of consciousness. :* Narrative identity and partial‑self models within personality and identity theory. : Within this backdrop, AIPA proposes Pure Awareness as a distinct, operationally specified state that can become a structural ground of identity rather than a transient meditative experience. : : == Experiential empiricism == : The empirical foundation of the AIPA Method is explicitly first‑person and experiential, combining: :* A 22‑year longitudinal autoethnographic self‑study (2003–2025) documenting partial personality episodes, protocol use, and outcomes. :* A 13‑year prospective verification period with zero self‑reported recurrence of targeted harmful behaviors after a dated stabilization point (1 January 2006). :* A high‑ecological‑validity “stress test” during acute bereavement, used to examine whether non‑reactive awareness remains stable under maximal provocation. :* Two independent practitioner cases (an Amazon‑verified report and a structured questionnaire case) providing preliminary convergent signals across cognitive, emotional, behavioral, and identity dimensions. : : All central constructs (Pure Awareness, partial personalities, the Switch, identity stabilization) are operationalized with explicit phenomenological and behavioral criteria intended to enable replication and future third‑person measurement. : : I believe this is a valid contribution to Wikiversity. : : Best regards, Senad [[User:Senad Dizdarević|Senad Dizdarević]] I suggest you check the deleted user page, and see for yourself if it is "spam" and "authority hack", or a legit author's page with one paragraph short presentation, while the rest of the page is about my research project. Thank you for undeleting my user page, so I can use it. Best regards, Senad Dizdarević [[User:Senad Dizdarević|Senad Dizdarević]] ([[User talk:Senad Dizdarević|discuss]] • [[Special:Contributions/Senad Dizdarević|contribs]]) 07:26, 2 April 2026 (UTC) :Hi Senad, :Welcome to Wikiversity. :It looks like you tried adding similar content to Wikipedia and ran into similar difficulties over there ([[w:User talk:Senad Dizdarević]])? Perhaps that is what has led to you Wikiversity? :Basically, if you'd like to collaborate and help build open educational resources, feel free to contribute to Wikiversity. But if the primary motivation is to promote your autobiographical work you're probably going to run into challenges. :Sincerely, :James :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:11, 3 April 2026 (UTC) ::James, Hi, and thank you for your answer. ::Yes, in 2025, I created the autobiographic page on Wikipedia, which was removed because of the links to my books on Amazon. To admin, I explained that I did not know the rules, and agreed that page is removed. Now I know that somebody else must write a Wikipedia page for you. ::On the deleted user page on Wikiversity, there were no links to Amazon or any other form of promotion, just neutral as possible basic presentation of my writing (one sentence) and current project (the rest of the page). ::I created Wikiversity page to present my AIPA Method project, to invite researchers to read it, give their opinion, and conduct empirical researches in their institutions. Now, it is in a theoretical phase, and needs more empirical testing. ::Best regards, ::Senad [[User:Senad Dizdarević|Senad Dizdarević]] ([[User talk:Senad Dizdarević|discuss]] • [[Special:Contributions/Senad Dizdarević|contribs]]) 07:03, 3 April 2026 (UTC) :::It looks to me like the primary motivation for contributing to Wikiversity is to drive traffic / search engine ranking to your website? :::* [[User:Senad Dizdarević]] :::* [[AIPA Method]] :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 01:36, 4 April 2026 (UTC) ::::No, it is not. There is no link to my website, so "driving traffic to my website" is not possible. ::::For your educational purposes: ::::Copilot "AI: [[User:Senad Dizdarević|Senad Dizdarević]] ([[User talk:Senad Dizdarević|discuss]] • [[Special:Contributions/Senad Dizdarević|contribs]]) 07:38, 4 April 2026 (UTC) :::::So do you still insist of undeleting your former version of your userpage if you have created the new one? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:15, 6 April 2026 (UTC) ::::::No, because in the moment of undeletition, somebody could delete it again, and so on. Thank you for not deleting my new user page, as it is made in your user page image. [[User:Senad Dizdarević|Senad Dizdarević]] ([[User talk:Senad Dizdarević|discuss]] • [[Special:Contributions/Senad Dizdarević|contribs]]) 08:59, 6 April 2026 (UTC) == Undeletion request == It was deleted by an admin without discussion and with untrue rationale. If people take offense with the question that doesn't mean it's not a valid question and the page was good. Please undelete the Wikidebate page [https://web.archive.org/web/20250810030352/https://en.wikiversity.org/wiki/Is_it_likely_that_Earth_has_been_visited_by_aliens_millions_of_years_ago%3F Is it likely that Earth has been visited by aliens millions of years ago?] There are lots of sources on the subject, the wikidebate is sourced very well compared to other wikidebates and wikiversity pages, and the page is educational, useful and of good quality. [[User:Prototyperspective|Prototyperspective]] ([[User talk:Prototyperspective|discuss]] • [[Special:Contributions/Prototyperspective|contribs]]) 23:57, 10 April 2026 (UTC) :Page: [[Is it likely that Earth has been visited by aliens millions of years ago?]] :Ping: [[User:Atcovi|Atcovi]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:21, 11 April 2026 (UTC) :There is no need for a discussion for straight garbage-level, pseudoscientific content. :For '''Is it likely that Earth has been visited by aliens millions of years ago?''', the flaws for this page wouldn't even take someone more than a few minutes to assess: :* Essentially, the "pro" arguments unproven claims being derived from irrelevant, established facts (basically: "it is likely aliens have came because Earth has existed for so long [sources proving Earth's longevity]"). These are not serious, scientifically-backed arguments - these are non sequiturs. It's as if I said Wikipedia has existed longer than my existence on Earth ([https://d1wqtxts1xzle7.cloudfront.net/74351725/eyJoIjogImZiODhmYzNkODU1N2UxMWExYzUyODJiYzgzZTRmZDM4OTBjODY5YWMzMjA3NDNmOWEyZTA0ZTU3ZGYwZjAyYTkiLCAidSI6ICJodHRwczovL3B1cmUuaHZhLm5sL3dz-libre.pdf?1636354596=&response-content-disposition=inline%3B+filename%3DCritical_Point_of_View_A_Wikipedia_Reade.pdf&Expires=1775872055&Signature=GqbUZboYRvUYWi~aW40LT5eZSHrLuDL3o0-DxAH8vSvcJcGAuyByZWLF2oHTY6GlB72TqvZxpE-v9d4gvsA6myriYqO~QQQZgWxjT2JXjUWC-yiPcTF4l~lroJSi4dY0v9eKiBcU03l-aeUdrX8~UPfi0TfW0IhsmzH-VBR6X6FrzRpIqc6uM6n9YXfr5FRB3aCqqokU690af3n0Hguaub1Zgmh9qjYYqzBS0VOOHjKTTEQnDuadX3jl5CQeXYTaeCC3H0hMeVwHlratbrnuFEKC1aN0-5znCUoSzMEg21ECzGPTrSDM1W05dcK-u0ZTCeUGKAuC-2yRFL3sY46MIw__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA#page=157 reputable source proving ''this'' fact]), therefore it's likely that my birth took place solely for the sake of me experiencing Wikipedia (0 backing). It makes no sense and no person with at least a high school-level of intelligence would take this seriously. :* What is worse is that the user is being misleading with their "[the page is] sourced very well" claim. The sources ''themselves'' don't even back up the claims. It's just used as proof for an established concept, where the user then uses this established concept to jump to an unsupported, laughable conclusion that is pulled out of thin air. It's utterly ridiculous to even consider such a page for mainspace since it clearly violates our [[Wikiversity:Verifiability]] policy. This is, once again, pseudoscientific content that has caused our website to reduce in quality over the last few years. :* Going source by source, we can see that: :#[https://web.archive.org/web/20250918011642/https://timesofindia.indiatimes.com/blogs/thebigd/compress-earths-history-into-24-hrs-humans-came-at-1158-pm-yet-killed-70-of-wildlife/ ‘Compress Earth’s history into 24 hrs. Humans came at 11:58 pm, yet killed 70% of wildlife’] is literally just a blog post which doesn't even mention aliens or extraterrestial life. It just talks about Earth's history in accordance with the 24-hour metric of time, and the author tries to use this article as a 'piece in the puzzle' of aliens "possibly" visiting Earth... which, once again, is unsupported and is not backed up anywhere in the article. :#[https://web.archive.org/web/20250808053249/https://news.cornell.edu/stories/2023/11/jurassic-worlds-might-be-easier-spot-modern-earth The Cornell article does not even remotely support the idea that "aliens visited Earth"]. It mentions a ''chance'' of "life there [a habitable exoplanet] might not be limited to microbes, but could include creatures as large and varied as the megalosauruses or microraptors that once roamed Earth.", but again, no justification to take this article as proof that "aliens may have visited us!". There's no mention of aliens visiting Earth anywhere in the article. Once again this is only proving the background premise, but not the unsupported, nonsensical "alien likelihood" argument that the author of this garbage page is trying to push so desperately. :#The Parker Solar Probe WP article does not even mention aliens either. It follows the same issues as the previous argument. :And the other page this user complained about [https://en.wikiversity.org/wiki/User_talk:Atcovi#Deletion_of_educational_page_because_of_personal_opinion on my talk page] holds almost similar, maybe even more fatal mistakes, than this one. It has nothing to do with "taking offense", this is just low-quality, garbage content. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 00:56, 11 April 2026 (UTC) cvn75rh9ax0up8y648ct7a0adzxmqdz 2804239 2804233 2026-04-11T01:05:35Z Atcovi 276019 /* Undeletion request */ spelling 2804239 wikitext text/x-wiki {{/header}} [[Category:Wikiversity deletion]] __TOC__ == [[Korean/Words]] == (I go to RfD instead of ''proposed deletion'' since many pages are affected.) I proposed to quasi-delete, i.e. '''move to userspace''' of the main (or sole?) creator, {{User|KYPark}}. The page is organized a little bit like a dictionary. It makes it redundant to Wiktionary except that Wikiversity allows original research and there does seem to be original research there. Thus, its being organized as a dictionary would alone not necessarily be a problem. Where I see a problem is in the organization and execution/implementation. Consider [[Korean/Words/가다]], which seems rather typical of the subpages (some subpages are like categories and transclude the pages for individual words): * On the putative definition line, there is this: "한곳에서 다른 곳으로 장소를 이동하다", apparently(?) in Korean. That does not seem to fit well into the ''English'' Wikiversity. * There seems to be some original research into etymological relations between Korean and European languages in the "Comparatives" section (from what I recall, the English Wiktionary rejected this kind of content from KYPark). Admittedly, it is marked using "This is a primary, secondary and/or original Eurasiatic research project at Wikiversity", so it could be tolerable, but even so, one has to wonder whether Wikiversity wants this kind of fringe science/research or outright pseudo-science. ** Fringe science: fringe physics has been moved to user space before. This would be fringe etymology. But then, original research is allowed. Deletion is not required; moving to user space suffices, I think. Alternatively, one could at least rename the pages to make it clear from the title that this is not Wikiversity voice but rather KYPark voice, e.g. "Korean/Words (KYPark)/..." or "Korean/Words/KYPark/..." (recall the "Fedosin" pages featuring the name "Fedosin"). Methodology: I see almost no methodological notes spanning the words at [[Korean/Words]]. And yet, if this is original research inventing new etymological connections, surely there should be some general considerations/analysis on how to proceed and how that manner of procedure differs from mainstream etymology? Prefix index (max 200 items?): {{Small START}} {{Special:Prefixindex/Korean/Words}} {{Small END}} --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:33, 24 September 2025 (UTC) :I would keep it. If there is a course of Korean, why not to have a resesearch on Korean vocabulary? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 19:53, 16 October 2025 (UTC) :: I propose to dismiss the above input: 1) it does not contain any argument, except for a question, and a question is not an argument (it can be so reinterpreted, but that includes additional burden on the interpreters, in interpreting it the wrong way); 2) it ignores all the issues I have raised, including that there is something like definition lines in Korean, in this ''English'' Wikiversity. To answer the question asked: there can be a research on Korean vocabulary in the mainspace, but not one showing the defects I identified above. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:35, 15 November 2025 (UTC) :I've reviewed a sample of approximately 20 of the Korean/Words sub-pages and lean towards moving to user space because: :* The pages appear to be an idiosynchratic collection of etymological pages about Korean language :* There is minimal English instruction which is problematic for English Wikiversity :* There is no explanation of research method :* There is no educational rationale :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:31, 22 November 2025 (UTC) :Well, since the original creator has indef I change my mind and I would '''delete''' it. The case is nobody knows how to continue with the research and if we move it to the userspace, the user cannot improve it eihter. What the original user can do to request admin, to send them a contentent to their email for example if they really want to improve the resource elsewhere. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:38, 11 March 2026 (UTC) == [[Enhancing Web Browser Security through Cookie Encryption]] == To avoid further conflict with the user who entered this text into Wikiversity, I am opening a RFD request. I am not sure about how to proceed, although I am inclined to move it out of mainspace = quasi-delete. I am looking forward to get input from others, especially curators and custodians. Some considerations: 1) There is perhaps no more appearance/suspicion of copyright violation, now that the ResearchGate (RG) article (of which this is a copy, perhaps an incomplete copy?) carries a license. 2) The article is not a complete replica from RG: at a minimum, it lacks images. The inserter could have continued editing the page in his user space before he uploads images, that is, before he finalizes the page for consumption, but that did not happen. I did not check whether the text is an exact one-to-one match; the article does not indicate anything in that regard. 3) The principle implied seems to be this: users should feel free to duplicate non-peer-reviewed articles from RG in English Wikiversity, perhaps to increase the Google search and LLM yield. I find this problematic, in part for the duplication. I would say: choose a venue and publish it there. If RG is not good enough for you as a publishing venue, choose Wikiversity instead, but not both? 4) There are some features that appear unduly promotional. There is a link to a dot com home page of the inserter of the article. I dot not know how we handle or should handle this, whether prohibit such a link, etc. This is perhaps not so much a call to quasi-deletion but a call to make it less promotional. 5) I cannot determine the value of such an article. It seems to be a pseudo-article describing someone's browser extension. Can someone do a better analysis? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:48, 8 October 2025 (UTC) :2) Images for Wikicommons are being created, it will take a lot of time. and the text is not an exact one-to-one match :3) I also mentioned that It was being created so that it is more accessible from mobile phone, which is not possible in RG or in Zenodo :Let me clarify the purpose of uploading it to different platforms :Zenodo - registration and to link DOI :RG - Self Archiving :Wikiversity - Accessible by anyone from any device. LLMs may get trained on Wikiversity data or use these data for indexing :5) The paper is a result of a research project which involved a browser extension which was built to test the theory. [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 01:34, 9 October 2025 (UTC) :: I find the practice here of publishing non-identical but similar text ("the text is not an exact one-to-one match") with almost the same title to be problematic. I cannot imagine this is a recommended practice in academic publishing. At a minimum, somewhere near the top, the page should say something like the following: "This text is based on article ___ published at ___ but is not identical. The author of the differences/changes is ___." Everything else leads to an undesirable confusion. In academic publishing, the title of an article serves as key part of identification of the artifact. :: As I said before, I seen nothing particularly academic article-like about the page except for external/superficial signs. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:30, 9 October 2025 (UTC) :::That Article has been published under CC BY SA 4.0 :::And I am one of the author of the article. That gives me right to modify text and publish it under a similar name. However, I will add the disclaimer text that you have suggested. I hope that helps. [[Special:Contributions/&#126;2025-27520-79|&#126;2025-27520-79]] ([[User talk:&#126;2025-27520-79|talk]]) 06:07, 9 October 2025 (UTC) :::: It may give you that right from the ''copyright'' perspective, but perhaps not from ''academic publishing integrity'' perspective. Unfortunately, I do not have any guideline handy; I am merely following my common (or not so common) sense. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:32, 9 October 2025 (UTC) :: I would like to ask: was this article guided by someone from an academic institution, such as a university? Is it reviewed at least in some weak sense? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:39, 9 October 2025 (UTC) :::Yes, This article has been reviewed by two academic professors, their names are also listed as co authors. :::First, a project guide would help us with selecting a topic and with the document :::Second, an Internal examiner would go through our experiment and approve it :::Finally, External Examiner would examine the documentation and verify it. :::We were required by these professors to put their name under contributions [[Special:Contributions/&#126;2025-27520-79|&#126;2025-27520-79]] ([[User talk:&#126;2025-27520-79|talk]]) 05:48, 9 October 2025 (UTC) :: Let me explicate the promotional potential of such a page a bit: one can go to the page of the article in Wikiversity --> https://tomjoejames.com/ --> HitMyTarget (a commercial, profit-making entity?) Why would the link be to a commercial web site rather than an academic page, or perhaps a LinkedIn account, which I think the person has? There could also be no link at all; a search for the name would turn out something in Google as well. But providing a direct link would drive users/viewers toward that website much stronger since otherwise the viewer of the page would have to open a new Google search window or the like. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:45, 9 October 2025 (UTC) :::It is evident that the website is not even close to being complete. :::I will be creating a separate page under the same domain name specifically for people to contact me. :::The url would probably be defined as tomjoejames.com/contact-me/ :::I haven't decided yet. But that is my personal website. :::If the community requires me to remove it, I will. But personally I think people who are from here most likely to click the link to know more about me or to contact me. Either way I think my personal website serves the purpose. :::As for the HitMyTarget, it can be traced from any of my links. From my research gate profile, linkedin page or even my own userpage. :::On the article I did not add any promotional content about myself, I hyperlinked only my own name. I do not know how that is promotional. [[Special:Contributions/&#126;2025-27520-79|&#126;2025-27520-79]] ([[User talk:&#126;2025-27520-79|talk]]) 06:04, 9 October 2025 (UTC) :::: I am pausing any further responses from me to see whether anyone else has any input. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 06:30, 9 October 2025 (UTC) :What does it mean "There is perhaps no more appearance/suspicion of copyright violation"? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 19:57, 16 October 2025 (UTC) :I have accepted VRT permission per [[ticket:2025100410001149]] FYI. [[User:Matrix|Matrix]] ([[User talk:Matrix|discuss]] • [[Special:Contributions/Matrix|contribs]]) 11:00, 28 October 2025 (UTC) ::Thank you Matrix [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 12:43, 28 October 2025 (UTC) :I would '''delete''' it. 1) it states its a learning resource. It could not be a learning resource as not rewieved original research. 2) It is not an ongoing research, nor the research was performed on Wikiversity - wv is not a preprint or article database. Maybe it could be moved elsewhere withn Wikimedia domain, but I dont know where. So I would delete it. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 21:56, 20 November 2025 (UTC) ::I would '''keep it.''' Like Dan had pointed out, we do have article-like pages in Wikiversity, and this is not just a random pseudo science article but an article that is a report of an final year project, it has been reviewed by 3 professors whose name has been mentioned at the very beginning. [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 14:50, 21 November 2025 (UTC) :::I think it is not good to rate pages by appearance. It can be done on other Wikimedia projects, but it cannot be done on Wikiversity, because Wikiversity does not create a static format for presenting information, but is focused on the goal and process. Unfortunately, the goal and process do not have a uniform format. While a target article on Wikipedia or an entry on Wiktionary have some standard target format, Wikiversity does not. That is why I personally rate pages according to the goals and their assessment. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:05, 22 November 2025 (UTC) Further reading for this nomination: [[S: Wikisource:Proposed_deletions/Archives/2025#Index:Cookie_Encryption.pdf]]; EncycloPetey handled the matter. Let me quote his wisdom on Zenodo (which I lack): "This is tied to a PDF on Commons that was uploaded as "own work" with a CC license and a doi link to Zenodo, with no indication of where this paper was published or if it was published. Zenodo is not a publisher; it is a site for storing research and sharing papers. If Zenodo is the only place this was "published" then it was effectively self-published. --EncycloPetey (talk) 16:14, 15 September 2025 (UTC)" --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:55, 9 October 2025 (UTC) :Can you clarify what point are you trying to state? Didn't I already state that the article is published by me? :I first created the article in wikisource which I thought would be the perfect place, unfortunately they do not allow self published articles that are not notable. Then I discovered Wikiversity where they allow self published articles. That is why I created the article here. :Unlike in wikisource, I did follow guidelines. :Ever since you deleted the first article, I spent time reading Wikiversity guidelines and I do think that I am following it perfectly. :I would like to get your suggestions on how should I improve the page, 10 points would be sufficient. :Because your goals or intentions are confusing me very much. At first you told me that the article is exactly the same as the preprint in RG and therefore there is no use to it here. And then when I continued to optimize it for Wikiversity, you went ahead and said it is problematic according to recommended academic publishing. :Atleast just respond to the points that I have made whether you agree or disagree. So that I clarify and proceed to discuss points that are important and relevant :Have you published an research article? If yes, could you send it to me so that I can see the format you have done it [[Special:Contributions/&#126;2025-27520-79|&#126;2025-27520-79]] ([[User talk:&#126;2025-27520-79|talk]]) 10:45, 9 October 2025 (UTC) :: I am giving a chance/time to other curators/custodians to look at the matter and respond to my inputs. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 11:14, 9 October 2025 (UTC) :: Incidentally, above I counted 4 questions (or more), 1 request (or more?) and 1 command (or more?). That is a behavior of a commanding entity. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 11:24, 9 October 2025 (UTC) I would '''delete it''''. It's more like an academic communication than a learning resource or research.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:32, 26 October 2025 (UTC) :: In the above post, I do not see any valid rationale for deletion: we do have article-like pages, in Wikijournals and also e.g. in [[Physics/Essays/Fedosin/Stellar Stefan–Boltzmann constant]]. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:59, 3 November 2025 (UTC) :::But I do, see above. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 21:56, 20 November 2025 (UTC) :it is a '''student research paper''' forming part of a learning resource on web security and encryption. :The project was conducted as part of a final-year university course and documented as a practical study on cookie encryption and it has been reviewed by three professors. However, I will be creating a sub page for the article to elaborately describe the experiment that we have conducted and the results we got. [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 15:57, 26 October 2025 (UTC) ::And why should w host research papers? Wikiversity is not an academic Journal nor repository. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:06, 22 November 2025 (UTC) :::I do not wish to go through this same argument once again, I've already answered to this question several times in Dan's talk page, Colloquium. you can refer them. I am not hosting the research paper here, I have already hosted the pdf in the ResearchGate, I have published a text version in the wikiversity so that it may be useful for others. Unless you can show me how that article is totally useless, I would like to '''keep''' the article in the wikiversity. [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 10:13, 22 November 2025 (UTC) ::::And thats the point I am having. Wikiversity is not paper repository. The only way is to publish it via WikiJournal, but they want it for Wikipedia usually. Why wikiversity should be a duplication of ResearchGate, Academia or Zenodo? ::::What I can read on [[Wikiversity:What is Wikiversity?]] policy is, that Wikiversity research "...includes interpreting primary sources, forming ideas, or taking observations." The article doent look to fall into this. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:43, 22 November 2025 (UTC) :::::Well, then how come you missed the term "Learning Projects"? As Jtneill had pointed out, this is a legitimate learning project. And also, I do have the VRT permission to host this article on Wikiversity. [[ticket:2025100410001149]] . besides ResearchGate is an self-archiving platform. the document version in it is not accessibly to screen readers (usually disable people use them), Translators, and also for the mobile readers. therefore I do have valid reasons to publish this article on wikiversity. :::::# It is a learning project, therefore according to WIkiversity Policy, It qualifies. :::::# I have an explicit VRT permission to host this article on Wikiversity :::::# Versions that are published in RG, Zenodo are documents, and they are not accessible by screen readers or mobile users. Therefore it is imperative that an article version of this paper exist on here. :::::Therefore this article qualifies to stay here on Wikiversity. [[User:Tomlovesfar|Tomlovesfar]] ([[User talk:Tomlovesfar|discuss]] • [[Special:Contributions/Tomlovesfar|contribs]]) 11:22, 22 November 2025 (UTC) '''Keep'''. This is a legitimate student learning project that may be of use to others. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 02:51, 22 November 2025 (UTC) == [[Pragmatics/History]] == Another KYPark page and subpages with unclear organization scheme. Contains fairly many redlinked items. See also [[User:KYPark/Literature]], perhaps a similar concept. Unlikely to be really useful for others but KYPark. '''Move to user space'''. As an alternative, moving to [[History of Pragmatics (KYPark)]] would make sense to me: the topic is identified using a natural-language phrase (instead of the relatively unnatural slash) and the responsible editor is indicated so that the reader knows whether to look or not. And for those who oppose the brackets (which I like): [[History of Pragmatics/KYPark]]. Or also: [[KYPark/History of Pragmatics]]. But then, searches in mainspace will see that content and the question is whether that is good. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:21, 15 October 2025 (UTC) :What about to propose the user to write some guidelines, how other can participate instead of deleting it? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 20:03, 16 October 2025 (UTC) :: I plan to move the pages to userspace as I proposed. If someone wants to ask KYPark to address the problems, they should feel free. There will be plenty of time for KYPark to address the problems while the material is in user space. After the problems are addressed, the material can be moved back to mainspace. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:38, 15 November 2025 (UTC) :So I would '''delete''' it. In the blocked user space its useless. The user cannot improve it and Wikiversity is not free hosting service for personal pages. My believe is, that there should be just a few working pages in the users spaces. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:30, 11 March 2026 (UTC) '''Move'''. Insufficient statement of learning objective or connection to related learning resources with insufficient current activity to stay in main space. The page was originally [[History of pragmatics]] but was moved by Dave B. Therefore, I suggest moving to [[User:KYPark/History of pragmatics]]. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 02:57, 22 November 2025 (UTC) Archive == [[Gravitational torsion field]] == {{archive top|I have gone ahead and deleted this. I don’t see much point in moving to userspace as the users currently inactive. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 12:30, 27 March 2026 (UTC)}} The article [[Gravitational torsion field]] is proposed for deletion. Firstly, this article has no relation to the gravitational torsion field described in the article [[Physics/Essays/Fedosin/Gravitational torsion field]]. Secondly, the article's content is a mishmash of unrelated ideas and assumptions, many of which are not even related to gravitation. [[User:Fedosin|Fedosin]] ([[User talk:Fedosin|обсуждение]] • [[Special:Contributions/Fedosin|вклад]]) 12:38, 9 November 2025 (UTC) : '''Move to user space''', which is quasi-deletion. Searching the article for "Gravitational torsion field" finds nothing, not in the text, not in the references. The article is not labeled as original research, yet the headword "Gravitational torsion field" does not trace anywhere (it cannot trace anywhere from the body text since the body text does not have the headword). These are red flags. Further reading: [[W:User_talk:Swbraithwaite]], [[W:User talk:SWBPAUSEWATCH]], more red flags. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 12:48, 9 November 2025 (UTC) :'''Delete'''. Low quality. Out of scope. Author no longer active on Wikiversity and has problematic WMF editing history. More detail: [https://chatgpt.com/share/6911338b-99ac-8008-833a-fb64e569a010 ChatGPT review]. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:40, 10 November 2025 (UTC) :: I think we should move to user space unless we have a specific reason to outright delete, consistent with the position taken rather passionately by Guy vandegrift and supported by some other people, including probably by Dave Braunschweig who often moved pages to user space. Moreover, whether the page is out of scope, I am not sure; we do have author-specific articles (e.g. [[Physics/Essays/Fedosin/Gravitational torsion field]]) and if the page was solid enough, it would not be out of scope, I think. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 08:33, 10 November 2025 (UTC) :::Wikiversity is not free hosting service. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:47, 11 March 2026 (UTC) :'''Delete'''. I dont understand its conntent, but the major obstacle is how to use this conentent. It looks like the copy of Wikipedia article so I would delete it. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:47, 11 March 2026 (UTC) May be it is a simplest variant for the case.[[User:Fedosin|Fedosin]] ([[User talk:Fedosin|обсуждение]] • [[Special:Contributions/Fedosin|вклад]]) 14:10, 9 November 2025 (UTC) {{archive bottom}} == [[IMHA Research Archives]] == I propose to '''move to userspace''', including the subpages. I struggle to understand how Wikiversity readers are supposed to benefit from the material here and in the subpages. In the log, there is e.g. '10 February 2019 Marshallsumter discuss contribs deleted page IMHA Research Archives (content was: "{<nowiki/>{Delete|Author request}} Thanks! -")', so the page was deleted before, but not the subpages. We could also delete all the material if we have strong enough suspicion too much of it is copyright violation. In any case, moving to user space improves the matter a little by moving the content away from Google search. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 13:38, 9 November 2025 (UTC) :Looking at some sub-pages, they can be deleted e.g., because they only consist of broken links or are largely empty. I deleted a couple but haven't been through all to check. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:27, 10 November 2025 (UTC) As an example, let me give the wikitext content of [[IMHA Research Archives/3. Scientific litterature search, storage and use]]: <pre> ==[[/Medicina Maritima - the Spanish scientific maritime health journal/]]== ==[[/PubMed/]]== ==[[/Google and Google Scholar/]]== ==[[/Zotero/]]== ==[https://www.dropbox.com/sh/d91z7bcyelfvk42/AAAkIvjtBnnFMbiU9ZLOdVL9a/Andrioti_database%20sources0310.pptx?dl=0 Maritime health web portal ressources ]== </pre> The wikilinks are red; the external link to dropbox says "You don't have access". This was made in 2016. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:04, 11 November 2025 (UTC) :I suggest delete -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 03:27, 12 November 2025 (UTC) :: I think we should avoid deletion as much as possible, instead moving to user space (bar copyvio, ethics violation, etc.). This is a good general principle. It greatly improves auditability and makes it so much easier for anyone to request undeletion since they know what content they are requesting for undeletion. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:52, 12 November 2025 (UTC) :::Do not recreate Wikiversity from the educational and research project to the personal blog. That will lead to the cancelation of it by WMF. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 21:44, 20 November 2025 (UTC) :::: The English Wikiversity has a long tradition of moving problematic content to user space, as per evidence collected at [[User:Dan_Polansky/About Wikiversity#Moving pages to userspace]]. If Wikimedia Foundation finds this problematic, they can start a discussion in Colloquium and state their concerns. They do not need to make explicit threats at first; they can start a discussion and explain why it is problematic. They can even do it from an anonymous IP and provide a well-articulated reasoning. And anyone else can start a discussion in Colloquium to change this tradition. I do not see why we should not want to change that tradition based on well-articulated, compelling reasoning. I see no reason why Juandev should be making threats instead of them, on a per RFD basis. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:58, 21 November 2025 (UTC) :::: If Juandev is ''sincere'' about deleting very-low-value items ''from user space'', he should perhaps demonstrate that by asking his pages like [[:cs:Uživatel:Juandev/Problémy/Kov/Repase dvířek elektroskříně]] to be deleted; otherwise, I register a ''glaring inconsistence''. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 07:43, 21 November 2025 (UTC) ::What was the original delate page about @[[User:Jtneill|Jtneill]]? I guess that would be crucial for the decission. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 21:48, 20 November 2025 (UTC) :::@[[User:Juandev|Juandev]] the couple of pages I checked and deleted were much like @[[User:Dan Polansky|Dan Polansky]] posted above i.e., headings with empty sections and/or broken links but no substantive content. But I think each sub-page needs checking. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 21:59, 20 November 2025 (UTC) ::::So I'm saying that the main page usually determines what the other pages are for. But if I don't know the page because it's been deleted, or why was deleted (deletion based on the founder's request is probably not the rule), it's hard to judge. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 22:16, 20 November 2025 (UTC) :::::I've pasted the original content of the root page: [[IMHA Research Archives#Original page]] (i.e., prior to the content being removed and deletion requested) to help understand the context for the sub-pages. In 2018, Saltrabook blanked the page, indicating that the content had been moved elsewhere, and requested page deletion. Marshallsumter then deleted the main page but not the sub-pages. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 01:58, 21 November 2025 (UTC) ::::::I see, so if those subpages are usefull I would keept them, if not I would delete them. I dont see a point of providing free hosting to sombody, by moving many pages to their user space. The question is if we want to host (i.e. to have in the main ns) lists of links elsewhere. I have no opinion on that. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 10:11, 22 November 2025 (UTC) : Let me clarify that while many of the subpages are like the example above, [[IMHA Research Archives/Scientific litterature search, storage and use/Zotero]] is different: :: "A continuous critical and evidence based learning is a core issue in clinical practice, research, teaching, publication and prevention activities. The Zotero Program is just one of many scientific literature management programs, that should be used for these purposes. Of course one can live without such a database but it helps a lot and can save a lot of time that could be used for more interesting issues. Not only that, but it helps to create better publications and knowledge. Without this program it can be very time consuming to publish a scientific article with the requested style for the references. Further in daily practice when you want to collect and cite a few references for a specific evidence in a clinical colloquium and discussion, this program is excellent. Therefore we strongly recommend that all maritime health persons learn how to use this excellent tool in their daily maritime health practice of all different types. There are good online courses for self-instruction on how to use Zotero. For example this one: Zotero fast online course But in order to increase IMHAR´s collective scientific strength in the use of EBM we would like to give training sessions in every possible opportunity, IMHA Symposia, seminars and other types of meetings. The database is useful for personal purposes but especially also for collaborative aims. At the IMHAR meeting in Paris Oct 7th 2016 we will give an introduction to the program by showing how it can be used in the daily practice and discuss strength and weaknesses compared to other similar databases." : Even longer is e.g. [[IMHA Research Archives/Scientific litterature search, storage and use/Medicina Maritima - the Spanish scientific maritime health journal]]. : However, that does not mean these should be salvaged. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 07:53, 21 November 2025 (UTC) == [[Fairy Rings]] == {{archive top|Deleted, per consensus}} The page and subpages do not show anything useful; this has been so since 2007, I think (maybe I do not concentrate). Author: [[User:Juandev]]. '''Move to user space''' (or delete if preferred by the author and co-authors?). --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 14:57, 18 November 2025 (UTC) For instance, [[Fairy Rings/Database/Lublaňská 25]] was created in 2014 by [[User:Juandev (usurped)]]; there are lat-lon coordinates and an empty section for observations. In [[Fairy Rings/Database]], I entered auto subpage generation. It found: * [[Fairy Rings/Database/Lublaňská 25]] * [[Fairy Rings/Database/Test]] * [[Fairy Rings/Database/Test 2]] * [[Fairy Rings/Database/Test 2/May 14, 2014]] --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 15:02, 18 November 2025 (UTC) The project has an introduction to the issue and clearly stated instructions. I don't see the lack of participation in the project yet as a problem. Wikiversity is not Wikipedia, we are not aiming for pages full of text here, however, if someone is bothered by it, it can be deleted. For me, it would be enough to edit and update the project a little. --[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 19:40, 20 November 2025 (UTC) '''Keep'''. Clear objective that is in scope. '''Delete''' the test database pages. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 12:01, 22 November 2025 (UTC) : [[WV:Deletion]] indicates that pages for which "learning outcomes are scarce" (as is the case here) are to be deleted. I don't see any policy or guideline indicating that something having a clear objective that is in scope of the English Wikiversity is alone grounds for keeping, regardless of how useless or underdeveloped the page is (perhaps I was not looking carefully enough). --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:29, 12 December 2025 (UTC) :Thats a good point. I would '''delete''' test pages which I have created and I would '''keep''' the rest. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:52, 11 March 2026 (UTC) {{archive bottom}} == [[Palliative medicine]] == Underdeveloped and has not been improved on since 2007. Author inactive. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:42, 14 December 2025 (UTC) :Delete, per nominator [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 11:16, 22 January 2026 (UTC) :Yes, I would also expect there to be more and especially that someone would write how to use it. However, it still seems to me to be a useful thing in the sense of a syllabus, so that someone who is interested in the topic knows what information to obtain in order to get a complete picture of the topic. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:55, 16 March 2026 (UTC) == [[Theory of Everything (From Scratch) Project]] == {{archive top|Deleted [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 00:19, 3 April 2026 (UTC)}} Underdeveloped project since 2010. Original author has been inactive wiki-wide since then. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 01:45, 1 January 2026 (UTC) :Yup, I guess we can delete it. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 07:57, 16 March 2026 (UTC) :@[[User:Atcovi|Atcovi]] @[[User:Juandev|Juandev]] Does this include, [[Theory of Everything (From Scratch) Project/The Origin]]? [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 09:53, 28 March 2026 (UTC) ::Yes as its low-quality, is part of the project, has not been improved on since 2010. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 18:43, 31 March 2026 (UTC) ::Yes, the tradition is, that it includes all subpages if it is not stated otherwise. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:41, 1 April 2026 (UTC) :{{done}} [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 00:18, 3 April 2026 (UTC) {{archive bottom}} == [[Seven Heavens]] == {{archive top|moved to userspace. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 13:23, 2 April 2026 (UTC)}} Seems to be someone's personal beliefs rather than educational content that reflects Wikiversity's learning policies. It is not even labeled as such either. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:36, 19 January 2026 (UTC) :This seems like '''speedy delete''' material to me. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 22:10, 19 January 2026 (UTC) :Agree [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 23:26, 19 January 2026 (UTC) ::Moved to userspace. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 13:23, 2 April 2026 (UTC) {{archive bottom}} == [[Peace studies]] == {{archive top|'''Deleted''' per consensus.--[[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:23, 27 March 2026 (UTC)}} Underdeveloped since 2006/2007. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 17:39, 21 January 2026 (UTC) :'''Delete''' —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 19:22, 21 January 2026 (UTC) :Delete [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 11:15, 22 January 2026 (UTC) {{archive bottom}} == [[Canadian Wilderness]] == This page doesn't seem to belong to wikiversity. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 09:55, 6 February 2026 (UTC) :In principle there could be some material useful here but in practice, I don't see what this page is adding as an educational resource. —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 12:54, 6 February 2026 (UTC) :I can see this being a useful resource to a bigger project. Maybe we could move it to the "[[Wikiversity:Drafts|Draft]]" namespace vs. deleting it? —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 13:28, 6 February 2026 (UTC) ::Does anyone plan to work on it? [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 01:59, 8 February 2026 (UTC) :::Next week the page has it's 17th birthday. Ever now and than someone added to it. With a lot of work it could be a nice encyclopedic article but making it educational .... Merging it may take more work than rewriting it. Move to Draft might be the best option. [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 08:58, 12 February 2026 (UTC) == [[Systemic Lupus Erythematosus]] == {{archive top|'''Deleted''' - AI-slop with no educational objectives}} Clearly seems like an ai-generated article and it seems to be out of Wikiversity’s scope. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 10:08, 11 March 2026 (UTC) :'''Delete''', copy of Wikipedia article. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:28, 27 March 2026 (UTC) {{archive bottom}} == [[LQR Control for an Inverted Pendulum]] == Underdeveloped resource, has not been edited for more than a decade. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 08:03, 16 March 2026 (UTC) :Looks like a test, '''delete'''. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 17:30, 27 March 2026 (UTC) == False flag "authority hack" user page deletion == '''Undeletion requested''' Hi, Juandev marked my user page as "spam" and "authority hack", and deleted it. First, I asked him for help with "time limit for new users", and he replied - I should admit I dont know, what is "new user limit", but if filter blocks your page because of certain external link, you may force to save anyway and sometimes it works. It should not work, when the website is blacklisted. As of now, I am not seeing you to save page in main namespace, so try to save it without external links first. Then he wrote me another message: Well, I have analyzed your contribution to Wikiversity and I should point out here, that this project is not a place for advertising, so there is no way of promoting your books and authority this way. - probably referring to the intro of my About me page where I present me and my work. Before I could explain him the difference between the neutral information and advertising and promotion, he deleted my user page. Here is my answer I posted to the discussion today: : Hi, my About Me page is just an info page with the neutral as possible presentation of my work. : : There is a big difference between informing and advertising. Informing is neutrally stating that something exists and requiring no action, while advertising is a special communication form with intent to cause certain action from readers. For example, click here, click there, order this, buy that. : : There is no such intention, form, or terms on my info page. Just neutral information. I don't hide and I am not ashamed that I am write and author, and that is a part of the usual bio, including works. I checked your user page: "I graduated from the Czech University of Life Sciences in Prague and studied information science at the Faculty of Arts of Charles University." I think that if you had written a book on Life Science, you would have mentioned that as well. : : Most of the Info page is about my research and AIPA Method which is a valid contribution to psychology, consciousness studies, identity theory, and personality development. Actually, my paper '''AIPA Method: A Cognitive-Phenomenological Model for Identity Reconstruction and Stabilization in Pure Awareness''' is now in the peer review procedure at Journal of Consciousness Studies. : : Here is a part from the Wikiversity AIPA Method page in creation (waiting for the end of the time limit for new users): : == Introduction == : The AIPA Method addresses a gap in contemporary personal development and consciousness science: most evidence‑based approaches (CBT, MBSR, MBCT, standard meditation) operate at the level of mental content—reframing thoughts, observing them, or reducing their impact—rather than at the level of identity structure. In contrast, AIPA targets the structural relationship between the self and the mind, aiming at durable identity reconstruction rooted in Pure Awareness rather than symptom management. : : The central research question of the primary AIPA preprint is whether a structured, sequentially staged method can produce permanent identity reconstruction rooted in Pure Awareness, and how such a method compares to established approaches in scope, mechanism, and outcome. : : == Theoretical foundations == : The AIPA framework is grounded in the cognitive‑phenomenological tradition (e.g., McAdams, Varela, Metzinger, Erikson), contemporary consciousness science on minimal phenomenal experience, and qualitative methods advocacy in psychology. It builds directly on: :* Empirical work on pure awareness and Minimal Phenomenal Experience (MPE), especially Gamma & Metzinger’s large‑scale study of content‑reduced awareness states. :* Metzinger’s proposal of minimal phenomenal experience as an entry point for a minimal unifying model of consciousness. :* Narrative identity and partial‑self models within personality and identity theory. : Within this backdrop, AIPA proposes Pure Awareness as a distinct, operationally specified state that can become a structural ground of identity rather than a transient meditative experience. : : == Experiential empiricism == : The empirical foundation of the AIPA Method is explicitly first‑person and experiential, combining: :* A 22‑year longitudinal autoethnographic self‑study (2003–2025) documenting partial personality episodes, protocol use, and outcomes. :* A 13‑year prospective verification period with zero self‑reported recurrence of targeted harmful behaviors after a dated stabilization point (1 January 2006). :* A high‑ecological‑validity “stress test” during acute bereavement, used to examine whether non‑reactive awareness remains stable under maximal provocation. :* Two independent practitioner cases (an Amazon‑verified report and a structured questionnaire case) providing preliminary convergent signals across cognitive, emotional, behavioral, and identity dimensions. : : All central constructs (Pure Awareness, partial personalities, the Switch, identity stabilization) are operationalized with explicit phenomenological and behavioral criteria intended to enable replication and future third‑person measurement. : : I believe this is a valid contribution to Wikiversity. : : Best regards, Senad [[User:Senad Dizdarević|Senad Dizdarević]] I suggest you check the deleted user page, and see for yourself if it is "spam" and "authority hack", or a legit author's page with one paragraph short presentation, while the rest of the page is about my research project. Thank you for undeleting my user page, so I can use it. Best regards, Senad Dizdarević [[User:Senad Dizdarević|Senad Dizdarević]] ([[User talk:Senad Dizdarević|discuss]] • [[Special:Contributions/Senad Dizdarević|contribs]]) 07:26, 2 April 2026 (UTC) :Hi Senad, :Welcome to Wikiversity. :It looks like you tried adding similar content to Wikipedia and ran into similar difficulties over there ([[w:User talk:Senad Dizdarević]])? Perhaps that is what has led to you Wikiversity? :Basically, if you'd like to collaborate and help build open educational resources, feel free to contribute to Wikiversity. But if the primary motivation is to promote your autobiographical work you're probably going to run into challenges. :Sincerely, :James :-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:11, 3 April 2026 (UTC) ::James, Hi, and thank you for your answer. ::Yes, in 2025, I created the autobiographic page on Wikipedia, which was removed because of the links to my books on Amazon. To admin, I explained that I did not know the rules, and agreed that page is removed. Now I know that somebody else must write a Wikipedia page for you. ::On the deleted user page on Wikiversity, there were no links to Amazon or any other form of promotion, just neutral as possible basic presentation of my writing (one sentence) and current project (the rest of the page). ::I created Wikiversity page to present my AIPA Method project, to invite researchers to read it, give their opinion, and conduct empirical researches in their institutions. Now, it is in a theoretical phase, and needs more empirical testing. ::Best regards, ::Senad [[User:Senad Dizdarević|Senad Dizdarević]] ([[User talk:Senad Dizdarević|discuss]] • [[Special:Contributions/Senad Dizdarević|contribs]]) 07:03, 3 April 2026 (UTC) :::It looks to me like the primary motivation for contributing to Wikiversity is to drive traffic / search engine ranking to your website? :::* [[User:Senad Dizdarević]] :::* [[AIPA Method]] :::-- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 01:36, 4 April 2026 (UTC) ::::No, it is not. There is no link to my website, so "driving traffic to my website" is not possible. ::::For your educational purposes: ::::Copilot "AI: [[User:Senad Dizdarević|Senad Dizdarević]] ([[User talk:Senad Dizdarević|discuss]] • [[Special:Contributions/Senad Dizdarević|contribs]]) 07:38, 4 April 2026 (UTC) :::::So do you still insist of undeleting your former version of your userpage if you have created the new one? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:15, 6 April 2026 (UTC) ::::::No, because in the moment of undeletition, somebody could delete it again, and so on. Thank you for not deleting my new user page, as it is made in your user page image. [[User:Senad Dizdarević|Senad Dizdarević]] ([[User talk:Senad Dizdarević|discuss]] • [[Special:Contributions/Senad Dizdarević|contribs]]) 08:59, 6 April 2026 (UTC) == Undeletion request == It was deleted by an admin without discussion and with untrue rationale. If people take offense with the question that doesn't mean it's not a valid question and the page was good. Please undelete the Wikidebate page [https://web.archive.org/web/20250810030352/https://en.wikiversity.org/wiki/Is_it_likely_that_Earth_has_been_visited_by_aliens_millions_of_years_ago%3F Is it likely that Earth has been visited by aliens millions of years ago?] There are lots of sources on the subject, the wikidebate is sourced very well compared to other wikidebates and wikiversity pages, and the page is educational, useful and of good quality. [[User:Prototyperspective|Prototyperspective]] ([[User talk:Prototyperspective|discuss]] • [[Special:Contributions/Prototyperspective|contribs]]) 23:57, 10 April 2026 (UTC) :Page: [[Is it likely that Earth has been visited by aliens millions of years ago?]] :Ping: [[User:Atcovi|Atcovi]] -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 00:21, 11 April 2026 (UTC) :There is no need for a discussion for straight garbage-level, pseudoscientific content. :For '''Is it likely that Earth has been visited by aliens millions of years ago?''', the flaws for this page wouldn't even take someone more than a few minutes to assess: :* Essentially, the "pro" arguments unproven claims being derived from irrelevant, established facts (basically: "it is likely aliens have came because Earth has existed for so long [sources proving Earth's longevity]"). These are not serious, scientifically-backed arguments - these are non sequiturs. It's as if I said Wikipedia has existed longer than my existence on Earth ([https://d1wqtxts1xzle7.cloudfront.net/74351725/eyJoIjogImZiODhmYzNkODU1N2UxMWExYzUyODJiYzgzZTRmZDM4OTBjODY5YWMzMjA3NDNmOWEyZTA0ZTU3ZGYwZjAyYTkiLCAidSI6ICJodHRwczovL3B1cmUuaHZhLm5sL3dz-libre.pdf?1636354596=&response-content-disposition=inline%3B+filename%3DCritical_Point_of_View_A_Wikipedia_Reade.pdf&Expires=1775872055&Signature=GqbUZboYRvUYWi~aW40LT5eZSHrLuDL3o0-DxAH8vSvcJcGAuyByZWLF2oHTY6GlB72TqvZxpE-v9d4gvsA6myriYqO~QQQZgWxjT2JXjUWC-yiPcTF4l~lroJSi4dY0v9eKiBcU03l-aeUdrX8~UPfi0TfW0IhsmzH-VBR6X6FrzRpIqc6uM6n9YXfr5FRB3aCqqokU690af3n0Hguaub1Zgmh9qjYYqzBS0VOOHjKTTEQnDuadX3jl5CQeXYTaeCC3H0hMeVwHlratbrnuFEKC1aN0-5znCUoSzMEg21ECzGPTrSDM1W05dcK-u0ZTCeUGKAuC-2yRFL3sY46MIw__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA#page=157 reputable source proving ''this'' fact]), therefore it's likely that my birth took place solely for the sake of me experiencing Wikipedia (0 backing). It makes no sense and no person with at least a high school-level of intelligence would take this seriously. :* What is worse is that the user is being misleading with their "[the page is] sourced very well" claim. The sources ''themselves'' don't even back up the claims. It's just used as proof for an established concept, where the user then uses this established concept to jump to an unsupported, laughable conclusion that is pulled out of thin air. It's utterly ridiculous to even consider such a page for mainspace since it clearly violates our [[Wikiversity:Verifiability]] policy. This is, once again, pseudoscientific content that has caused our website to reduce in quality over the last few years. :* Going source by source, we can see that: :#[https://web.archive.org/web/20250918011642/https://timesofindia.indiatimes.com/blogs/thebigd/compress-earths-history-into-24-hrs-humans-came-at-1158-pm-yet-killed-70-of-wildlife/ ‘Compress Earth’s history into 24 hrs. Humans came at 11:58 pm, yet killed 70% of wildlife’] is literally just a blog post which doesn't even mention aliens or extraterrestrial life. It just talks about Earth's history in accordance with the 24-hour metric of time, and the author tries to use this article as a 'piece in the puzzle' of aliens "possibly" visiting Earth... which, once again, is unsupported and is not backed up anywhere in the article. :#[https://web.archive.org/web/20250808053249/https://news.cornell.edu/stories/2023/11/jurassic-worlds-might-be-easier-spot-modern-earth The Cornell article does not even remotely support the idea that "aliens visited Earth"]. It mentions a ''chance'' of "life there [a habitable exoplanet] might not be limited to microbes, but could include creatures as large and varied as the megalosauruses or microraptors that once roamed Earth.", but again, no justification to take this article as proof that "aliens may have visited us!". There's no mention of aliens visiting Earth anywhere in the article. Once again this is only proving the background premise, but not the unsupported, nonsensical "alien likelihood" argument that the author of this garbage page is trying to push so desperately. :#The Parker Solar Probe WP article does not even mention aliens either. It follows the same issues as the previous argument. :And the other page this user complained about [https://en.wikiversity.org/wiki/User_talk:Atcovi#Deletion_of_educational_page_because_of_personal_opinion on my talk page] holds almost similar, maybe even more fatal mistakes, than this one. It has nothing to do with "taking offense", this is just low-quality, garbage content. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 00:56, 11 April 2026 (UTC) qh8tpuzspwdqc55escixm17zidwiv04 100 7125 2804159 2804057 2026-04-10T14:21:54Z CarlessParking 3064444 /* Southeast Asian languages department */ 2804159 wikitext text/x-wiki Welcome to the Language and Literature catalog of resources, projects and courses, listed by department. This does not include the external links listed on department pages. We will try to keep these up-to-date, but if you see that a resource is missing from our list, please add it below. You may also want to check out the [[School:Language and Literature/Library|School of Language and Literature library]]. The [[School:Language and Literature|School of Language and Literature]] currently contains the following projects, courses and resources listed by department. Departments are listed in alphabetical order. Note: similar resources listed outside of the School of Language and Literature will not be listed here. Sorry for any inconvenience or confusion this may cause. ==Arabic language department== Resources, projects and courses currently being offered by the [[Portal:Arabic|Arabic department]] *[[Portal:Arabic/Arabic stream|Arabic stream]] *[[Elementary Arabic I]] ==Aymara language department== Resources, projects and courses currently being offered by the [[Portal:Aymaran|Aymara department]] *[[Aymaran stream]] *[[Introduction to Aymaran]] ==Breton language department== Resources, projects and courses currently being offered by the [[Portal:Breton|Breton department]] *[[Breton|Introduction to Breton]] ''introductory course'' *[[Brezhoneg Unan]] ''beginner's course I'' *[[Brezhoneg Daoù]] ''beginner's course II'' *[[Brezhoneg Tri]] ''beginner's course III'' *[[Brezhoneg Pevar]] ''beginner's course IV'' *[[Brezhoneg Pemp]] ''advanced course I'' *[[Brezhoneg C'hwec'h]] ''advanced course II'' ==Chinese language department== Resources, projects and courses currently being offered by the [[Portal:Chinese|Chinese department]] ''Note: there are also resources included as part of the department's main page'' *[[Mandarin/Mandarin One/Lesson One|Mandarin One]] *[[Cantonese/Conversational Cantonese One|Conversational Cantonese One]] ==Cornish language department== Resources, projects and courses currently being offered by the [[Portal:Cornish|Cornish department]] *[[Cornish|Cornish stream]] *[[Kernowek Onen|Kernewek Onan]] ''part 1 of a course'' *[[Kernewek Dew]] ''part 2 of a course'' ==French language department== Resources, projects and courses currently being offered by the [[Portal:French|French department]] *[[Portal:French/French stream|French stream]] *[[La Littérature Française]] *[[French/Mentoring|French mentoring project]] *[[Learning the basics of French|Français I]] *[[Français II]] *[[La Littérature du 18e siècle]] ==German language department== Resources, projects and courses currently being offered by the [[Portal:Learning German|German department]] *[[German stream]] *[[Basic German]] ''introduction to German'' *[[German I]] *[[Deutsch|German exercises]] *[[German Home Immersion School]] ==Hebrew Language Department== Resources, projects and courses currently being offered by the [[Portal:Hebrew|Hebrew Department]] ==Italian language department== Resources, projects and courses currently being offered by the [[Portal:Italian|Italian department]] *[[Italian literature]] ==Japanese language department== Resources, projects and courses currently being offered by the [[Topic:Japanese|Japanese department]] *[[Japanese stream]] *[[Introduction to Japanese]] *[[Beginner Japanese]] **[[Japanese I/Vocabulary|Basic Japanese vocabulary]] **[[Everyday Japanese phrases]] ==Klingon language department== Resources, projects and courses currently being offered by the [[Portal:Klingon|Klingon department]] *[[Klingon|Klingon course]] ==Korean language department== Resources, projects and courses currently being offered by the [[Portal:Korean|Korean department]] *[[Korean writing system]] *[[Introduction to Korean|Introductory Korean]] ==Literary studies department== Resources, projects and courses currently being offered by the [[Literary studies|Literary studies department]] *[[Literary studies/Reading lists|Reading lists]] *[[Web Writing|Web writing course]] *[[Introduction to Creative Writing|Introduction to creative writing]] *[[T. S. Eliot|T.S. Eliot]] *[[Ethics/Nonkilling/Linguistics|Nonkilling linguistics]] ==Quechua language department== Resources, projects and courses currently being offered by the [[Portal:Quechua|Quechua department]] *[[Quechua stream]] *[[Introduction to Quechua]] ''introductory course'' *[[Runa Simi 1]] ''beginner's course I'' ==Southeast Asian languages department== Resources, projects and courses currently being offered by the [[Portal:Southeast Asian languages|Southeast Asian language department]] *[[Southeast Asian Languages/Introduction|Introduction to Southeast Asian languages]] *[[Vietnamese/Lesson series|Vietnamese 1]] ''beginner's course'' *[[Southeast Asian Languages/Philippine Languages/Filipino One|Filipino 1]] ''beginner's course'' *[[Southeast Asian Languages/Bahasa Indonesia|Bahasa Indonesia lessons]] *[[Southeast Asian Languages/Thai|Thai 1]] ''beginner's course'' *[[Visayan 1|Cebuano 1]] ''beginner's course'' *[[Southeast Asian Languages/Philippine Languages/Bikol 1|Bikol 1]] ''beginner's course'' ==Spanish language department== Resources, projects and courses currently being offered by the [[Portal:Spanish|Spanish department]] *[[Spanish 1|Spanish One]] *[[Spanish 1]] ''different from'' Spanish One *[[Spanish 2]] ==Tamil language department== Resources, projects and courses currently being offered by the [[Portal:Tamil|Tamil department]] *Foundation **[[Tamil Language/Letters|Lesson 1]] - Vowels and Consonants **[[Tamil Language/More Letters|Lesson 2]] - Vowel Consonant Combinations ==Tolkien Language Department== Resources, projects and courses currently being offered by the [[Portal:Tolkien languages|Tolkien department]] *[[Quenya|Quenya course]] *[[Elvish stream]] ==Turkish language department== Resources, projects and courses currently being offered by the [[Turkish|Turkish department]] *[[Turkish/Basic words|Basic Turkish words]] *[[Turkish/Numbers|Turkish numbers]] ==Writing center== Resources, projects and courses currently being offered by the [[Portal:Writing Center|Writing center]] *[[Literary composition|Composition help]] *[[Rhetoric|Rhetoric help]] *[[Creative writing|Creative writing help]] *[[Technical writing|Technical writing help]] *[[English Language Reference Desk]] ''a place to ask questions about grammar and the English language'' *[[Fiction writing support group]] 4tc5lgtwv0xch75y6geb320o6rmvsb2 102 23729 2804154 2803870 2026-04-10T14:14:18Z CarlessParking 3064444 2804154 wikitext text/x-wiki <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:99%; background-color:#f9f9ff; {{Text color default}};margin-bottom:10px;margin-top:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Southeast Asian Languages Division</h2 > [[File:Map-World-Southeast-Asia.png|right|150px|Languages]] Welcome to the Southeast Asian Languages Division of the Schools of [[School:Language and Literature|Language and Literature]] and [[School:Linguistics|Linguistics]]. The primary aim of this division since its founding has been the study, preservation and promotion of the languages native to the Southeast Asian region through instruction, research and publication. </div> <div style="display:block;width:99%;float:left"> <div style="width:50%;display:block;float:left;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff; {{Text color default}};margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Courses and [[Portal:Learning Projects|Projects]]</h2 > [[Image:Crystal128-kanagram.svg|right|44px|]] * [[Southeast Asian Languages/Introduction| An introduction to the Southeast Asian languages]] :A brief description about the scope of the Division. * [[Vietnamese 1/Alphabet| Vietnamese 1]] :Vietnamese 1 is a course in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language. * [[Southeast Asian Languages/Philippine_Languages/Filipino One| Filipino 1]] :Filipino 1 is a course in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language. * [[Southeast Asian Languages/Bahasa Malaysia/Lesson:Introducing Yourself|Bahasa 1]] :Bahasa Malaysia 1 is a course in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language. * [[Southeast Asian Languages/Thai/Thai 1|Thai 1]] Thai 1 is a course in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language. * [[Southeast Asian Languages/Philippine_Languages/Bikol 1|Bikol 1]] :Bikol 1 is a course in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language.</div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff; {{Text color default}};margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Task List</h2 > [[Image:Nuvola apps korganizer.svg|right|44px|]] '''Philippine Languages Department''' * Curriculum formulation '''Bahasa Malaysia Department''' * Program organization '''Bahasa Indonesia Department''' * Recruitment of contributors '''Division-wide''' * Creation of more departments such as those for Lao, Khmer, Tetum and Burmese upon availability of writers and instructors. </div> </div> <div style="width:47%;display:block;float:right;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff; {{Text color default}};margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Departments</h2 > [[Image:Nuvola apps bookcase.svg|right|44px|]] The Division of Southeast Asian Languages is made up of several departments: * '''[[Southeast Asian Languages/Philippine Languages|The Philippine Languages Department]]''' * '''[[Southeast Asian Languages/Bahasa Malaysia|The Bahasa Malaysia Department]]''' * '''[[Southeast Asian Languages/Bahasa Indonesia|The Bahasa Indonesia Department]]''' * '''[[Southeast Asian Languages/Vietnamese|The Vietnamese Language Department]]''' * '''[[Southeast Asian Languages/Thai|Thai Language Department]]''' </div > <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff; {{Text color default}};margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Division News</h2 > [[Image:Nuvola apps knewsticker.png|right|50px|]] * [[Topic:Southeast Asian Languages/News Archives|Archives]] * [[Topic:Southeast Asian Languages/Contributors and Students|Contributors and Students]] '''21 January 2007''' * The [[Southeast Asian Languages/Philippine Languages/Filipino One|Filipino 1]] class is currently in need of instructors and editors. * The [[Southeast Asian Languages/Bahasa Malaysia|Bahasa Malaysia]] department is currently in need of instructors and editors. * The [[Southeast Asian Languages/Bahasa Indonesia|Bahasa Indonesia]] department is currently in need of instructors and editors. '''22 January 2007''' * We are warmly inviting those with a working knowledge in Vietnamese, Bahasa Indonesia and Malaysia, Tagalog, Visayan, etc. language-wise or literary-wise to contribute ideas, lessons, and articles for this division ! '''15 February 2007''' * We are proud to launch the [[Southeast Asian Languages/Vietnamese Language|Vietnamese Language]] Department ! '''13 September 2009''' * [[Southeast Asian Languages/Thai|Thai Language]] Department is launched. '''25 October 2015''' * is the date that [[Southeast Asian Languages/Philippine Languages/Cebuano|Cebuano Language]] Department is launched. '''8 April 2026''' * We are proud to announce the launching of [[Southeast Asian Languages/Philippine Languages/Bikol|Bikol Language]] Department ! </div > </div > </div > __NOEDITSECTION__ __NOTOC__ [[Category:Southeast Asian languages| ]] bdso7xz10kc1vm8irq4mum4zjf12iks 2804156 2804154 2026-04-10T14:18:06Z CarlessParking 3064444 2804156 wikitext text/x-wiki <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:99%; background-color:#f9f9ff; {{Text color default}};margin-bottom:10px;margin-top:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Southeast Asian Languages Division</h2 > [[File:Map-World-Southeast-Asia.png|right|150px|Languages]] Welcome to the Southeast Asian Languages Division of the Schools of [[School:Language and Literature|Language and Literature]] and [[School:Linguistics|Linguistics]]. The primary aim of this division since its founding has been the study, preservation and promotion of the languages native to the Southeast Asian region through instruction, research and publication. </div> <div style="display:block;width:99%;float:left"> <div style="width:50%;display:block;float:left;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff; {{Text color default}};margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Courses and [[Portal:Learning Projects|Projects]]</h2 > [[Image:Crystal128-kanagram.svg|right|44px|]] * [[Southeast Asian Languages/Introduction| An introduction to the Southeast Asian languages]] :A brief description about the scope of the Division. * [[Vietnamese 1/Alphabet| Vietnamese 1]] :Vietnamese 1 is a course in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language. * [[Southeast Asian Languages/Philippine_Languages/Filipino One| Filipino 1]] :Filipino 1 is a course in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language. * [[Southeast Asian Languages/Bahasa Malaysia/Lesson:Introducing Yourself|Bahasa 1]] :Bahasa Malaysia 1 is a course in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language. * [[Southeast Asian Languages/Thai/Thai 1|Thai 1]] Thai 1 is a course in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language. * [[Visayan 1|Cebuano 1]] :Cebuano 1 is a course in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language. * [[Southeast Asian Languages/Philippine_Languages/Bikol 1|Bikol 1]] :Bikol 1 is a course in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language.</div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff; {{Text color default}};margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Task List</h2 > [[Image:Nuvola apps korganizer.svg|right|44px|]] '''Philippine Languages Department''' * Curriculum formulation '''Bahasa Malaysia Department''' * Program organization '''Bahasa Indonesia Department''' * Recruitment of contributors '''Division-wide''' * Creation of more departments such as those for Lao, Khmer, Tetum and Burmese upon availability of writers and instructors. </div> </div> <div style="width:47%;display:block;float:right;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff; {{Text color default}};margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Departments</h2 > [[Image:Nuvola apps bookcase.svg|right|44px|]] The Division of Southeast Asian Languages is made up of several departments: * '''[[Southeast Asian Languages/Philippine Languages|The Philippine Languages Department]]''' * '''[[Southeast Asian Languages/Bahasa Malaysia|The Bahasa Malaysia Department]]''' * '''[[Southeast Asian Languages/Bahasa Indonesia|The Bahasa Indonesia Department]]''' * '''[[Southeast Asian Languages/Vietnamese|The Vietnamese Language Department]]''' * '''[[Southeast Asian Languages/Thai|Thai Language Department]]''' </div > <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff; {{Text color default}};margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Division News</h2 > [[Image:Nuvola apps knewsticker.png|right|50px|]] * [[Topic:Southeast Asian Languages/News Archives|Archives]] * [[Topic:Southeast Asian Languages/Contributors and Students|Contributors and Students]] '''21 January 2007''' * The [[Southeast Asian Languages/Philippine Languages/Filipino One|Filipino 1]] class is currently in need of instructors and editors. * The [[Southeast Asian Languages/Bahasa Malaysia|Bahasa Malaysia]] department is currently in need of instructors and editors. * The [[Southeast Asian Languages/Bahasa Indonesia|Bahasa Indonesia]] department is currently in need of instructors and editors. '''22 January 2007''' * We are warmly inviting those with a working knowledge in Vietnamese, Bahasa Indonesia and Malaysia, Tagalog, Visayan, etc. language-wise or literary-wise to contribute ideas, lessons, and articles for this division ! '''15 February 2007''' * We are proud to launch the [[Southeast Asian Languages/Vietnamese Language|Vietnamese Language]] Department ! '''13 September 2009''' * [[Southeast Asian Languages/Thai|Thai Language]] Department is launched. '''25 October 2015''' * is the date that [[Southeast Asian Languages/Philippine Languages/Cebuano|Cebuano Language]] Department is launched. '''8 April 2026''' * We are proud to announce the launching of [[Southeast Asian Languages/Philippine Languages/Bikol|Bikol Language]] Department ! </div > </div > </div > __NOEDITSECTION__ __NOTOC__ [[Category:Southeast Asian languages| ]] 6aw7zfqre6iq992gqeg0fvg7izl886k 2804158 2804156 2026-04-10T14:20:57Z CarlessParking 3064444 2804158 wikitext text/x-wiki <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:99%; background-color:#f9f9ff; {{Text color default}};margin-bottom:10px;margin-top:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Southeast Asian Languages Division</h2 > [[File:Map-World-Southeast-Asia.png|right|150px|Languages]] Welcome to the Southeast Asian Languages Division of the Schools of [[School:Language and Literature|Language and Literature]] and [[School:Linguistics|Linguistics]]. The primary aim of this division since its founding has been the study, preservation and promotion of the languages native to the Southeast Asian region through instruction, research and publication. </div> <div style="display:block;width:99%;float:left"> <div style="width:50%;display:block;float:left;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff; {{Text color default}};margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Courses and [[Portal:Learning Projects|Projects]]</h2 > [[Image:Crystal128-kanagram.svg|right|44px|]] * [[Southeast Asian Languages/Introduction| An introduction to the Southeast Asian languages]] :A brief description about the scope of the Division. * [[Vietnamese 1/Alphabet| Vietnamese 1]] :Vietnamese 1 is a course in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language. * [[Southeast Asian Languages/Philippine_Languages/Filipino One| Filipino 1]] :Filipino 1 is a course in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language. * [[Southeast Asian Languages/Bahasa Malaysia/Lesson:Introducing Yourself|Bahasa 1]] :Bahasa Malaysia 1 is a course in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language. * [[Southeast Asian Languages/Thai/Thai 1|Thai 1]] Thai 1 is a course in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language. * [[Visayan 1|Cebuano 1]] :Cebuano 1 is a course in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language. * [[Southeast Asian Languages/Philippine_Languages/Bikol 1|Bikol 1]] :Bikol 1 is a course in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language.</div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff; {{Text color default}};margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Task List</h2 > [[Image:Nuvola apps korganizer.svg|right|44px|]] '''Philippine Languages Department''' * Curriculum formulation '''Bahasa Malaysia Department''' * Program organization '''Bahasa Indonesia Department''' * Recruitment of contributors '''Division-wide''' * Creation of more departments such as those for Lao, Khmer, Tetum and Burmese upon availability of writers and instructors. </div> </div> <div style="width:47%;display:block;float:right;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff; {{Text color default}};margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Departments</h2 > [[Image:Nuvola apps bookcase.svg|right|44px|]] The Division of Southeast Asian Languages is made up of several departments: * '''[[Southeast Asian Languages/Philippine Languages|The Philippine Languages Department]]''' * '''[[Southeast Asian Languages/Bahasa Malaysia|The Bahasa Malaysia Department]]''' * '''[[Southeast Asian Languages/Bahasa Indonesia|The Bahasa Indonesia Department]]''' * '''[[Southeast Asian Languages/Vietnamese|The Vietnamese Language Department]]''' * '''[[Southeast Asian Languages/Thai|Thai Language Department]]''' </div > <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff; {{Text color default}};margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Division News</h2 > [[Image:Nuvola apps knewsticker.png|right|50px|]] * [[Topic:Southeast Asian Languages/News Archives|Archives]] * [[Topic:Southeast Asian Languages/Contributors and Students|Contributors and Students]] '''21 January 2007''' * The [[Southeast Asian Languages/Philippine Languages/Filipino One|Filipino 1]] class is currently in need of instructors and editors. * The [[Southeast Asian Languages/Bahasa Malaysia|Bahasa Malaysia]] department is currently in need of instructors and editors. * The [[Southeast Asian Languages/Bahasa Indonesia|Bahasa Indonesia]] department is currently in need of instructors and editors. '''22 January 2007''' * We are warmly inviting those with a working knowledge in Vietnamese, Bahasa Indonesia and Malaysia, Tagalog, Cebuano, etc. language-wise or literary-wise to contribute ideas, lessons, and articles for this division ! '''15 February 2007''' * We are proud to launch the [[Southeast Asian Languages/Vietnamese Language|Vietnamese Language]] Department ! '''13 September 2009''' * [[Southeast Asian Languages/Thai|Thai Language]] Department is launched. '''25 October 2015''' * is the date that [[Southeast Asian Languages/Philippine Languages/Cebuano|Cebuano Language]] Department is launched. '''8 April 2026''' * We are proud to announce the launching of [[Southeast Asian Languages/Philippine Languages/Bikol|Bikol Language]] Department ! </div > </div > </div > __NOEDITSECTION__ __NOTOC__ [[Category:Southeast Asian languages| ]] olpestd28t085sg2d5knldaydkgt1m1 2804247 2804158 2026-04-11T01:31:41Z CarlessParking 3064444 2804247 wikitext text/x-wiki <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:99%; background-color:#f9f9ff; {{Text color default}};margin-bottom:10px;margin-top:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Southeast Asian Languages Division</h2 > [[File:Map-World-Southeast-Asia.png|right|150px|Languages]] Welcome to the Southeast Asian Languages Division of the Schools of [[School:Language and Literature|Language and Literature]] and [[School:Linguistics|Linguistics]]. The primary aim of this division since its founding has been the study, preservation and promotion of the languages native to the Southeast Asian region through instruction, research and publication. </div> <div style="display:block;width:99%;float:left"> <div style="width:50%;display:block;float:left;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff; {{Text color default}};margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Courses and [[Portal:Learning Projects|Projects]]</h2 > [[Image:Crystal128-kanagram.svg|right|44px|]] * [[Southeast Asian Languages/Introduction| An introduction to the Southeast Asian languages]] :A brief description about the scope of the Division. * [[Vietnamese 1/Alphabet| Vietnamese 1]] :Vietnamese 1 is a course in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language. * [[Southeast Asian Languages/Philippine_Languages/Filipino One| Filipino 1]] :Filipino 1 is a course in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language. * [[Southeast Asian Languages/Bahasa Malaysia/Lesson:Introducing Yourself|Bahasa 1]] :Bahasa Malaysia 1 is a course in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language. * [[Southeast Asian Languages/Thai/Thai 1|Thai 1]] Thai 1 is a course in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language. * [[Visayan 1/linguistic characteristics|Cebuano 1]] :Cebuano 1 is a course in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language. * [[Southeast Asian Languages/Philippine_Languages/Bikol 1|Bikol 1]] :Bikol 1 is a course in which students are introduced to simple vocabulary, phrases, and elementary grammatical structures of the language.</div> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff; {{Text color default}};margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Task List</h2 > [[Image:Nuvola apps korganizer.svg|right|44px|]] '''Philippine Languages Department''' * Curriculum formulation '''Bahasa Malaysia Department''' * Program organization '''Bahasa Indonesia Department''' * Recruitment of contributors '''Division-wide''' * Creation of more departments such as those for Lao, Khmer, Tetum and Burmese upon availability of writers and instructors. </div> </div> <div style="width:47%;display:block;float:right;"> <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff; {{Text color default}};margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Departments</h2 > [[Image:Nuvola apps bookcase.svg|right|44px|]] The Division of Southeast Asian Languages is made up of several departments: * '''[[Southeast Asian Languages/Philippine Languages|The Philippine Languages Department]]''' * '''[[Southeast Asian Languages/Bahasa Malaysia|The Bahasa Malaysia Department]]''' * '''[[Southeast Asian Languages/Bahasa Indonesia|The Bahasa Indonesia Department]]''' * '''[[Southeast Asian Languages/Vietnamese|The Vietnamese Language Department]]''' * '''[[Southeast Asian Languages/Thai|Thai Language Department]]''' </div > <div style="display:block;border:1px solid #aaaaaa;vertical-align: top;width:100%; background-color:#f9f9ff; {{Text color default}};margin-bottom:10px;padding-bottom:5px;padding-left:5px;padding-right:4px;"> <h2 style="padding:3px; background:#aaccff; color:#000; text-align:center; font-weight:bold; font-size:100%; margin-bottom:5px;margin-top:0;margin-left:-5px;margin-right:-4px;">Division News</h2 > [[Image:Nuvola apps knewsticker.png|right|50px|]] * [[Topic:Southeast Asian Languages/News Archives|Archives]] * [[Topic:Southeast Asian Languages/Contributors and Students|Contributors and Students]] '''21 January 2007''' * The [[Southeast Asian Languages/Philippine Languages/Filipino One|Filipino 1]] class is currently in need of instructors and editors. * The [[Southeast Asian Languages/Bahasa Malaysia|Bahasa Malaysia]] department is currently in need of instructors and editors. * The [[Southeast Asian Languages/Bahasa Indonesia|Bahasa Indonesia]] department is currently in need of instructors and editors. '''22 January 2007''' * We are warmly inviting those with a working knowledge in Vietnamese, Bahasa Indonesia and Malaysia, Tagalog, Cebuano, etc. language-wise or literary-wise to contribute ideas, lessons, and articles for this division ! '''15 February 2007''' * We are proud to launch the [[Southeast Asian Languages/Vietnamese Language|Vietnamese Language]] Department ! '''13 September 2009''' * [[Southeast Asian Languages/Thai|Thai Language]] Department is launched. '''25 October 2015''' * is the date that [[Southeast Asian Languages/Philippine Languages/Cebuano|Cebuano Language]] Department is launched. '''8 April 2026''' * We are proud to announce the launching of [[Southeast Asian Languages/Philippine Languages/Bikol|Bikol Language]] Department ! </div > </div > </div > __NOEDITSECTION__ __NOTOC__ [[Category:Southeast Asian languages| ]] k0zngk3zjywehbj4fd6ecm1goqeianh 0 23742 2804148 2804121 2026-04-10T13:58:29Z CarlessParking 3064444 2804148 wikitext text/x-wiki __NOTOC__ __NOEDITSECTION__ {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: Cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |[[File:Flag_of_the_Philippines.svg|frameless|100x100px]] <big>'''The Philippine Languages Department'''</big> |- | style="width: 60%; background-color: #fffff0; 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;" <!--rowspan="2"--> | {{center top}}<big>Mabuhay!</big>{{center bottom}} [[File:Rizal Monument on Rizal Day.jpg|150px|right]] ==Filipino 1== [[Southeast Asian Languages/Philippine Languages/Filipino One|Filipino 1]], a foundational course provided by the [[Portal:Southeast Asian languages|Division of Southeast Asian Languages]], serves as an entry point for students seeking to acquaint themselves with the rudimentary aspects of the language, encompassing uncomplicated vocabulary acquisition, the mastering of fundamental phrases, and the exploration of elementary grammatical structures. Throughout this course, participants embark on an immersive linguistic journey, progressively building their proficiency in Filipino through engaging lessons, interactive exercises, and practical conversational practice that empowers them to communicate effectively in real-world scenarios. | rowspan="2" style="width: 40%; background-color: #efefff; 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;" | {{center top}}<h2>The Philippines</h2>{{center bottom}} {{center top}} [[File:LocationPhilippines.png|350px|center]] {{center bottom}} The [[:w:Philippines|Philippines]], officially the Republic of the Philippines (Filipino: Republika ng Pilipinas) is an archipelago located in Southeast Asia, comprising more than 7,000 islands in the western Pacific Ocean. Its rich history is a fascinating blend of indigenous cultures, Spanish colonization, and American influence. The country gained independence in 1946, but its history is marked by centuries of foreign rule, including over 300 years of Spanish colonization that left a lasting impact on the culture and religion. The Philippines is known for its diverse population, with over 100 million people, making it one of the most populous nations in Southeast Asia. In terms of demographics, the Philippines is a melting pot of ethnic groups and languages. The majority of Filipinos are of Austronesian descent, but there are also significant Chinese, Spanish, and American influences due to centuries of trade and colonization. The official languages are Filipino (based on Tagalog) and English, with a wide variety of regional languages and dialects spoken throughout the islands. The predominantly Roman Catholic faith, brought by the Spanish, plays a central role in the culture, but there are also significant Muslim and indigenous communities. Geographically, the Philippines is a stunningly diverse country. Its archipelagic nature means it boasts a wide range of landscapes, from lush tropical rainforests to active volcanoes and pristine beaches. The country is also vulnerable to natural disasters, with frequent typhoons, earthquakes, and volcanic eruptions. Despite these challenges, the Philippines is known for its natural beauty and has a vibrant tourism industry, attracting visitors from around the world who come to explore its breathtaking scenery and experience its unique culture. |- | style="width: 60%; background-color: Cornsilk; 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;" | [[Image:Nuvola apps edu miscellaneous.svg|right|96px]] ==Lessons== * Lesson #1<nowiki>: </nowiki>'''[[/Lesson:Introducing Yourself| Introducing Yourself]]''' * Lesson #2:'''[[/Filipino/Lesson:Pronunciation|Pronunciation]]''' * Lesson #3:'''[[/Filipino/Lesson:Numbers|Numbers]]''' ==Other Philippine Languages== * [[Southeast Asian Languages/Philippine Languages/Bikol|Bikol]] * [[Southeast Asian Languages/Philippine Languages/Cebuano|Cebuano]] |} [[Category:Filipino]] ffqk8z8cmpl0n7lksynu1b2bttxj8du 10 48206 2804164 2803057 2026-04-10T15:16:45Z Codename Noreste 2969951 Using a styles.css code tag. 2804164 wikitext text/x-wiki {{ safesubst:<noinclude/>ifsubst||<templatestyles src="Archive top/styles.css"/>}}<div style="text-align: center; padding: 1em; margin-top: 1em;">''Discussions are [[w:Help:Archiving a talk page|archived]] for review purposes''. <span style="color: red">'''Please start a new discussion to discuss the topic further.'''</span></div> <div class="boilerplate archive-top"> {{#if:{{{1|}}}|<div class="mw-notalk" style="margin:0px -10px 1em -10px; padding:0px 10px; background-color:rgba(0, 0, 255, 0.1); color:inherit;">{{{1|}}}</div>}} <!-- from Template:Archive top--><noinclude><!-- Please DO NOT remove the </div> tag after this comment! It is used to prevent the documentation from being "archived" in this template. --></div></noinclude><noinclude> {{documentation}} </noinclude> k4cw1y1zqiov2g7fz33wyard2tqeehn 2 57399 2804268 2802156 2026-04-11T06:06:53Z Jtneill 10242 /* 2026 */ + Tiong, K., Bahmannia, S., & Neill, J. T. (2026, June 9-11). ''Relational safety as a psychological foundation of employee wellbeing in organisational contexts''. [https://apcpctaylors.com/ Asia Pacific Conference on Psychology and Counselling], Genting Highlands, Malaysia. 2804268 wikitext text/x-wiki <noinclude> {{title|James T. Neill presentations}} [[File:X-office-presentation.svg|right|50px]] Guest lectures, conference presentations, workshops, webinars etc. by [[User:Jtneill|James Neill]].</noinclude> ==2026== Neill, J. T. (2026, April 24). ''[[/Open wiki assignments for authentic learning/]]'' [Webinar]. [https://educationexpress.uts.edu.au/blog/2026/03/31/join-us-at-open-education-week-2026/ Open Education Week 2026], University of Technology Sydney, Sydney, Australia. Tiong, K., Bahmannia, S., & Neill, J. T. (2026, June 9-11). ''Relational safety as a psychological foundation of employee wellbeing in organisational contexts''. [https://apcpctaylors.com/ Asia Pacific Conference on Psychology and Counselling], Genting Highlands, Malaysia. ==2025== {{Hanging indent|1= Brichacek, A., Neill, J. T., Murry, K., & Rieger, E. (2025, May 29–30). ''Linking body image flexibility and inflexibility to intuitive eating: Findings from a prospective study in adolescents and emerging adults'' <nowiki>[</nowiki>Poster presentation<nowiki>]</nowiki>. [https://www.eatingdisordersresearch.org.au/thinktank-25/ Eating Disorders Think Tank 2025], Dockside, Darling Harbour, Sydney, Australia. Neill, J. T. [https://docs.google.com/presentation/d/1nUpOfI6LExsjL1jUJ2fYhdvkfnjQZ4siabYBxzMDDjs/edit?usp=sharing ''Improving infographics with genAI'']. University of Canberra. }} ==2024== {{Hanging indent|1= Ball, J., Neill, J. T., Scholz, B., Watsford, C., & Kavanagh, P. (2024, June 17-21). ''Improving conceptualisation and implementation of trauma informed care: Mental health peer worker views'' <nowiki>[</nowiki>Poster presentation<nowiki>]</nowiki>. Canberra Health Annual Research Meeting, Canberra, ACT, Australia Buergelt, P., Brown, P. M., George, A., van Boxtel, J., Ng Tseung-Wong, C., Crisp, D., Martinello , M., Kemp, T., Applebee, W., Collis, P., Boer, D., Busby Grant, J., Kelty, S., Lewis, V., Neill, J., & Pymont, C. (2024). ''Decolonising and Indigenising a psychology curriculum using a strategic, holistic, transformative, iterative long-term journey approach: Overview, reflections and learnings''. Paper presented at Indigenous Higher Education Curriculum Conference (IHECC) Conference, Canberra, Australia. {{/2024/Using}} {{/2024/GenAI}} {{/2024/Interactive}} {{/2024/Wikiversity}} }} ==2023== {{Hanging indent|1= {{/2023/Wikis}} {{/2023/Collaborative}} }} ==2022== {{Hanging indent|1= {{/2022/Using}} }} ==2021== {{Hanging indent|1= {{/2021/Scaling}} }} ==2020== {{Hanging indent|1= {{/2020/Open}} }} ==2019== {{Hanging indent|1= Neill, J. T. (2019, July 5-6). [[User:Jtneill/Presentations/Adventure therapy: What does it offer?|''Adventure therapy: What does it offer?'']] <nowiki>[</nowiki>Conference presentation<nowiki>]</nowiki>, 2nd Singapore Outdoor Education Conference, Singapore. Neill, J. T. (2019, October 31). ''[[Healing power of nature]]'' <nowiki>[</nowiki>Guest lecture<nowiki>]</nowiki>. Health Psychology, [[University of Canberra]], Australia. {{/2019/Open}} Neill, J. T., Sullivan, A., & Simons, M. (2019, August 8-11). [[User:Jtneill/Presentations/Paediatric camps to support recovery and well-being of young people with burn injuries in Queensland|''Paediatric camps to support recovery and well-being of young people with burn injuries in Queensland'']]. Australian Association for Bush Adventure Therapy National Forum, Natural Bridge, Queensland, Australia. }} ==2018== {{Hanging indent|1= {{/2018/Life}} }} ==2015== {{Hanging indent|1= Neill, J. T. (2015, August 6). [[User:Jtneill/Presentations/More complex summary statistics|''More complex summary statistics: Effect sizes'']] <nowiki>[</nowiki>Presentation<nowiki>]</nowiki>. Statistics Networking Day, [[University of Canberra]], Australia. }} ==2014== {{Hanging indent|1= {{/2014/Going}} {{/2014/How}} }} ==2013== {{Hanging indent|1= {{/2013/Openness}} {{/2013/Higher}} Neill, J. T. (2013, March 22-25). [[Program evaluation in adventure therapy/Introduction|''Introduction to program evaluation in adventure therapy'']] <nowiki>[</nowiki>Workshop<nowiki>]</nowiki>. Australian Association for Bush Adventure Therapy (AABAT) National Forum: 'Widening the Lens', Grantville, Victoria, Australia. }} ==2012== {{Hanging indent|1= Blackall, L. & Neill, J. T. (2012, January 16-18). [[User:Jtneill/Presentations/Developing free and open source outdoor education resources|Developing free and open source outdoor education resources]] <nowiki>[</nowiki>Conference presentation<nowiki>]</nowiki>. 17th National Outdoor Education Conference, [[University of Canberra]], Australia. Mulvaney, T. & Neill, J. T. (2012, January 16-18). ''[[User:Jtneill/Presentations/Outdoor Therapy as mental health intervention|Outdoor therapy as mental health intervention]]'' <nowiki>[</nowiki>Conference presentation<nowiki>]</nowiki>. 17th National Outdoor Education Conference, [[University of Canberra]], Australia. Neill, J. T. (2012, January 16-18). ''[[User:Jtneill/Presentations/Some recent outdoor education research|Some recent research: Outdoor education's health impact, green exercise, and viewing of natural images]]'' <nowiki>[</nowiki>Conference presentation<nowiki>]</nowiki>. 17th National Outdoor Education Conference, [[University of Canberra]], Australia. }} ==2011== {{Hanging indent|1= Neill, J. T. (2011, February 1). ''[[Survey design/Workshop|Survey design]]'' <nowiki>[</nowiki>Workshop<nowiki>]</nowiki>. Inter-University Workshop Program, [[University of Canberra]], Australia. {{/2011/How}} }} ==2010== {{Hanging indent|1= {{/2010/Open education and}} {{/2010/Open education with}} {{/2010/Going}} {{/2010/Open academia}} }} == 2009 == {{Hanging indent|1= Neill, J. T. (2009, August 27). ''[[Survey design/Introduction and overview|Survey design: Introduction and overview]]'' <nowiki>[</nowiki>Presentation<nowiki>]</nowiki>. Methods of Social Inquiry (Community Education), [[University of Canberra]], Australia. {{/2009/Flexible}} Neill, J. T. (2009). ''[[Introduction to psychology/Lectures/Motivation and emotion|Intro to motivation and motivation]]'' <nowiki>[</nowiki>Guest lecture<nowiki>]</nowiki>. [[University of Canberra]], Australia. <!-- # [[Introduction to research methods in psychology|Intro to research methods lecture]] --> {{/2009/Teaching}} }} == 2008 == {{Hanging indent|1= Neill, J. T. (2008). ''[[Introduction to social psychology/Lecture|Intro to social psychology lecture]]'' <nowiki>[</nowiki>Guest lecture<nowiki>]</nowiki>. [[University of Canberra]], Australia. }} == 2007 == {{Hanging indent|1= Neill, J. T. (2007, July 23). ''[[Concept mapping|Introduction to concept mapping workshop]]'' <nowiki>[</nowiki>Presentation<nowiki>]</nowiki>. [[University of Canberra]], Australia. }}<!-- ==By source== # [http://www.slideshare.net/jtneill slideshare.net/jtneill] --> ==Drafts== * [[Open academia: Principles and practices]] * [[Wikimedia and Open Academia]] * [[User:Jtneill/Presentations/Developing free and open source resources|Developing free and open source resources]] ==See also== * [[Lecture 2.0]] * [[Open educational resources]] * [[User:Jtneill/Publications]] * [[User:Jtneill/Teaching]] * [[User:Jtneill/Research]] <noinclude> [[Category:User:Jtneill/Presentations]] </noinclude> lwjpv6zpbb787to0r1t8quflwnnzhjl 2804269 2804268 2026-04-11T06:07:23Z Jtneill 10242 /* 2026 */ 2804269 wikitext text/x-wiki <noinclude> {{title|James T. Neill presentations}} [[File:X-office-presentation.svg|right|50px]] Guest lectures, conference presentations, workshops, webinars etc. by [[User:Jtneill|James Neill]].</noinclude> ==2026== {{Hanging indent|1= Neill, J. T. (2026, April 24). ''[[/Open wiki assignments for authentic learning/]]'' [Webinar]. [https://educationexpress.uts.edu.au/blog/2026/03/31/join-us-at-open-education-week-2026/ Open Education Week 2026], University of Technology Sydney, Sydney, Australia. Tiong, K., Bahmannia, S., & Neill, J. T. (2026, June 9-11). ''Relational safety as a psychological foundation of employee wellbeing in organisational contexts''. [https://apcpctaylors.com/ Asia Pacific Conference on Psychology and Counselling], Genting Highlands, Malaysia. }} ==2025== {{Hanging indent|1= Brichacek, A., Neill, J. T., Murry, K., & Rieger, E. (2025, May 29–30). ''Linking body image flexibility and inflexibility to intuitive eating: Findings from a prospective study in adolescents and emerging adults'' <nowiki>[</nowiki>Poster presentation<nowiki>]</nowiki>. [https://www.eatingdisordersresearch.org.au/thinktank-25/ Eating Disorders Think Tank 2025], Dockside, Darling Harbour, Sydney, Australia. Neill, J. T. [https://docs.google.com/presentation/d/1nUpOfI6LExsjL1jUJ2fYhdvkfnjQZ4siabYBxzMDDjs/edit?usp=sharing ''Improving infographics with genAI'']. University of Canberra. }} ==2024== {{Hanging indent|1= Ball, J., Neill, J. T., Scholz, B., Watsford, C., & Kavanagh, P. (2024, June 17-21). ''Improving conceptualisation and implementation of trauma informed care: Mental health peer worker views'' <nowiki>[</nowiki>Poster presentation<nowiki>]</nowiki>. Canberra Health Annual Research Meeting, Canberra, ACT, Australia Buergelt, P., Brown, P. M., George, A., van Boxtel, J., Ng Tseung-Wong, C., Crisp, D., Martinello , M., Kemp, T., Applebee, W., Collis, P., Boer, D., Busby Grant, J., Kelty, S., Lewis, V., Neill, J., & Pymont, C. (2024). ''Decolonising and Indigenising a psychology curriculum using a strategic, holistic, transformative, iterative long-term journey approach: Overview, reflections and learnings''. Paper presented at Indigenous Higher Education Curriculum Conference (IHECC) Conference, Canberra, Australia. {{/2024/Using}} {{/2024/GenAI}} {{/2024/Interactive}} {{/2024/Wikiversity}} }} ==2023== {{Hanging indent|1= {{/2023/Wikis}} {{/2023/Collaborative}} }} ==2022== {{Hanging indent|1= {{/2022/Using}} }} ==2021== {{Hanging indent|1= {{/2021/Scaling}} }} ==2020== {{Hanging indent|1= {{/2020/Open}} }} ==2019== {{Hanging indent|1= Neill, J. T. (2019, July 5-6). [[User:Jtneill/Presentations/Adventure therapy: What does it offer?|''Adventure therapy: What does it offer?'']] <nowiki>[</nowiki>Conference presentation<nowiki>]</nowiki>, 2nd Singapore Outdoor Education Conference, Singapore. Neill, J. T. (2019, October 31). ''[[Healing power of nature]]'' <nowiki>[</nowiki>Guest lecture<nowiki>]</nowiki>. Health Psychology, [[University of Canberra]], Australia. {{/2019/Open}} Neill, J. T., Sullivan, A., & Simons, M. (2019, August 8-11). [[User:Jtneill/Presentations/Paediatric camps to support recovery and well-being of young people with burn injuries in Queensland|''Paediatric camps to support recovery and well-being of young people with burn injuries in Queensland'']]. Australian Association for Bush Adventure Therapy National Forum, Natural Bridge, Queensland, Australia. }} ==2018== {{Hanging indent|1= {{/2018/Life}} }} ==2015== {{Hanging indent|1= Neill, J. T. (2015, August 6). [[User:Jtneill/Presentations/More complex summary statistics|''More complex summary statistics: Effect sizes'']] <nowiki>[</nowiki>Presentation<nowiki>]</nowiki>. Statistics Networking Day, [[University of Canberra]], Australia. }} ==2014== {{Hanging indent|1= {{/2014/Going}} {{/2014/How}} }} ==2013== {{Hanging indent|1= {{/2013/Openness}} {{/2013/Higher}} Neill, J. T. (2013, March 22-25). [[Program evaluation in adventure therapy/Introduction|''Introduction to program evaluation in adventure therapy'']] <nowiki>[</nowiki>Workshop<nowiki>]</nowiki>. Australian Association for Bush Adventure Therapy (AABAT) National Forum: 'Widening the Lens', Grantville, Victoria, Australia. }} ==2012== {{Hanging indent|1= Blackall, L. & Neill, J. T. (2012, January 16-18). [[User:Jtneill/Presentations/Developing free and open source outdoor education resources|Developing free and open source outdoor education resources]] <nowiki>[</nowiki>Conference presentation<nowiki>]</nowiki>. 17th National Outdoor Education Conference, [[University of Canberra]], Australia. Mulvaney, T. & Neill, J. T. (2012, January 16-18). ''[[User:Jtneill/Presentations/Outdoor Therapy as mental health intervention|Outdoor therapy as mental health intervention]]'' <nowiki>[</nowiki>Conference presentation<nowiki>]</nowiki>. 17th National Outdoor Education Conference, [[University of Canberra]], Australia. Neill, J. T. (2012, January 16-18). ''[[User:Jtneill/Presentations/Some recent outdoor education research|Some recent research: Outdoor education's health impact, green exercise, and viewing of natural images]]'' <nowiki>[</nowiki>Conference presentation<nowiki>]</nowiki>. 17th National Outdoor Education Conference, [[University of Canberra]], Australia. }} ==2011== {{Hanging indent|1= Neill, J. T. (2011, February 1). ''[[Survey design/Workshop|Survey design]]'' <nowiki>[</nowiki>Workshop<nowiki>]</nowiki>. Inter-University Workshop Program, [[University of Canberra]], Australia. {{/2011/How}} }} ==2010== {{Hanging indent|1= {{/2010/Open education and}} {{/2010/Open education with}} {{/2010/Going}} {{/2010/Open academia}} }} == 2009 == {{Hanging indent|1= Neill, J. T. (2009, August 27). ''[[Survey design/Introduction and overview|Survey design: Introduction and overview]]'' <nowiki>[</nowiki>Presentation<nowiki>]</nowiki>. Methods of Social Inquiry (Community Education), [[University of Canberra]], Australia. {{/2009/Flexible}} Neill, J. T. (2009). ''[[Introduction to psychology/Lectures/Motivation and emotion|Intro to motivation and motivation]]'' <nowiki>[</nowiki>Guest lecture<nowiki>]</nowiki>. [[University of Canberra]], Australia. <!-- # [[Introduction to research methods in psychology|Intro to research methods lecture]] --> {{/2009/Teaching}} }} == 2008 == {{Hanging indent|1= Neill, J. T. (2008). ''[[Introduction to social psychology/Lecture|Intro to social psychology lecture]]'' <nowiki>[</nowiki>Guest lecture<nowiki>]</nowiki>. [[University of Canberra]], Australia. }} == 2007 == {{Hanging indent|1= Neill, J. T. (2007, July 23). ''[[Concept mapping|Introduction to concept mapping workshop]]'' <nowiki>[</nowiki>Presentation<nowiki>]</nowiki>. [[University of Canberra]], Australia. }}<!-- ==By source== # [http://www.slideshare.net/jtneill slideshare.net/jtneill] --> ==Drafts== * [[Open academia: Principles and practices]] * [[Wikimedia and Open Academia]] * [[User:Jtneill/Presentations/Developing free and open source resources|Developing free and open source resources]] ==See also== * [[Lecture 2.0]] * [[Open educational resources]] * [[User:Jtneill/Publications]] * [[User:Jtneill/Teaching]] * [[User:Jtneill/Research]] <noinclude> [[Category:User:Jtneill/Presentations]] </noinclude> m9gx72mwmep3xzj0k74vfga90zv9o86 4 67374 2804276 2773878 2026-04-11T10:04:16Z Jtneill 10242 2804276 wikitext text/x-wiki {{Wikiversity development}} This page discusses how Wikiversity did, does, and should make policy. == Background: How Wikiversity made policy in the past == === Phase 1 === In August 2006, there was a large, rapid failure to agree on almost anything: see [http://en.wikiversity.org/w/index.php?title=Wikiversity:Policies&oldid=9980 the voting] on a large range of proposed policies. Mostly the number of votes was small and the outcomes inconclusive. About 3 official policies were voted in and tagged as such by [[User:Trevor MacInnis]] at the end of August 2006. The voting procedure was subject to a small boycott by two users who felt the procedure was flawed. Additionally, further policies came into effect by means of inheritance from the Wikimedia Foundation. The Foundation leaves most policy matters to local projects, but some policy is determined by the foundation. === Phase 2 === At the beginning of 2007, a custodian flagged a number of policies (about 5) as "official" when they had previously been flagged as "proposed" (and at least one of them had actually been rejected quite clearly in a vote). So far as is known, the officialisation of these policies was not notified to the community and consensus was not built. === Phase 3 === During 2008, the problems with policy slowly came to light and a policy review was called for. === Summary === There is no established means of creating policy at Wikiversity, and past procedures have been deeply flawed. cy1xrut3u7ytk5jgq2z6kd71j444ppd 2804277 2804276 2026-04-11T10:15:54Z Jtneill 10242 + How should Wikiversity make policy? with summary points from McCormack talk page post 2804277 wikitext text/x-wiki {{Wikiversity development}} {{note|See [[User:Juandev/Making policy]] for a proposed policy. This page currently discusses how Wikiversity made policy in the past.}} ==How should Wikiversity make policy?== * Consensus via discussion and voting ** Aim for as big a consensus as possible ** Attract attention: *** In the [[Wikiversity:Colloquium]] *** Via the sitenotice * Focus on one policy at a time == How Wikiversity made policy 2006-2008 == === Phase 1 === In August 2006, there was a large, rapid failure to agree on almost anything: see [http://en.wikiversity.org/w/index.php?title=Wikiversity:Policies&oldid=9980 the voting] on a large range of proposed policies. Mostly the number of votes was small and the outcomes inconclusive. About 3 official policies were voted in and tagged as such by [[User:Trevor MacInnis]] at the end of August 2006. The voting procedure was subject to a small boycott by two users who felt the procedure was flawed. Additionally, further policies came into effect by means of inheritance from the Wikimedia Foundation. The Foundation leaves most policy matters to local projects, but some policy is determined by the foundation. === Phase 2 === At the beginning of 2007, a custodian flagged a number of policies (about 5) as "official" when they had previously been flagged as "proposed" (and at least one of them had actually been rejected quite clearly in a vote). So far as is known, the officialisation of these policies was not notified to the community and consensus was not built. === Phase 3 === During 2008, the problems with policy slowly came to light and a policy review was called for. === Summary === There is no established means of creating policy at Wikiversity, and past procedures have been deeply flawed. b8iqb8s3q401k55qr0nu1gckrwkqnye 102 82306 2804265 443090 2026-04-11T05:12:14Z CarlessParking 3064444 2804265 wikitext text/x-wiki [http://www.linkguistics.com activities] exjakqoc4w37d949l37f7a93oigvwpm 4 85048 2804280 2667616 2026-04-11T10:20:44Z Jtneill 10242 Also see [[Wikiversity:Policies]]. 2804280 wikitext text/x-wiki This page lists the guidelines that are recommended by the [[WV:WHO|Wikiversity community]]. Also see [[Wikiversity:Policies]]. == List of guidelines == * [[Wikiversity:Consensus]] * [[Wikiversity:Deletions]] * [[Wikiversity:Username]] [[Category:Wikiversity guidelines| ]] 8v3m2xuhafqa7thcckwejg4zxow98lh 2804281 2804280 2026-04-11T10:23:14Z Jtneill 10242 and [[Wikiversity:Policies#Guidelines]] 2804281 wikitext text/x-wiki This page lists the guidelines that are recommended by the [[WV:WHO|Wikiversity community]]. Also see [[Wikiversity:Policies]] and [[Wikiversity:Policies#Guidelines]]. == List of guidelines == * [[Wikiversity:Consensus]] * [[Wikiversity:Deletions]] * [[Wikiversity:Username]] [[Category:Wikiversity guidelines| ]] gnbo7awrrvouy8nyrtqxfr3de7czbo8 14 103244 2804172 654069 2026-04-10T15:31:19Z Codename Noreste 2969951 2804172 wikitext text/x-wiki {{tracking category}} [[Category:Wikiversity page protection|Incorrect protection templates]] qlv4u3ky7050ii46voflv1l3wweupyc 10 104163 2804176 2610063 2026-04-10T15:34:27Z Codename Noreste 2969951 Changed protection settings for "[[Template:Clade]]" ([Edit=Allow only autoconfirmed users] (indefinite) [Move=Custodians and curators only] (indefinite)) 2119386 wikitext text/x-wiki <noinclude>{{Clade |label1=root |1={{Clade |1=Leaf1 |2=Leaf2 }} }}</noinclude>{{#invoke:Clade|main|style={{{style|}}} }}<noinclude> {{Documentation}} <!-- Add categories to the /doc subpage, not here! --> </noinclude> 12f07cwmw7z74nh3f4qhnpi8tzmynek 3 106891 2804221 2801916 2026-04-10T23:45:43Z Prototyperspective 2965911 /* Deletion of educational page because of personal opinion */ new section 2804221 wikitext text/x-wiki [[User:Atcovi/Archive 1|/Archive 1 (September 25, 2013 - November 15, 2013)]] • [[User talk:Atcovi/Archive 2|/Archive 2 (November 15, 2013 - November 27, 2013)]] • [[User talk:Atcovi/Archive 3|/Archive 3 (December 3, 2013 - December 25, 2013)]] • [[User talk:Atcovi/Archive 4|/Archive 4 (December 24, 2013 - January 1, 2014)]] • [[User talk:Atcovi/Archive 5|/Archive 5 (January 2, 2014 - January 20, 2014)]] • [[User talk:Atcovi/Archive 6|/Archive 6 (March 24, 2014 - April 14, 2014)]] • [[User talk:Atcovi/Archive 7|/Archive 7 (April 19, 2014 - September 8, 2014)]] • [[User talk:Atcovi/Archive 8|/Archive 8 (September 12, 2014 - November 3, 2014)]] • [[User talk:Atcovi/Archive 9|/Archive 9 (November 6, 2014 - January 26, 2015)]] • [[User talk:Atcovi/Archive 10|/Archive 10 (January 28, 2015 - March 11, 2015)]] • [[User talk:Atcovi/Archive 11|/Archive 11 (March 22, 2015 - June 25, 2016)]] • [[User talk:Atcovi/Archive 12 (June 26, 2016 - January 8, 2018)|/Archive 12 (June 26, 2016 - January 8, 2018)]] • [[User talk:Atcovi/Archive 13 (January 9, 2018 - April 14, 2023)|/Archive 13 (January 9, 2018 - April 14, 2023)]] :''Before 2013: [https://en.wikiversity.org/w/index.php?title=User_talk:Atcovi&diff=750617&oldid=740650 see this]'' {{tmbox |small = |image = [[Image:Busy desk.svg|{{#ifeq:|yes|40px|75x50px}}]] |text = This user is busy in [http://en.wikipedia.org/wiki/Real_life Real Life] {{#if:|until&nbsp;{{{end}}}&nbsp;}}{{#if:|due to&nbsp;{{{reason}}}&nbsp;}}and may not respond swiftly to queries.{{#if:|<P>{{{msg}}} }} | style = {{#if:|width: {{{width}}}px;}} {{#ifeq:{{{shadow}}}|yes|{{box-shadow|0px|2px|4px|rgba(0,0,0,0.2)}}|}} }} == Hydrangeas and Me (Short Story in Progress) == '''CHAPTER 1''': It was a rainy Monday morning. The overcast clouds brought about a wave of light gray over the world, allowing the rain its refuge from the harsh sun. I woke up earlier than usual, due to the incessant knocking of light rain on my window. I rose from my bed, spread open the curtains, and raised the blinds. I looked outside, admittedly a bit upset about the current state of weather, and stepped down to change into my school uniform. The walk to school would prove a bit more difficult today because of the light spray, so I prepared my best umbrella and opened the door, ready to face the world. Each of my steps pittered and pattered. Water began to soak through my sole to my foot, giving me quite an icky feeling. I walked, feeling as if sponges had been rubber banded to my feet. I saw other students making the commute as well. Some of them rose their feet in comedic ways to avoid all the water, to no avail. Others ignored the puddles and continued forward. ''Rather courageous…'' I thought to myself, smiling lightly. Little moments like these can bring happiness, even in this less-than-desired weather. Eventually, me and the other hoards of students successfully made their way to the front gate. Some teachers decided to move under the canopy of the school’s main entrance, instead of their typical formation at the school’s gate. As I entered the canopy, I closed my umbrella and shook off the rain on the tiles in front of the glass door. Some other students mimicked my behavior and I laughed, albeit embarrassingly. I walked into the school, put my umbrella on the stand and marched toward my shoe locker before changing into the inside schools that were required of us. ''Today… I hope…'' Unlike the other mundane days, today was a lot more exciting. She would be there, in the garden of hydrangeas. After the change, I noted the time. 7:30. I would have a good amount of time to see her. I rushed with a silly look on my face to the library. Toward the back, there were several large windows which looked out upon the gardening club’s area of operation. I made sure to pick a table that was close to the windows. I turned my head outside, and like clockwork, she stood there tending to the flowers. Today, because of the rain, she wore a little umbrella cap supplied to the club to fend off the rain. She stood and cut stems with tiny gardening scissors. Her look was focused, yet soft. She didn’t seem like she wanted to injure the flowers, as if they meant everything to her. Each movement and cut, every one seemed to take special care toward the hydrangeas. I sat holding my head up with one hand watching her. Today’s view was particularly beautiful. Maybe the rain isn’t so bad for today. The girl in the garden walked toward the shed to grab a few more tools. There were about 20 more minutes until the first bell would ring. Despite that, she continued to work. Her soft look and gaze had enraptured me, it reminded me of more innocent times. It reassured me, and it calmed me. Everytime I did this, I would feel so tired and relaxed. I wish I could watch for hours. Today, I want to change things. I don’t want to watch from afar anymore. I wish to know more about this girl who tends to the garden. What kind of flowers does she like? How long has she been tending to this garden? Many, many questions trying to flow out to reach their answered counterparts. 15 minutes left, if I want to do this I better act fast. Tens of days spent watching, relaxed, for it suddenly to turn to stress and anxiety. Would she accept me? Is this her own personal time I'm trying to infringe upon? Each doubt weighed my steps like ankle weights, but despite it all, I continued forward. I opened the glass door and went outside, with no umbrella. The rain was rather light, so it didn’t pose much of a threat to my clothing. Upon opening the door, the girl in the garden noticed my entrance. Suddenly the image became reality, like entering a painting. The smell of dirt and flowers, mixed with rain. Her appearance is much more real. “H-hello…” I stammer, honestly not knowing what else to say. “Hi! What brings you to the garden, were you interested in joining the club?” She directs that typical soft smile in my direction. It’s very hard to not turn away from such a bright light. The rain complemented her well, like a warm bowl of porridge. What should I say? I hadn’t intended on joining this club, but what do I say aside from that? However, I don’t want to lie… “I wanted… to talk to you. To ''see'' you.” Ehhh… that’s not right. The girl’s expression seems to lighten, giving me a good chance to make eye contact. She seems a bit confused. “Do we know each other? I don’t remember ever seeing you in class… I’m sorry…” “The hydrangeas, I mean. I want to talk to you about the hydrangeas.” Her quizzical expression turns even brighter than the one she showed me first. “Oh! What would you like to know?” she’s smiling brightly, and tilts forward a bit waiting for my response. A conversation…! We’re having a conversation! Ahhh… I’m so excited but I have to keep my cool. “You cut the flowers with those scissors, why? Does that not hurt them?” “Ah! It’s a process called pruning… “ She snips her scissors up toward me. She turns around and beckons me to one of the many bushes. I follow suit. “These… are buds. It’s where the flower grows from. We prune them for many reasons, but most of the time it’s because the flower or stem is diseased.” I’m smiling so much right now, I can’t contain myself. So much stimulation just from a little conversation. I laugh a bit, out loud. “Hmmm…?” She looks up at me, hearing my light laughter. I quickly blush, becoming a bit embarrassed. “S-sometimes… It’s the little things that bring me happiness…” My signature phrase comes out, resulting in a large smile formulating on my face. The girl looks at me, and reflects my smile. “Do you like hydrangeas, too?” “I-I think I do?” The girl erupts into laughter, and I can’t help but join in. “You think? Well, maybe you should think a little more… about the kinds of flowers you like. And maybe the kinds of things you say, as well?” She lightly teases me, before standing up. “Do you have any other questions about these flowers?” I think. An important question… yet familiar. “Do ''you'' like hydrangeas?” I reflect her question back on her. Her expression grows warm, as if I can see the colors of her mood changing before me. “I do… They bring me a lot of my own happiness, too.” I think back to what I said earlier and smile again. “In the rain… they are so beautiful too! It makes me think of…” She pauses. “Tears of joy, or maybe the feeling of contentment. They are so… simple. Y’know it’s not just people that can talk… These flowers can too. And when you listen close enough, you find out that they have a lot to say.” “I’m not sure I can understand…” “That’s okay, we all have to start somewhere.” She smiles mischievously, before walking toward the shed. “We have about 5 minutes to class, you know…? What’s your name?” I panic over the fact that we have so little time, partially because my class is on the opposite side of where we are now. “I-I’m Akio…” “Well, Akio, thanks for talking to me… I’ll see you around!” “Same to you!” I walk back to the glass door before looking toward her again. She’s working in the shed, putting her tools away. I open the door inside. For some reason, leaving that rainy hydrangea world hurt me when I walked inside. As if the dryness was worse than rain… —---------------------------------------------------------------------------------------------------------------------------- '''Date: 2018/07/21''' '''Today, when I was tending to the hydrangeas, a boy approached me and asked me about them. I was nervous at first, because I didn’t know what he wanted.''' '''He wanted to ask about the flowers I was tending to, and why I was pruning them. We talked a little bit after this. He seems interesting… yet suspicious! I will keep an eye out…''' '''Again, me and Mom fought. It hurts a lot when we fight, I say things that I don’t mean to say. She wants me to do so many things, but I’m just one person. I think she’s just living through me… I love her, but I want to be my own person. Making my own choices and decisions.''' '''School was bland, except for the gardening club (as usual)! We have a field trip to a sunflower field coming up. It’s always so beautiful to see those fields in the summer… I hope the skies are blue that day. Maybe me and the club members can take photographs.''' '''Ahh… I CAN’T WAIT!''' '''Sincerely (again),''' '''Hana''' That night when I got home, I plopped back on my bed. Hours of lecturing and note-taking always takes quite a toll on me. Well, mostly everyone else too. If you think any of that is fun, I must commend you. My bookbag slid onto the floor as I unbuttoned my uniform. I felt a bit too lazy to do anything else other than rest. I noticed a pencil was sticking from my shirt pocket, if left unnoticed it might’ve poked me. I removed it, and threw it across the room. Just cause? Downstairs, I could hear the door open and close. “Akio, we’re home!” My mother called. “Welcome back.” I didn’t really attempt to yell this so I’m not too certain as to if the both of them actually heard that. “Man…” I thought back to earlier this morning, when me and… And…? “Ah!” I exclaimed aloud, recognizing my mistake. I forgot to ask her name. I wonder? “Akane? Hmm, maybe too harsh…” A soft complexion, warm smile… a love of flowers? “Aki… Akemi…” Maybe I shouldn’t focus on A’s so much. Yet that letter seems like it would make some sense. I kept deliberating as to what her name could potentially be before my thinking was interrupted. I heard a knock at the door. “Akio?” “Yeah, Mom?” “I didn’t hear you welcome us, so I thought maybe you were out? You surprised me…” “Sorry. ‘Welcome Home!’” “Don’t tease! How was school?” “Better than usual… Aside from the rain maybe.” “Oho? Anything new happen?” I thought back to how I expressed meeting the girl in the garden as ‘entering a painting.’ “‘Things may look up in your favor’” I said, like reading a fortune cookie. “Very funny. Well, I’m glad…” My mom flashes me a warm smile, before leaving the room and closing the door. “Don’t forget, this weekend is the festival in town. Your father and I will be going, you can come along too if you’d like?” She speaks through the door. “Hmm… Maybe. Let me think about it.” “Okay.” I hear her footsteps as she makes her way down the stairs. I look up at the ceiling and use my body weight to launch myself from the comfort of my bed. I trudge over to my bookbag and collect a few slips of homework and textbooks. “Time for the long haul…” A few hours pass, as I complete sheet after sheet. I’m careful to review what we learned from our textbooks. My hand grows tired of writing and my eyes get weary. I look up at the clock. 10:32 PM. Yeesh, it’s rather late now. Best to get to sleep. I close my blinds, and shut the curtains before making my final approach to the blanket kingdom that is my bed. It’s warm and fuzzy, and makes me smile with contentment. I hope that this feeling lasts forever. Next week… Can’t come any sooner… Maybe… Sleep takes me before I can finish my thought. '''CHAPTER 2''': “...” My classroom door is shut, it seems the teacher has yet to arrive. I really have to stop getting here so early. The hallway seems rather barren this morning. Yet again, the rain continues and won’t let up. Even if it’s monsoon season, I want at least one sunny day, y’know? I sit down next to the door and put my bookbag next to me, I feel rather sleepy. The fatigue from last night’s battle still sits on my shoulders. “Hahhh…” “Tired today, Akio?” A voice stirs me, yet my eyes remain closed. “Mmm…” Wait. Who’s voice is that? I open my eyes and turn to see who spoke. “Ah!” I yelp, accidentally. I quickly sit up, and try to straighten myself out. “H-hello! Yes, last night, so much homework… Not much sleep either.” It was the girl from the garden, and I was very startled. I couldn’t handle the cognitive dissonance of seeing her in the hallway. It was a first, and the fact that she was talking to me exacerbated this feeling a hundredfold. “I see. Well, I’m going to my classroom. See ya..!” The girl makes her way up the hallway, marching with great purpose. Mgghhh. A brief exchange, yet… “W-wait…!” She turns around. She seems a little startled by the amount of force I put into my voice. The hallway was rather empty, save for us two, after all. “I never… got your name. Might I-I ask what it is?” “Oh! You’re right! It’s Hana… Can’t believe I never told you. Apologies.” Hana. Hana. A lot of A’s, huh? Eventually, the teacher and a few students march up the opposite end of the hallway to our classroom. “Early today, Akio?” The teacher says, as he unlocks the door with her key. “Something like that…” I responded. I’m admittedly a little embarrassed by what just happened in the hallway, even though it went rather well. An after-effect of love, I suppose. The door finally opens and the smell of the classroom fills my nose. It’s rather comforting, but also fills me with boredom. The brief period of movement I get from door to chair is simply too little for my antsy legs. Maybe if they made every desk a treadmill it would alleviate the problem. I chuckle to myself at the thought of some of my classmates trying to keep up. I walk and sit down at my desk, awaiting today’s lesson. A friend of mine, Jiro, turns to me. He had found his desk a bit before me. “Oi, Akiooo! So early, today? What gives?” “I’m always early.” “Pshhh! Sure… Tell that to yourself last week, Mr. 5-minutes-after-the-bell” “I’ll have you know that is not my last name.” Me and Jiro have been friends since the start of the school year, we haven’t really known each other long, but due to our desks being in close proximity and our great chemistry, we’ve been able to get really close. Jiro is rather eccentric and energetic. It’s a great match for my rather calm personality. We’d make a perfect straight man/funny man duo, if we were to pursue comedy. “Yo, Akio, the festival is coming to town. And… We’ve never even hung out!? Let’s change that!” Jiro flashes a corporate smile, as if he was pitching his company’s product to a stern investor. “Hmm… My parents asked me about the same thing…” “It’s me or it’s them, Akio. No in betweens! I thought we had something…” Jiro pretends to tearfully sob, putting me in a rather awkward situation. Other students settling in begin to look at us. “Ok, ok… Maybe I’ll go with you, I had a choice to begin with. I’ll have an answer for you by tomorrow.” “Perfect! It’s a date, then!” Jiro attempts to make his most masculine face, but I can’t help but start laughing. “Good joke?” Jiro says, smiling lightly. “More like a good face, that got me.” “Nihihi!” Jiro’s face reminds me of a cat when he does this. After this exchange, the teacher begins to give some announcements before class. Some of them pertaining to festival safety, seeing as a great majority of us would be in attendance. Others included information about clubs, the coming exams, and career documents. All of us were in 12th grade, so after this, it was time to move on to the big world and get to work. Honestly, anytime I would hear anything about career forms or schooling after high school would always scare me. I was worried about putting myself out there in the world, afraid of what might come from that. Knowing that everyone else would have to face the same thing, it did make me feel a bit better. That light knot in my stomach still wouldn’t go away, however. The class passed by, uneventfully. The teacher talked in great detail about some wars, called on a few clueless students, and sighed a great many times. The typical class experience. Jiro got the golden ticket today, he was sleeping when he was called on. I’ve never seen a stick of chalk fly so fast and hit so hard. I could’ve sworn that he would be sent flying, but he started holding his head in pain. I laughed, but quickly fixed my expression when he looked at me with “the stare of a thousand deaths.” As we all began to walk out of the classroom after the bell, the hallways were flooding with oceans of students. Luckily, I had a boat and paddle to bear the waves. Or, maybe just experience? '''*''' The rest of the school day passed by, the classes got faster with each one that came and went. I put my shoes on, and walked out from the entrance. It was cloudy today, but there was no rain. Maybe it’s really starting to grow on me. The rain usually maddens and annoys me, but this year I want to see it more than ever. Is it because of her? What even are these feelings of mine? Is it appropriate to attribute them to a real person? I would stare and stare at her in that garden, as if admiring a beautiful landscape portrait in a museum. When we talked those two times, I was so nervous I could barely keep it together. I don’t view myself as someone who’s lacking in confidence, or has low self-esteem, but her presence is almost choking. And it’s my own fault. The more I pedestalize her, the worse those interactions will get. I’ve already confirmed it myself, in that garden. Hana is as real as those flowers. As real as the rain. Flesh, blood, bone. Breathing, beating, human. She gets sick, uses the bathroom, and makes mistakes. “Maybe I’ve been thinking about this wrong…” I say aloud, albeit accidentally. I think it’s okay to be curious about who she is. I have to leave this mindset behind if I want to keep talking to her. I don’t really have much of a reason though, except for that I just want to. Life is funny, in that way. Sometimes we just want to do something, and we don’t really have to explain why. Rather comforting. On a whim, I decided to visit the garden today before I made the trek home. Walking to the side gate this time, I opened it and once again found myself at the whim of these flowers. I was half expecting people to be here, seeing as it is after-school, but there was no one to be found. It was rather ethereal. The scene was similar to yesterday’s, but it possessed much more weight. Perhaps it was because I was alone. I could be off my guard, in this beautiful place. I walked by the hydrangea bushes, and touched their leaves. They can talk, huh? I move my hand gently to the flower and feel the petals. They are silky and soft, and a bit warm. Not too far off from human skin. The flower was a bright, light purple. It swayed with each touch, despite my light movements. As a joke, I put my ear up to the flower, as if to listen to what it was trying to tell me. A gust of wind blows through, and the flower hits my head a few times. Maybe it doesn’t like me too much? Upon realizing this, I burst into laughter. “Silly little flowers, maybe we’re equals after all?” Before my exit, I wave and bow courteously for the flowers and open the garden gate. Much to my surprise, a few gardening club members stood on the other side of the opening. This moment was admittedly, rather embarrassing. For one, I really hope they didn’t hear me talking to those flowers. For two, am I allowed back here? I didn’t ever really think about that. I gaze at each of their startled faces, and yet, Hana’s isn’t there. I am a bit disappointed, I let out a little sigh. “W-what brings you to the garden?” One of the members perks up, a small boy who appears to be a bit nervous about the encounter. The other two girls look toward him and then back at me, expectant of an answer. “I hope I wasn’t breaking any rules by being in there, I was just ta- …loo-king at the flowers? Is that okay?” I didn’t mean to sound so apologetic, but it came out rather emotional anyway. “No, that won’t be an issue. As long as all flowers are accounted for.” One of the two girls speaks, and gives a bit of a stern answer. She still seems suspicious about my presence. “Mei… No need to be so harsh, he doesn’t seem so bad after all.” The last girl speaks softly to the more brusque one, and gives a warm smile. I don’t know how to explain it, but I’m thanking her to high heaven right now. Who knows what would be in store for me had she not been here. My ears probably would’ve fallen off. “S-sorry again, I wasn't trying to cause any trouble.” I make my way past the exit, and attempt to pass by the three of them. I’m successful, but I stop and turn around hesitantly. “I love the garden, please don’t stop talking with those flowers.” I realize that’s not exactly what I wanted to say, and in my intense embarrassment I turn around and continue home. From behind me, I could hear the group laughing a bit. I could’ve swore I heard her name too… —---------------------------------------------------------------------------------------------------------------------------- '''Date: 2018/07/29''' '''A slower day than usual. Today was the last day of classes, meaning that we don’t come back until September. The festival will be starting tomorrow, as well. The week after, I FINALLY get to go on the sunflower trip. I am unbelievably excited for it.''' '''I don’t have much else to say. Thanks, I guess?''' '''Sincerely (again),''' '''Hana''' Today, we had the festival. I had inevitably let my parents know that instead of going with them, I would be going with Jiro. They didn’t seem disturbed by that fact, which was nice. Maybe even a little happy that they got to have some alone time. I guess this would be a win-win situation? I had called Jiro a little while ago to confirm where we would meet before making the commute. It would be about a ten minute walk. Thank the heavens the sun is setting, or I don’t think I would’ve made it to the 5 minute mark. I was thinking of coming in my kimono, but it was much too hot to wear something like that. Decidedly, I just went with my plain clothes. I waited a few more hours for 5:50 to come around before leaving my house. The festival started at 6:30, but we wanted to look around a bit before it began. I made the trek outside of my front door and walked to the side of the road. Despite the sun going down, it was still unbearably hot. I raised my hand to cover my eyes while walking in the sun’s gaze. A few neighbors appeared to be preparing themselves for the festival as well. We lived in a rather small town, so most of the people around here prepared themselves for things like these. [[User:IvoctA|IvoctA]] ([[User talk:IvoctA|discuss]] • [[Special:Contributions/IvoctA|contribs]]) 19:39, 16 September 2023 (UTC) == Hello! Wikijournal chat? == Happy new year :) Long time. I just saw you've been working with WikiJournal; how are you finding this format and process? What are the bottlenecks at the moment, what else might be possible? <span style="padding:0 2px 0 2px;background-color:white;color:#bbb;">&ndash;[[User:Sj|SJ]][[User Talk:Sj|<span style="color:#f90;">+</span>]]</span> 14:35, 25 January 2024 (UTC) :Hey Sj, good morning. :My submission for WJ has been quite slow due to IRL commitments, but I've had good experiences so far. One of the WJ reviewers was nice enough to give me and my buddy solid advice on how to improve our journal for submission, so I was pleased with that. The discussion at [[Talk:WikiJournal_User_Group#Current_status_of_WikiJournals]] is concerning, though, and I hope WJ will continue to be in operation. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 15:21, 25 January 2024 (UTC) == ''The Signpost'': 31 January 2024 == <div lang="en" dir="ltr" class="mw-content-ltr" style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[File:WikipediaSignpostIcon.svg|40px|right]] ''News, reports and features from the English Wikipedia's newspaper''</div> <div style="column-count:2;"> * News and notes: [[w:en:Wikipedia:Wikipedia Signpost/2024-01-31/News and notes|Wikipedian Osama Khalid celebrated his 30th birthday in jail]] * Opinion: [[w:en:Wikipedia:Wikipedia Signpost/2024-01-31/Opinion|Until it happens to you]] * Disinformation report: [[w:en:Wikipedia:Wikipedia Signpost/2024-01-31/Disinformation report|How paid editors squeeze you dry]] * In the media: [[w:en:Wikipedia:Wikipedia Signpost/2024-01-31/In the media|Katherine Maher new NPR CEO, go check Wikipedia, race in the race]] * In focus: [[w:en:Wikipedia:Wikipedia Signpost/2024-01-31/In focus|The long road of a featured article candidate, part 2]] * Recent research: [[w:en:Wikipedia:Wikipedia Signpost/2024-01-31/Recent research|Croatian takeover was enabled by "lack of bureaucratic openness and rules constraining [admins]"]] * Comix: [[w:en:Wikipedia:Wikipedia Signpost/2024-01-31/Comix|We've all got to start somewhere]] * Traffic report: [[w:en:Wikipedia:Wikipedia Signpost/2024-01-31/Traffic report|DJ, gonna burn this goddamn house right down]] </div> <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">'''[[w:en:Wikipedia:Wikipedia Signpost|Read this Signpost in full]]''' · [[w:en:Wikipedia:Signpost/Single|Single-page]] · [[m:Global message delivery/Targets/Signpost|Unsubscribe]] · [[m:Global message delivery|Global message delivery]] 15:17, 31 January 2024 (UTC) <!-- Sent via script ([[w:en:User:JPxG/SPS]]) --></div> <!-- Message sent by User:Bri@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Signpost&oldid=26086360 --> == Invitation to discuss page deletion policy == A discussion that might interest you has been started at [[Wikiversity:Requests_for_Deletion#Wikiversity:Deletion_Convention_2024]]. -- [[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 17:49, 15 February 2024 (UTC) :{{ping|Guy vandegrift}} Hello Guy vandegrift, I appreciate you thinking about me and reaching out to me for my thoughts. I'm afraid I will have to echo Dave's response and abstain from formulating any suggestions, since I do not have the needed time to review the discussion. Best of luck. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 14:35, 17 February 2024 (UTC) == Movie reviews == '''[[Paris, Texas]]''' is under a prod and when I found '''[[Book Reviews]]''' I thought of copying and creating a page called [[Movie reviews]]. I obviously don't need your permission (cc-by!), but was wondering what you thought of that idea. Any chance of attracting new movie reviews? ... Another idea would be to create a subspace under [[Essay]], with a subpage that links to [[Book reviews]]. [[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 09:54, 1 March 2024 (UTC)--Afterthought: See '''[[Essay/Collection]]'''-[[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 10:09, 1 March 2024 (UTC) :Movie reviews would be interesting. It can be educational, but also promotional. Personally, I don't have interest in producing movie reviews - but setting it up for future users in the hopes it is developed in accordance with our guidelines does not sound like a bad idea. I think putting [[Book Reviews]] under an "Essay" subspace would be redundant (and provide exceptionally long page titles), and that may be the same for Movie reviews. I would lean towards making it a stand alone project and, if issues arise, we can address them when we cross that bridge. Thanks. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 00:15, 2 March 2024 (UTC) ::I am astonished by the success of [[Book Reviews]], but noticed one odd features: Certain titles are not shown on the front page. One example is [[Book_Reviews/A_Hero_of_Our_Time|A Hero for Our Time]]. I traced the problem to the dynamicpagelist and its count variable. I think I can fix that feature. Do you want me to?--[[User:Guy vandegrift|Guy vandegrift]] ([[User talk:Guy vandegrift|discuss]] • [[Special:Contributions/Guy vandegrift|contribs]]) 11:23, 2 March 2024 (UTC) :::Of course, go for it! Thank you in advance. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 22:30, 2 March 2024 (UTC) == ''The Signpost'': 4 September 2024 == <div lang="en" dir="ltr" class="mw-content-ltr" style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[File:WikipediaSignpostIcon.svg|40px|right]] ''News, reports and features from the English Wikipedia's newspaper''</div> <div style="column-count:2;"> * News and notes: [[w:en:Wikipedia:Wikipedia Signpost/2024-09-04/News and notes|WikiCup enters final round, MCDC wraps up activities, 17-year-old hoax article unmasked]] * In the media: [[w:en:Wikipedia:Wikipedia Signpost/2024-09-04/In the media|AI is not playing games anymore. Is Wikipedia ready?]] * Recent research: [[w:en:Wikipedia:Wikipedia Signpost/2024-09-04/Recent research|Simulated Wikipedia seen as less credible than ChatGPT and Alexa in experiment]] * News from the WMF: [[w:en:Wikipedia:Wikipedia Signpost/2024-09-04/News from the WMF|Meet the 12 candidates running in the WMF Board of Trustees election]] * Wikimania: [[w:en:Wikipedia:Wikipedia Signpost/2024-09-04/Wikimania|A month after Wikimania 2024]] * Serendipity: [[w:en:Wikipedia:Wikipedia Signpost/2024-09-04/Serendipity|What it's like to be Wikimedian of the Year]] * Traffic report: [[w:en:Wikipedia:Wikipedia Signpost/2024-09-04/Traffic report|After the gold rush]] * Humour: [[w:en:Wikipedia:Wikipedia Signpost/2024-09-04/Humour|Local man halfway through rude reply no longer able to recall why he hates other editor]] </div> <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">'''[[w:en:Wikipedia:Wikipedia Signpost|Read this Signpost in full]]''' · [[w:en:Wikipedia:Signpost/Single|Single-page]] · [[m:Global message delivery/Targets/Signpost|Unsubscribe]] · [[m:Global message delivery|Global message delivery]] 13:32, 4 September 2024 (UTC) <!-- Sent via script ([[w:en:User:JPxG/SPS]]) --></div> <!-- Message sent by User:JPxG@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Signpost&oldid=27280376 --> == ''The Signpost'': 26 September 2024 == <div lang="en" dir="ltr" class="mw-content-ltr" style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[File:WikipediaSignpostIcon.svg|40px|right]] ''News, reports and features from the English Wikipedia's newspaper''</div> <div style="column-count:2;"> * In the media: [[w:en:Wikipedia:Wikipedia Signpost/2024-09-26/In the media|Indian courts order Wikipedia to take down name of crime victim, and give up names of editors]] * Serendipity: [[w:en:Wikipedia:Wikipedia Signpost/2024-09-26/Serendipity|A Wikipedian at the 2024 Paralympics]] * Opinion: [[w:en:Wikipedia:Wikipedia Signpost/2024-09-26/Opinion|asilvering's RfA debriefing]] * News and notes: [[w:en:Wikipedia:Wikipedia Signpost/2024-09-26/News and notes|Are you ready for admin elections?]] * Gallery: [[w:en:Wikipedia:Wikipedia Signpost/2024-09-26/Gallery|Are Ludd''ai''tes defending the English Wikipedia?]] * Recent research: [[w:en:Wikipedia:Wikipedia Signpost/2024-09-26/Recent research|Article-writing AI is less "prone to reasoning errors (or hallucinations)" than human Wikipedia editors]] * Traffic report: [[w:en:Wikipedia:Wikipedia Signpost/2024-09-26/Traffic report|Jump in the line, rock your body in time]] </div> <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">'''[[w:en:Wikipedia:Wikipedia Signpost|Read this Signpost in full]]''' · [[w:en:Wikipedia:Signpost/Single|Single-page]] · [[m:Global message delivery/Targets/Signpost|Unsubscribe]] · [[m:Global message delivery|Global message delivery]] 20:16, 26 September 2024 (UTC) <!-- Sent via script ([[w:en:User:JPxG/SPS]]) --></div> <!-- Message sent by User:JPxG@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Signpost&oldid=27463206 --> == ''The Signpost'': 19 October 2024 == <div lang="en" dir="ltr" class="mw-content-ltr" style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[File:WikipediaSignpostIcon.svg|40px|right]] ''News, reports and features from the English Wikipedia's newspaper''</div> <div style="column-count:2;"> * News and notes: [[w:en:Wikipedia:Wikipedia Signpost/2024-10-19/News and notes|One election's end, another election's beginning]] * Recent research: [[w:en:Wikipedia:Wikipedia Signpost/2024-10-19/Recent research|"As many as 5%" of new English Wikipedia articles "contain significant AI-generated content", says paper]] * In the media: [[w:en:Wikipedia:Wikipedia Signpost/2024-10-19/In the media|Off to the races! Wikipedia wins!]] * Contest: [[w:en:Wikipedia:Wikipedia Signpost/2024-10-19/Contest|A WikiCup for the underdeveloped world]] * Traffic report: [[w:en:Wikipedia:Wikipedia Signpost/2024-10-19/Traffic report|A scream breaks the still of the night]] * Book review: [[w:en:Wikipedia:Wikipedia Signpost/2024-10-19/Book review|''The Editors'']] * Humour: [[w:en:Wikipedia:Wikipedia Signpost/2024-10-19/Humour|The Newspaper Editors]] * Crossword: [[w:en:Wikipedia:Wikipedia Signpost/2024-10-19/Crossword|Spilled Coffee Mug]] </div> <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">'''[[w:en:Wikipedia:Wikipedia Signpost|Read this Signpost in full]]''' · [[w:en:Wikipedia:Signpost/Single|Single-page]] · [[m:Global message delivery/Targets/Signpost|Unsubscribe]] · [[m:Global message delivery|Global message delivery]] 11:18, 19 October 2024 (UTC) <!-- Sent via script ([[w:en:User:JPxG/SPS]]) --></div> <!-- Message sent by User:JPxG@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Signpost&oldid=27606308 --> == ''The Signpost'': 6 November 2024 == <div lang="en" dir="ltr" class="mw-content-ltr" style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[File:WikipediaSignpostIcon.svg|40px|right]] ''News, reports and features from the English Wikipedia's newspaper''</div> <div style="column-count:2;"> * From the editors: [[w:en:Wikipedia:Wikipedia Signpost/2024-11-06/From the editors|Editing Wikipedia should not be a crime]] * News and notes: [[w:en:Wikipedia:Wikipedia Signpost/2024-11-06/News and notes|Wikimedia Foundation shares ANI lawsuit updates; first admin elections appoint eleven sysops; first admin recalls opened; temporary accounts coming soon?]] * In the media: [[w:en:Wikipedia:Wikipedia Signpost/2024-11-06/In the media|An old scrimmage, politics and purported libel]] * Special report: [[w:en:Wikipedia:Wikipedia Signpost/2024-11-06/Special report|Wikipedia editors face litigation, censorship]] * Gallery: [[w:en:Wikipedia:Wikipedia Signpost/2024-11-06/Gallery|Why you should take more photos and upload them]] * In focus: [[w:en:Wikipedia:Wikipedia Signpost/2024-11-06/In focus|Questions and answers about the court case]] * Traffic report: [[w:en:Wikipedia:Wikipedia Signpost/2024-11-06/Traffic report|Twisted tricks or tempting treats?]] * Technology report: [[w:en:Wikipedia:Wikipedia Signpost/2024-11-06/Technology report|Wikimedia tech, the Asian News International case, and the ultra-rare BLACKLOCK]] * Humour: [[w:en:Wikipedia:Wikipedia Signpost/2024-11-06/Humour|Man quietly slinks away from talk page argument after realizing his argument dumb, wrong]] </div> <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">'''[[w:en:Wikipedia:Wikipedia Signpost|Read this Signpost in full]]''' · [[w:en:Wikipedia:Signpost/Single|Single-page]] · [[m:Global message delivery/Targets/Signpost|Unsubscribe]] · [[m:Global message delivery|Global message delivery]] 08:09, 6 November 2024 (UTC) <!-- Sent via script ([[w:en:User:JPxG/SPS]]) --></div> <!-- Message sent by User:JPxG@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Signpost&oldid=27684085 --> == ''The Signpost'': 18 November 2024 == <div lang="en" dir="ltr" class="mw-content-ltr" style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[File:WikipediaSignpostIcon.svg|40px|right]] ''News, reports and features from the English Wikipedia's newspaper''</div> <div style="column-count:2;"> * News and notes: [[w:en:Wikipedia:Wikipedia Signpost/2024-11-18/News and notes|Open letter to WMF about court case breaks one thousand signatures, big arb case declined, U4C begins accepting cases]] * In the media: [[w:en:Wikipedia:Wikipedia Signpost/2024-11-18/In the media|Summons issued for Wikipedia editors by Indian court, "Gaza genocide" RfC close in news, old admin Gwern now big AI guy, and a "spectrum of reluctance" over Australian place names]] * Recent research: [[w:en:Wikipedia:Wikipedia Signpost/2024-11-18/Recent research|SPINACH: AI help for asking Wikidata "challenging real-world questions"]] * News from the WMF: [[w:en:Wikipedia:Wikipedia Signpost/2024-11-18/News from the WMF|Wikimedia Foundation and Wikimedia Endowment audit reports: FY 2023–2024]] * Traffic report: [[w:en:Wikipedia:Wikipedia Signpost/2024-11-18/Traffic report|Well, let us share with you our knowledge, about the electoral college]] </div> <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">'''[[w:en:Wikipedia:Wikipedia Signpost|Read this Signpost in full]]''' · [[w:en:Wikipedia:Signpost/Single|Single-page]] · [[m:Global message delivery/Targets/Signpost|Unsubscribe]] · [[m:Global message delivery|Global message delivery]] 23:46, 18 November 2024 (UTC) <!-- Sent via script ([[w:en:User:JPxG/SPS]]) --></div> <!-- Message sent by User:JPxG@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Signpost&oldid=27733567 --> == Page called Food Tests == Hello there, I am contributing to the Food Tests page and I would like to inform you that we are currently expanding the page, and we are constantly adding new features to it. <s>Please do not nominate the page for deletion any more throughout its improvement.</s> This was just a kind notice. [[Food Tests]] Kind regards, Rock [[User:RockTransport|RockTransport]] ([[User talk:RockTransport|discuss]] • [[Special:Contributions/RockTransport|contribs]]) 20:40, 4 December 2024 (UTC) :{{ping|RockTransport}} Hey Rock, no need to worry. You have around 3 months or so to improve the content of the page, and I'm sure with your intentions stated here you'll be able to provide content to the page that would suffice [[Wikiversity:What is Wikiversity?|our objectives]] by the 'deadline'. Thank you for your contributions and [[Template:Welcome|welcome to Wikiversity]] (make sure to check this page out for some useful tips for beginners)! —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 23:06, 4 December 2024 (UTC) == ''The Signpost'': 24 December 2024 == <div lang="en" dir="ltr" class="mw-content-ltr" style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[File:WikipediaSignpostIcon.svg|40px|right]] ''News, reports and features from the English Wikipedia's newspaper''</div> <div style="column-count:2;"> * News and notes: [[w:en:Wikipedia:Wikipedia Signpost/2024-12-24/News and notes|Responsibilities and liabilities as a "Very Large Online Platform"]] * Op-ed: [[w:en:Wikipedia:Wikipedia Signpost/2024-12-24/Op-ed|Beeblebrox on Wikipediocracy, the Committee, and everything]] * Opinion: [[w:en:Wikipedia:Wikipedia Signpost/2024-12-24/Opinion|Graham87 on being the first-ever administrator recall subject]] * In the media: [[w:en:Wikipedia:Wikipedia Signpost/2024-12-24/In the media|Delhi High Court considers ''Caravan'' and ''Ken'' for evaluating the ANI vs. WMF case]] * From the archives: [[w:en:Wikipedia:Wikipedia Signpost/2024-12-24/From the archives|Where to draw the line in reporting?]] * Recent research: [[w:en:Wikipedia:Wikipedia Signpost/2024-12-24/Recent research|"Wikipedia editors are quite prosocial", but those motivated by "social image" may put quantity over quality]] * Humour: [[w:en:Wikipedia:Wikipedia Signpost/2024-12-24/Humour|Backlash over Santa Claus' Wikipedia article intensifies]] * Gallery: [[w:en:Wikipedia:Wikipedia Signpost/2024-12-24/Gallery|A feast of holidays and carols]] * Traffic report: [[w:en:Wikipedia:Wikipedia Signpost/2024-12-24/Traffic report|Was a long and dark December]] </div> <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">'''[[w:en:Wikipedia:Wikipedia Signpost|Read this Signpost in full]]''' · [[w:en:Wikipedia:Signpost/Single|Single-page]] · [[m:Global message delivery/Targets/Signpost|Unsubscribe]] · [[m:Global message delivery|Global message delivery]] 00:04, 25 December 2024 (UTC) <!-- Sent via script ([[w:en:User:JPxG/SPS]]) --></div> <!-- Message sent by User:JPxG@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Signpost&oldid=27936465 --> == Wikiversity Newsletter == Hello Atcovi, Would you mind if I included your course, that was featured on Main Page/News into the Wikiversity Newsletter, and giving a brief overview about it? Regards, Rock [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]]) 16:25, 6 January 2025 (UTC) :{{ping|RockTransport}} That's fine. Take note that it isn't a course, it's just an essay. Thanks, —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 17:28, 6 January 2025 (UTC) ::Thanks, but on second thought, i might not add it due to the sensitive content mentioned, however, is promotion of Wikiversity's content allowed as part of the newsletter? [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]]) 18:28, 6 January 2025 (UTC) :::Well, promotion in terms of a basic description of the resource in question should be fine. I would assume it would be redundant to have them written out like an "advertisement", but a basic description of the resource seems to be an educational benefit to the community. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 14:39, 7 January 2025 (UTC) ::::Thanks for your reply. - [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]]) 17:32, 8 January 2025 (UTC) :::::And also, if you wanted to add your own [[User:RockTransport/Wikiversity Newsletter|description]] on the subject, you may do so. [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]]) 17:47, 8 January 2025 (UTC) == Linking your YouTube account == Hello Atcovi, On Wikiversity, is it allowed (or accepted) to link your personal YouTube account? Kind regards, Rock [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]]) 19:12, 9 January 2025 (UTC) :Hi RockTransport! Depends, though I'd personally discourage. Did you have a specific instance in mind? —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 22:32, 9 January 2025 (UTC) ::Yes, I was thinking of linking my YouTube account, so that's why I was wondering. [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]]) 08:39, 10 January 2025 (UTC) :::If it is on your userpage, I don't see a problem with it, but if it is linked on the resources you're creating in the mainspace, it opens doors to potential solicitation, so I'd advise against the latter. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 15:40, 10 January 2025 (UTC) ::::Thanks. I was planning on doing it on my userpage. [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]]) 16:54, 10 January 2025 (UTC) :::::No problem with that AFAIK. Thank you for checking! —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 19:05, 10 January 2025 (UTC) == ''The Signpost'': 15 January 2025 == <div lang="en" dir="ltr" class="mw-content-ltr" style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[File:WikipediaSignpostIcon.svg|40px|right]] ''News, reports and features from the English Wikipedia's newspaper''</div> <div style="column-count:2;"> * From the editors: [[w:en:Wikipedia:Wikipedia Signpost/2025-01-15/From the editors|Looking back, looking forward]] * Traffic report: [[w:en:Wikipedia:Wikipedia Signpost/2025-01-15/Traffic report|The most viewed articles of 2024]] * In the media: [[w:en:Wikipedia:Wikipedia Signpost/2025-01-15/In the media|Will you be targeted?]] * Technology report: [[w:en:Wikipedia:Wikipedia Signpost/2025-01-15/Technology report|New Calculator template brings interactivity at last]] * Essay: [[w:en:Wikipedia:Wikipedia Signpost/2025-01-15/Essay|Meet the Canadian who holds the longest editing streak on Wikipedia]] * Opinion: [[w:en:Wikipedia:Wikipedia Signpost/2025-01-15/Opinion|Reflections one score hence]] * News and notes: [[w:en:Wikipedia:Wikipedia Signpost/2025-01-15/News and notes|It's a new dawn, it's a new day, it's a new life for me... and I'm feeling free]] * Serendipity: [[w:en:Wikipedia:Wikipedia Signpost/2025-01-15/Serendipity|What we've left behind, and where we want to go next]] * Op-ed: [[w:en:Wikipedia:Wikipedia Signpost/2025-01-15/Op-ed|Elon Musk and the right on Wikipedia]] * In focus: [[w:en:Wikipedia:Wikipedia Signpost/2025-01-15/In focus|Twenty years of The Signpost: What did it take?]] * Arbitration report: [[w:en:Wikipedia:Wikipedia Signpost/2025-01-15/Arbitration report|Analyzing commonalities of some contentious topics]] * Humour: [[w:en:Wikipedia:Wikipedia Signpost/2025-01-15/Humour|How to make friends on Wikipedia]] </div> <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">'''[[w:en:Wikipedia:Wikipedia Signpost|Read this Signpost in full]]''' · [[w:en:Wikipedia:Signpost/Single|Single-page]] · [[m:Global message delivery/Targets/Signpost|Unsubscribe]] · [[m:Global message delivery|Global message delivery]] 07:58, 15 January 2025 (UTC) <!-- Sent via script ([[w:en:User:JPxG/SPS]]) --></div> <!-- Message sent by User:JPxG@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Signpost&oldid=28061132 --> == Wikiversity Newsletter - Feedback == Hello Atcovi, Could you give some feedback on the [[User:RockTransport/Wikiversity Newsletter|Wikiversity Newsletter]] if you want to/ if it's possible. This is because I plan on publishing it by the end of the month, and so I could expand the newsletter based on the feedback given. Kind regards, [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]]) 13:47, 18 January 2025 (UTC) :Hi Rock Transport, I've made a few modifications. Feel free to tweak them if you desire. Thanks! —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 16:09, 18 January 2025 (UTC) ::Thanks for helping @[[User:Atcovi|Atcovi]], have a great day! [[User:RockTransport|''Rock Transport'']] 😊 ([[User_talk:RockTransport|Talk page]]) 17:13, 18 January 2025 (UTC) == Signatures - citation? == Hello {{PAGENAME}}, On Wikiversity, for signatures, do we give a citation if we used inspiration from Wikipedia's Signatures page? I did it just to be safe, but I want to make sure. [[User:RailwayEnthusiast2025|<span style="color:green;">'''''RailwayEnthusiast2025'''''</span>]] ([[User talk:RailwayEnthusiast2025|talk page]]|[[Special:Contributions/RailwayEnthusiast2025|contribs]]) 16:24, 24 January 2025 (UTC) :Good afternoon RailwayEnthusiast2025. No, not at all. You can if you want, but there is no obligation to do so. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 17:01, 24 January 2025 (UTC) ::Thanks for your reply. [[User:RailwayEnthusiast2025|<span style="color:green;">'''''RailwayEnthusiast2025'''''</span>]] ([[User talk:RailwayEnthusiast2025|talk page]]-[[Special:Contributions/RailwayEnthusiast2025|contribs]]) 17:03, 24 January 2025 (UTC) == ''The Signpost'': 22 March 2025 == <div lang="en" dir="ltr" class="mw-content-ltr" style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[File:WikipediaSignpostIcon.svg|40px|right]] ''News, reports and features from the English Wikipedia's newspaper''</div> <div style="column-count:2;"> * From the editor: [[w:en:Wikipedia:Wikipedia Signpost/2025-03-22/From the editor|''Hanami'']] * News and notes: [[w:en:Wikipedia:Wikipedia Signpost/2025-03-22/News and notes|Deeper look at takedowns targeting Wikipedia]] * In the media: [[w:en:Wikipedia:Wikipedia Signpost/2025-03-22/In the media|The good, the bad, and the unusual]] * Recent research: [[w:en:Wikipedia:Wikipedia Signpost/2025-03-22/Recent research|Explaining the disappointing history of Flagged Revisions; and what's the impact of ChatGPT on Wikipedia so far?]] * Traffic report: [[w:en:Wikipedia:Wikipedia Signpost/2025-03-22/Traffic report|All the world's a stage, we are merely players...]] * Gallery: [[w:en:Wikipedia:Wikipedia Signpost/2025-03-22/Gallery|WikiPortraits rule!]] * Essay: [[w:en:Wikipedia:Wikipedia Signpost/2025-03-22/Essay|Unusual biographical images]] * Obituary: [[w:en:Wikipedia:Wikipedia Signpost/2025-03-22/Obituary|Rest in peace]] </div> <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">'''[[w:en:Wikipedia:Wikipedia Signpost|Read this Signpost in full]]''' · [[w:en:Wikipedia:Signpost/Single|Single-page]] · [[m:Global message delivery/Targets/Signpost|Unsubscribe]] · [[m:Global message delivery|Global message delivery]] 03:12, 22 March 2025 (UTC) <!-- Sent via script ([[w:en:User:JPxG/SPS]]) --></div> <!-- Message sent by User:Bri@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Signpost&oldid=28391577 --> == ''The Signpost'': 9 April 2025 == <div lang="en" dir="ltr" class="mw-content-ltr" style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[File:WikipediaSignpostIcon.svg|40px|right]] ''News, reports and features from the English Wikipedia's newspaper''</div> <div style="column-count:2;"> * Special report: [[w:en:Wikipedia:Wikipedia Signpost/2025-04-09/Special report|Wikipedian and physician Ziyad al-Sufiani reportedly released from Saudi prison]] * In focus: [[w:en:Wikipedia:Wikipedia Signpost/2025-04-09/In focus|WMF to explore "common standards" for NPOV policies; implications for project autonomy remain unclear]] * In the media: [[w:en:Wikipedia:Wikipedia Signpost/2025-04-09/In the media|Indian judges demand removal of content critical of Asian News International]] * News and notes: [[w:en:Wikipedia:Wikipedia Signpost/2025-04-09/News and notes|35,000 user accounts compromised, locked in attempted credential-stuffing attack]] * Op-ed: [[w:en:Wikipedia:Wikipedia Signpost/2025-04-09/Op-ed|How crawlers impact the operations of the Wikimedia projects]] * Opinion: [[w:en:Wikipedia:Wikipedia Signpost/2025-04-09/Opinion|Crawlers, hogs and gorillas]] * Debriefing: [[w:en:Wikipedia:Wikipedia Signpost/2025-04-09/Debriefing|Giraffer's RfA debriefing]] * Obituary: [[w:en:Wikipedia:Wikipedia Signpost/2025-04-09/Obituary|RHaworth, TomCat4680 and PawełMM]] * Traffic report: [[w:en:Wikipedia:Wikipedia Signpost/2025-04-09/Traffic report|Heigh-Ho, Heigh-Ho, off to report we go...]] * News from Diff: [[w:en:Wikipedia:Wikipedia Signpost/2025-04-09/News from Diff|Strengthening Wikipedia’s neutral point of view]] * Comix: [[w:en:Wikipedia:Wikipedia Signpost/2025-04-09/Comix|Thirteen]] </div> <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">'''[[w:en:Wikipedia:Wikipedia Signpost|Read this Signpost in full]]''' · [[w:en:Wikipedia:Signpost/Single|Single-page]] · [[m:Global message delivery/Targets/Signpost|Unsubscribe]] · [[m:Global message delivery|Global message delivery]] 18:26, 9 April 2025 (UTC) <!-- Sent via script ([[w:en:User:JPxG/SPS]]) --></div> <!-- Message sent by User:JPxG@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Signpost&oldid=28494227 --> == Potential suicide risk - need admin assistance == Hello, I am writing to report a potentially concerning post on Wikiversity « Should suicide be legal? » The user appears at the very end of the chat Thank you very much for your help. [[User:Cl51RLM2013|Cl51RLM2013]] ([[User talk:Cl51RLM2013|discuss]] • [[Special:Contributions/Cl51RLM2013|contribs]]) 18:37, 12 June 2025 (UTC) :@[[User:Atcovi|Atcovi]]Just to add more details to my previous message: :I am writing to report a potentially concerning post on Wikiversity in the discussion under :''"Should suicide be legal?"'' :. :At the very end of the conversation, a user seems to express possible suicidal thoughts or emotional distress. :As I am not qualified to handle this situation, I wanted to notify an administrator so that someone experienced can review the message and take appropriate action if necessary. :Thank you very much for your help. [[User:Cl51RLM2013|Cl51RLM2013]] ([[User talk:Cl51RLM2013|discuss]] • [[Special:Contributions/Cl51RLM2013|contribs]]) 18:43, 12 June 2025 (UTC) ::{{ping|Cl51RLM2013}} Hello. Thank you for your report. It's unfortunate that this edit went by without anyone taking notice, but I've done my part and I've notified the Wikimedia Foundation concerning this edit. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 19:35, 12 June 2025 (UTC) :::@[[User:Atcovi|Atcovi]]:Thank you for your help. [[User:Cl51RLM2013|Cl51RLM2013]] ([[User talk:Cl51RLM2013|discuss]] • [[Special:Contributions/Cl51RLM2013|contribs]]) 20:29, 12 June 2025 (UTC) == ''The Signpost'': 24 June 2025 == <div lang="en" dir="ltr" class="mw-content-ltr" style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[File:WikipediaSignpostIcon.svg|40px|right]] ''News, reports and features from the English Wikipedia's newspaper''</div> <div style="column-count:2;"> * News and notes: [[w:en:Wikipedia:Wikipedia Signpost/2025-06-24/News and notes|Happy 7 millionth!]] * In the media: [[w:en:Wikipedia:Wikipedia Signpost/2025-06-24/In the media|Playing professor pong with prosecutorial discretion]] * Disinformation report: [[w:en:Wikipedia:Wikipedia Signpost/2025-06-24/Disinformation report|Pardon me, Mr. President, have you seen my socks?]] * Recent research: [[w:en:Wikipedia:Wikipedia Signpost/2025-06-24/Recent research|Wikipedia's political bias; "Ethical" LLMs accede to copyright owners' demands but ignore those of Wikipedians]] * Traffic report: [[w:en:Wikipedia:Wikipedia Signpost/2025-06-24/Traffic report|All Sinners, a future, all Saints, a past]] * News from Diff: [[w:en:Wikipedia:Wikipedia Signpost/2025-06-24/News from Diff|Call for candidates is now open: Wikimedia Foundation Board of Trustees]] * Opinion: [[w:en:Wikipedia:Wikipedia Signpost/2025-06-24/Opinion|Russian Wiki-fork flails, failing readers and editors]] * Debriefing: [[w:en:Wikipedia:Wikipedia Signpost/2025-06-24/Debriefing|EggRoll97's RfA² debriefing]] * Community view: [[w:en:Wikipedia:Wikipedia Signpost/2025-06-24/Community view|A Deep Dive Into Wikimedia (part 3)]] * Comix: [[w:en:Wikipedia:Wikipedia Signpost/2025-06-24/Comix|Hamburgers]] </div> <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">'''[[w:en:Wikipedia:Wikipedia Signpost|Read this Signpost in full]]''' · [[w:en:Wikipedia:Signpost/Single|Single-page]] · [[m:Global message delivery/Targets/Signpost|Unsubscribe]] · [[m:Global message delivery|Global message delivery]] 02:32, 24 June 2025 (UTC) <!-- Sent via script ([[w:en:User:JPxG/SPS]]) --></div> <!-- Message sent by User:Bri@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Signpost&oldid=28849846 --> == ''The Signpost'': 18 July 2025 == <div lang="en" dir="ltr" class="mw-content-ltr" style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[File:WikipediaSignpostIcon.svg|40px|right]] ''News, reports and features from the English Wikipedia's newspaper''</div> <div style="column-count:2;"> * News and notes: [[w:en:Wikipedia:Wikipedia Signpost/2025-07-18/News and notes|Is no WikiNews good WikiNews? — Election season returns!]] * In the media: [[w:en:Wikipedia:Wikipedia Signpost/2025-07-18/In the media|How bad (or good) is Wikipedia?]] * WikiProject report: [[w:en:Wikipedia:Wikipedia Signpost/2025-07-18/WikiProject report|WikiProject Medicine reaches milestone of zero unreferenced articles]] * In focus: [[w:en:Wikipedia:Wikipedia Signpost/2025-07-18/In focus|Wikimania 2025: Connecting Wikimedians across the world for 20 years]] * Recent research: [[w:en:Wikipedia:Wikipedia Signpost/2025-07-18/Recent research|Knowledge manipulation on Russia's Wikipedia fork; Marxist critique of Wikidata license; call to analyze power relations of Wikipedia]] * News from the WMF: [[w:en:Wikipedia:Wikipedia Signpost/2025-07-18/News from the WMF|Form 990 released for the Wikimedia Foundation’s fiscal year 2023-2024]] * Discussion report: [[w:en:Wikipedia:Wikipedia Signpost/2025-07-18/Discussion report|Six thousand noticeboard discussions in 2025 electrically winnowed down to a hundred]] * Comix: [[w:en:Wikipedia:Wikipedia Signpost/2025-07-18/Comix|Divorce]] * Opinion: [[w:en:Wikipedia:Wikipedia Signpost/2025-07-18/Opinion|Women are somewhat under-represented on the English-language Wikipedia, and other observations from analysis]] * Community view: [[w:en:Wikipedia:Wikipedia Signpost/2025-07-18/Community view|A Deep Dive Into Wikimedia (part 4): The Future Of Wikimedia and Conclusion]] * Obituary: [[w:en:Wikipedia:Wikipedia Signpost/2025-07-18/Obituary|Pvmoutside, Atomicjohn, Rdmoore6, Jaknouse, Morven, Martin of Sheffield, MarnetteD, Herewhy, BabelStone]] * Traffic report: [[w:en:Wikipedia:Wikipedia Signpost/2025-07-18/Traffic report|God only knows]] * Humour: [[w:en:Wikipedia:Wikipedia Signpost/2025-07-18/Humour|New forum created for people who don't care about Wikipedia]] </div> <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">'''[[w:en:Wikipedia:Wikipedia Signpost|Read this Signpost in full]]''' · [[w:en:Wikipedia:Signpost/Single|Single-page]] · [[m:Global message delivery/Targets/Signpost|Unsubscribe]] · [[m:Global message delivery|Global message delivery]] 07:53, 18 July 2025 (UTC) <!-- Sent via script ([[w:en:User:JPxG/SPS]]) --></div> <!-- Message sent by User:JPxG@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Signpost&oldid=28903822 --> == ''The Signpost'': 9 August 2025 == <div lang="en" dir="ltr" class="mw-content-ltr" style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[File:WikipediaSignpostIcon.svg|40px|right]] ''News, reports and features from the English Wikipedia's newspaper''</div> <div style="column-count:2;"> * News and notes: [[w:en:Wikipedia:Wikipedia Signpost/2025-08-09/News and notes|Court order snips out part of Wikipedia article, editors debate whether to frame shreds or pulp them]] * Discussion report: [[w:en:Wikipedia:Wikipedia Signpost/2025-08-09/Discussion report|News from ANI, AN, RSN, BLPN, ELN, FTN, and NPOVN]] * Disinformation report: [[w:en:Wikipedia:Wikipedia Signpost/2025-08-09/Disinformation report|The article in the most languages]] * Community view: [[w:en:Wikipedia:Wikipedia Signpost/2025-08-09/Community view|News from the Villages Pump]] * In the media: [[w:en:Wikipedia:Wikipedia Signpost/2025-08-09/In the media|Disgrace, dive bars, deceased despots, and diverse dispatches]] * Crossword: [[w:en:Wikipedia:Wikipedia Signpost/2025-08-09/Crossword|Accidental typography]] * Comix: [[w:en:Wikipedia:Wikipedia Signpost/2025-08-09/Comix|best-laid schemes o' wikis an' men]] * Traffic report: [[w:en:Wikipedia:Wikipedia Signpost/2025-08-09/Traffic report|I'm not the antichrist or the Superman]] </div> <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">'''[[w:en:Wikipedia:Wikipedia Signpost|Read this Signpost in full]]''' · [[w:en:Wikipedia:Signpost/Single|Single-page]] · [[m:Global message delivery/Targets/Signpost|Unsubscribe]] · [[m:Global message delivery|Global message delivery]] 02:28, 9 August 2025 (UTC) <!-- Sent via script ([[w:en:User:JPxG/SPS]]) --></div> <!-- Message sent by User:JPxG@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Signpost&oldid=29085669 --> == Minecraft page on Wikiversity == Hello Atcovi, Do you like playing Minecraft? Because I see that you created the Minecraft Wikiversity page, and I really liked it. I am trying to add some more progress to it to keep it up to date in later versions. Thanks, RailwayEnthusiast2025 —[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]] ([[User talk:RailwayEnthusiast2025|Talk page]] - [[Special:Contributions|Contributions]]) 06:22, 2 September 2025 (UTC) :{{ping|RailwayEnthusiast2025}} Hey RailwayEnthusiast2025, and welcome back to Wikiversity. Yes, I'm a big fan of the game. I don't have time to contribute to the [[Minecraft]] page due to many IRL obligations but I would appreciate your efforts to improve the page! —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:12, 2 September 2025 (UTC) == What mistakes did you make on Wikiversity in your early days? == Greetings Atcovi, What mistakes did you make on Wikiversity? I have a great deal of enthusiasm on this website, just like you did in your early days. What mistakes did you make during those times, so I can avoid making the same mistakes? Kind regards, —[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]] ([[User talk:RailwayEnthusiast2025|Talk page]] - [[Special:Contributions|Contributions]]) 07:11, 5 September 2025 (UTC) :Interesting question. Honestly I joined Wikiversity as a 7 year old, so I don't think I could bring about any applicable advice from those days, but I would say focus more on quality than quantity. I lacked the ability to appreciate putting quality work over putting a lot of work, but I guess this mishap in judgement is understandable in someone who is very young. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:04, 5 September 2025 (UTC) == Curator (advice) == Hello Atcovi, Thanks for your previous reply. I was also wondering as a curator yourself, and you having a great deal of experience on Wikiversity, what was your journey in becoming a curator? Kind regards, —[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]] ([[User talk:RailwayEnthusiast2025|Talk page]] - [[Special:Contributions|Contributions]]) 17:18, 5 September 2025 (UTC) == Page move == FYI: [[User:Atcovi/Cricket/Players]]. I realize you are a custodian/admin, and if you find my move in error (seems unlikely?), you will move the page back to the mainspace. You can also delete the page if you prefer. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 07:41, 7 September 2025 (UTC) :No issues, thank you for your help! —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 14:38, 7 September 2025 (UTC) == ''The Signpost'': 9 September 2025 == <div lang="en" dir="ltr" class="mw-content-ltr" style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[File:WikipediaSignpostIcon.svg|40px|right]] ''News, reports and features from the English Wikipedia's newspaper''</div> <div style="column-count:2;"> * News and notes: [[w:en:Wikipedia:Wikipedia Signpost/2025-09-09/News and notes|Wikimedia Foundation loses a round in court]] * In the media: [[w:en:Wikipedia:Wikipedia Signpost/2025-09-09/In the media|Congress probes, mayor whitewashed, AI stinks]] * Disinformation report: [[w:en:Wikipedia:Wikipedia Signpost/2025-09-09/Disinformation report|A guide for Congress]] * Recent research: [[w:en:Wikipedia:Wikipedia Signpost/2025-09-09/Recent research|Minority-language Wikipedias, and Wikidata for botanists]] * Technology report: [[w:en:Wikipedia:Wikipedia Signpost/2025-09-09/Technology report|A new way to read Wikisource]] * Traffic report: [[w:en:Wikipedia:Wikipedia Signpost/2025-09-09/Traffic report|Check out some new ''Weapons'', weapon of choice]] * Essay: [[w:en:Wikipedia:Wikipedia Signpost/2025-09-09/Essay|The one question]] </div> <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">'''[[w:en:Wikipedia:Wikipedia Signpost|Read this Signpost in full]]''' · [[w:en:Wikipedia:Signpost/Single|Single-page]] · [[m:Global message delivery/Targets/Signpost|Unsubscribe]] · [[m:Global message delivery|Global message delivery]] 01:09, 9 September 2025 (UTC) <!-- Sent via script ([[w:en:User:JPxG/SPS]]) --></div> <!-- Message sent by User:Bri@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Signpost&oldid=29233676 --> == A barnstar for you! == {| style="border: 1px solid gray; background-color: #ffffff;" |rowspan="2" valign="middle" | [[File:WikiDefender Barnstar.png|100px]] |rowspan="2" | |style="font-size: x-large; padding: 0; vertical-align: middle; height: 1.1em;" | '''The defender of the wiki barnstar''' |- |style="vertical-align: middle; border-top: 1px solid gray;" | Thanks for helping Wikiversity defend against spammers and sockpuppets. You really help Wikiversity quite a lot. Also, thanks for helping me a bit on Wikiversity as well. —[[User:RailwayEnthusiast2025|<span style="font-family:Verdana; color:#008000; text-shadow:gray 0.2em 0.2em 0.4em;">RailwayEnthusiast2025</span>]] ^{[[User talk:RailwayEnthusiast2025|<span style="color:#59a53f">''talk with me!''</span>]]} 19:43, 9 September 2025 (UTC) |} == Ask a question. == Bro, Do you've English Wikipedia access? [[User:Anikmolla786|Anikmolla786]] ([[User talk:Anikmolla786|discuss]] • [[Special:Contributions/Anikmolla786|contribs]]) 12:34, 12 September 2025 (UTC) :In terms of my ability to edit, yes I do. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:36, 12 September 2025 (UTC) ::Do you have ability to block unblock users there? [[User:Anikmolla786|Anikmolla786]] ([[User talk:Anikmolla786|discuss]] • [[Special:Contributions/Anikmolla786|contribs]]) 12:58, 12 September 2025 (UTC) :::No. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 13:28, 12 September 2025 (UTC) == Your blog == Trying to clean up the blog category structure a little, I run into your blog page, which now seems blank: [[User:Atcovi/Blog]], and it is the only item in [[:Category:User:Atcovi/Blogs]]. It would be ideal if you either restore the blanked page, or if you delete it together with the category. What do you think? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 07:39, 25 September 2025 (UTC) :I've deleted them all. Thanks for bringing this to my attention! —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 11:59, 25 September 2025 (UTC) == ''The Signpost'': 2 October 2025 == <div lang="en" dir="ltr" class="mw-content-ltr" style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[File:WikipediaSignpostIcon.svg|40px|right]] ''News, reports and features from the English Wikipedia's newspaper''</div> <div style="column-count:2;"> * News and notes: [[w:en:Wikipedia:Wikipedia Signpost/2025-10-02/News and notes|Larry Sanger returns with "Nine Theses on Wikipedia"; WMF publishes transparency report]] * In the media: [[w:en:Wikipedia:Wikipedia Signpost/2025-10-02/In the media|Extraordinary eruption of "EVIL" explained]] * Disinformation report: [[w:en:Wikipedia:Wikipedia Signpost/2025-10-02/Disinformation report|Emails from a paid editing client]] * Discussion report: [[w:en:Wikipedia:Wikipedia Signpost/2025-10-02/Discussion report|Sourcing, conduct, policy and LLMs: another 1,339 threads analyzed]] * Community view: [[w:en:Wikipedia:Wikipedia Signpost/2025-10-02/Community view|The pressing questions of the modern WWW, as seen from the Village Pump]] * Recent research: [[w:en:Wikipedia:Wikipedia Signpost/2025-10-02/Recent research|Is Wikipedia a merchant of (non-)doubt for glyphosate?; eight projects awarded Wikimedia Research Fund grants]] * Opinion: [[w:en:Wikipedia:Wikipedia Signpost/2025-10-02/Opinion|Some disputes aren't worth it]] * Obituary: [[w:en:Wikipedia:Wikipedia Signpost/2025-10-02/Obituary|Michael Q. Schmidt]] * Traffic report: [[w:en:Wikipedia:Wikipedia Signpost/2025-10-02/Traffic report|Death, hear me call your name]] * Comix: [[w:en:Wikipedia:Wikipedia Signpost/2025-10-02/Comix|A grand spectacle]] </div> <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">'''[[w:en:Wikipedia:Wikipedia Signpost|Read this Signpost in full]]''' · [[w:en:Wikipedia:Signpost/Single|Single-page]] · [[m:Global message delivery/Targets/Signpost|Unsubscribe]] · [[m:Global message delivery|Global message delivery]] 06:55, 2 October 2025 (UTC) <!-- Sent via script ([[w:en:User:JPxG/SPS]]) --></div> <!-- Message sent by User:JPxG@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Signpost&oldid=29367448 --> == ''The Signpost'': 20 October 2025 == <div lang="en" dir="ltr" class="mw-content-ltr" style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[File:WikipediaSignpostIcon.svg|40px|right]] ''News, reports and features from the English Wikipedia's newspaper''</div> <div style="column-count:2;"> * News and notes: [[w:en:Wikipedia:Wikipedia Signpost/2025-10-20/News and notes|Board shuffles, LLM blocks increase, IPs are going away]] * Special report: [[w:en:Wikipedia:Wikipedia Signpost/2025-10-20/Special report|The election that isn't]] * Interview: [[w:en:Wikipedia:Wikipedia Signpost/2025-10-20/Interview|The BoT bump]] * In the media: [[w:en:Wikipedia:Wikipedia Signpost/2025-10-20/In the media|An incident at WikiConference North America; WMF reports AI-related traffic drop and explains Wikipedia to US conservatives]] * Traffic report: [[w:en:Wikipedia:Wikipedia Signpost/2025-10-20/Traffic report|One click after another]] * Humour: [[w:en:Wikipedia:Wikipedia Signpost/2025-10-20/Humour|Wikipedia pay rates]] </div> <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">'''[[w:en:Wikipedia:Wikipedia Signpost|Read this Signpost in full]]''' · [[w:en:Wikipedia:Signpost/Single|Single-page]] · [[m:Global message delivery/Targets/Signpost|Unsubscribe]] · [[m:Global message delivery|Global message delivery]] 22:46, 20 October 2025 (UTC) <!-- Sent via script ([[w:en:User:JPxG/SPS]]) --></div> <!-- Message sent by User:Bri@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Signpost&oldid=29377595 --> == Newcomer, advice and questions. == Hey there, I've just recently discovered Wikiversity and have been really inspired by a lot of the things I've seen here. Though I don't fully understand how to make the best use of the wiki. I hope to learn from some of the electrical power distribution courses. More importantly though I am hoping to create a page for myself and other Electrical Apprentices as a resource for their schooling, do you know how I may begin to go about it? I've started a page in the sandbox section but don't fully understand how to make it an actual page. [[User:Colby VdW|Colby VdW]] ([[User talk:Colby VdW|discuss]] • [[Special:Contributions/Colby VdW|contribs]]) 18:57, 2 November 2025 (UTC) :{{ping|Colby VdW}} Hey welcome to Wikiversity! I think developing your article in your [[User:Colby VdW/sandbox|sandbox]] is perfect and I am more than happy to watch you develop your article in there! Here are some Wikiversity articles that could help you out: :* [[Wikiversity:Welcome]] :The other content on the [[Template:About Wikiversity|template]], like: Tours · Teachers · What is it? · What is it not? · FAQs · Culture · Presentations · Adding content · Wikiversitans, are all really good. :Please don't hesitate to reach out if you have any more questions! :—[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 20:37, 2 November 2025 (UTC) == ''The Signpost'': 10 November 2025 == <div lang="en" dir="ltr" class="mw-content-ltr" style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[File:WikipediaSignpostIcon.svg|40px|right]] ''News, reports and features from the English Wikipedia's newspaper''</div> <div style="column-count:2;"> * News and notes: [[w:en:Wikipedia:Wikipedia Signpost/2025-11-10/News and notes|Temporary accounts go live and WMF board member self-suspends]] * Community view: [[w:en:Wikipedia:Wikipedia Signpost/2025-11-10/Community view|Six Wikipedians' thoughts on Grokipedia, and the humanity of it all]] * Wikicup report: [[w:en:Wikipedia:Wikipedia Signpost/2025-11-10/Wikicup report|BeanieFan11, WikiCup victor of 2025, covers the results]] * In the media: [[w:en:Wikipedia:Wikipedia Signpost/2025-11-10/In the media|Jimbo's book, an argument about genocide, and a train of shame]] * Recent research: [[w:en:Wikipedia:Wikipedia Signpost/2025-11-10/Recent research|Taking stock of the 2024–2025 research grants]] * Opinion: [[w:en:Wikipedia:Wikipedia Signpost/2025-11-10/Opinion|With Grokipedia, top-down control of knowledge is new again]] * Obituary: [[w:en:Wikipedia:Wikipedia Signpost/2025-11-10/Obituary|Struway]] * Traffic report: [[w:en:Wikipedia:Wikipedia Signpost/2025-11-10/Traffic report|The documentaried, the disowned, the deceased, Diwali and the Dodgers]] * Comix: [[w:en:Wikipedia:Wikipedia Signpost/2025-11-10/Comix|Head of steam]] </div> <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">'''[[w:en:Wikipedia:Wikipedia Signpost|Read this Signpost in full]]''' · [[w:en:Wikipedia:Signpost/Single|Single-page]] · [[m:Global message delivery/Targets/Signpost|Unsubscribe]] · [[m:Global message delivery|Global message delivery]] 12:57, 10 November 2025 (UTC) <!-- Sent via script ([[w:en:User:JPxG/SPS]]) --></div> <!-- Message sent by User:JPxG@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Signpost&oldid=29568932 --> == Deletion vs. moving to user space == I noticed you deleted some pages as having no educational objectives. I would propose to move them to user space of the creator instead. This was passionately favored by Guy vandegrift and has some advantages, including improved auditability. The deletion does not save any database space anyway and user space is not indexed. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 17:56, 14 November 2025 (UTC) :Thanks for the suggestion Dan. Do you have the link for "this was passionately favored by Guy vandegrift" so I may review? I may start doing this with simpler pages, but project pages that have several subpages may need to be deleted if they've been abandoned for 1+ year. :And to provide context: I'm conducting a thorough cleanup of the wiki per several complaints regarding Wikiversity's content. I don't want to see this project get shutdown so I'm doing my best efforts to clean this wiki as much as I can. If you have any more questions, feel free to ask. Thanks. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 17:59, 14 November 2025 (UTC) :: Subpages are easy to move in one action: the checkbox to move subpages as well is enabled by default. It is really convenient. :: I will have a look to find more about the support by Guy. In the meantime, I collected some tradition of page moves here: [[User:Dan Polansky/About Wikiversity#Moving pages to userspace]]; there is a table with moves by various editors. :: As for the complaints you refer to, are they online? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 18:02, 14 November 2025 (UTC) :: I do not quickly have Guy (I will keep looking), but I have Dave: :: The position of Dave Braunschweig from [[Wikiversity:Requests_for_Deletion/Archives/18]]: ::* "We have long agreed that part of the Wikiversity:Mission (creation and use of free learning materials and activities) includes the learning opportunity for the creator, irrespective of any learning value for others. From my perspective, there is no question that Landmark Education was a learning opportunity for Abd, just as Radiation Astronomy was a learning opportunity for Marshallsumter. If the community does not see value for others in these resources, they can be moved to user space. They should not be deleted, as they are still supporting the Wikiversity mission, just as thousands of other User: space resources do. (The many engineering homework projects are examples.)" :: --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 18:04, 14 November 2025 (UTC) :::Thanks, I've restored a few of the pages I deleted and moved them under userspace. I agree with Dave on the matter. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 18:08, 14 November 2025 (UTC) :::: Thank you, great! --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 18:16, 14 November 2025 (UTC) :::: Hint: don't forget to unclick the checkbox for leaving a redirect behind, to make sure no redirect is left behind. Otherwise, one has to delete the redirect later. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 18:25, 14 November 2025 (UTC) == Modular math == I saw you tag [[Mathematics for Applied Sciences (Osnabrück 2023-2024)/Part I/Enumeration of information]]. That tagging is perhaps in order but I am not sure. This is part of modular math, which can be sometimes confusing. Better contact the author, I think. We run into confusion concerning his modular math before. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 18:15, 14 November 2025 (UTC) :Will leave a message on the talk page. Thank you for QC'ing my deletions/tagging I do appreciate it. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 18:16, 14 November 2025 (UTC) == [[We Also See Illusion]] == Please let me know the reason why the titled should be deleted. Thanks. &nbsp;[[User:KYPark|KYPark]] [[User talk:KYPark|[T]]] 00:37, 15 November 2025 (UTC) :Hi {{ping|KYPark}} Is the page that you wanted not available at [[We Also See Some Illusion]]? —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 00:39, 15 November 2025 (UTC) ::I've got [[We Also See Some Illusion]]. I dropped "Some." This was my silly mistake. Thank you for your help. &nbsp;[[User:KYPark|KYPark]] [[User talk:KYPark|[T]]] 00:52, 15 November 2025 (UTC) == Query == Can you clarify whether you played any role in Mu301's removing my curator tools and opening [[Wikiversity:Community Review/Dan Polansky]]? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 11:45, 19 November 2025 (UTC) :{{ping|Dan Polansky}} Hi Dan. I notified Mu301 of the rise of pseudoscience articles and I notified him of the edit on [[Is slavery good?]] as it was brought to my attention that many individuals were complaining about the comment made on that page. Since they are many current factors one could use in an argument to close down the project, I took the initiative to kick-start a crackdown on controversial content by emailing Mu301 of what was going on and getting to work right away. Your name was never mentioned in the email nor did I make it about you, but I'm assuming he read the discussion that was going on on the talk page and found the comment abhorrent, as I did as well. :As for Mu301 removing your curator tools, that was never requested on my behalf and I believe this was a decision he made, but I'm assuming that decision was made because curators hold a position which requires trust and responsibility. Unfortunately the comment that was made on that page is extreme enough to question those two characteristics. :I have not commented on the community review page as I'm waiting for Mu301's thoughts on the matter and I've been tackling other issues on this website. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:36, 19 November 2025 (UTC) :: 1) Is it then that the offensive argument (not my comment!) I entered into a pro-con analysis/wikidebate about whether slavery is good questions my trust and responsibility as a curator? :: 2) Why did you contact Mu301 specifically instead of e.g. opening a Colloquium discussion, pointing out the existence of complaints (received by what channel?) and stating a call to combat pseudoscience? [[Wikiversity:Support staff]] lists a range of curators, custodians and bureaucrats (all of them could be pinged from a Colloquium discussion); what is specific about Mu301 to be singled out for reception of an off-wiki email? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 12:50, 19 November 2025 (UTC) :::1) The comment (even in Wikidebate form) shows a lack of appropriate judgement that is needed when presenting such claims on a public project aimed to be educational. It creates a bad reputation for us when someone of trust and responsibility makes comments without the appropriate contextualization (which was very much needed in that case). Curators should be well aware that they hold weight on the project, and it sets a bad precedent for our community when we have people of such responsibility excersise a lack of judgement (especially in an extreme situation like this). :::2) Because Mu301 is afaik the most senior user on this website (or at least the one who came directly to my mind) and I wanted his oversight on the actions I was willing to take. Secondly, he's pretty busy. I wanted Mu301 to recieve my message as soon as possible since the situation on Wikiversity is dire. :::—[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:58, 19 November 2025 (UTC) :::: 3) If the offensive argument was such a severe risk for the English Wikiversity as you indicate, why did not you just go ahead and remove the argument from the pro-con analysis page, with an appropriate edit summary explaining why you did so, e.g. "remove an offensive argument that is unacceptable and poses a risk for Wikiversity as for its closure" (or the like)? :::: 4) What prevents the complainers from creating a user account and raising a complaint directly on the wiki, whether on the talk page of the pro-con analysis page/wikidebate or in Colloquium? Or if they do not want to create a user account, they can use an anonymous IP, and as of recently, that is not even loggeed and instead a masking user account name is automatically generated, ensuring privacy? :::: 5) Who are the complainers and which channels do they use to complain? :::: 6) Why did you contact the user that is pretty busy instead of contacting someone who is less busy, e.g. Jtneill? :::: 7) Where is the evidence that "the situation is dire"? :::: 8) As a general question: what the heck is going on here? Who is trying to control Wikiversity anonymously, without the text of the complaint being even registered as a communication action? (A nod to Christopher Hitchens). --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 13:09, 19 November 2025 (UTC) == Child psychology/Summary of child psychology (cheat-sheet) == I noticed you moved [[Child psychology/Summary of child psychology (cheat-sheet)]] to mainspace. The page does not list any sources. In academic setting, taking ideas of others without attribution is plagiarism, from what I understand, and is to be avoided. I would therefore like to ask you to provide an as complete as possible list of sources that you have used to compose the material and place that list into the page, or explain why my understanding is perhaps incorrect. My understanding of the concept of plagiarism is tracked at [[One man's look at copyright law#Plagiarism]], where I provide my sources by means of inline references. I have reviewed other items in [[Child psychology]], such as [[Child psychology/Ch. 1]], and they seem to have the same problem: a lot of ideas presented but not sources. I would therefore like to ask you to fill in the used sources as well. Since the pages have at least a modicum of GenAI wibe, I would like to ask you whether you used GenAI to compose these pages, whether in whole or in part. The policy draft/policy proposal concerning GenAI is [[WV:Artificial intelligence]]. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 09:35, 20 November 2025 (UTC) == Support == @[[User:Atcovi|Atcovi]] You have my full support. [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 13:22, 20 November 2025 (UTC) == Translating Wikiversity content == Hello Atcovi, Could you import [[V:it:Fusi orari (scuola media)|this page]] to [[User:RailwayEnthusiast2025/Time zones|this page]]? I will then translate this to English. I already made a request on [[Wikiversity:Import]]. Thank you. —[[User:RailwayEnthusiast2025|<span style="font-family:Verdana; color:#008000; text-shadow:gray 0.2em 0.2em 0.4em;">RailwayEnthusiast2025</span>]] ^{[[User talk:RailwayEnthusiast2025|<span style="color:#59a53f">''talk with me!''</span>]]} 20:22, 21 November 2025 (UTC) :Hi {{ping|RailwayEnthusiast2025}} I'm not familiar with importing pages, but it doesn't seem like I can import that page since the wiki (Italian Wikiversity) is not listed on [[Special:Import]]. Perhaps {{ping|koavf}} knows better or can help? —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 23:28, 21 November 2025 (UTC) ::What I'm thinking is just copying the text over from Italian Wikiversity, and then translating it. —[[User:RailwayEnthusiast2025|<span style="font-family:Verdana; color:#008000; text-shadow:gray 0.2em 0.2em 0.4em;">RailwayEnthusiast2025</span>]] ^{[[User talk:RailwayEnthusiast2025|<span style="color:#59a53f">''talk with me!''</span>]]} 07:59, 22 November 2025 (UTC) :::@[[User:RailwayEnthusiast2025|RailwayEnthusiast2025]] If you do that, put the following in the edit summary: "<code>copy from [[w:it:ARTICLE]] v. NUMBER</code>". :::''ARTICLE'' will be the full title of the article, e.g., ''Fusi orari (scuola media)''. :::''NUMBER'' you get from <code>oldid=</code> of the last version in URL. Just click on <code>Cronologia</code> or <code>View history</code> and then on the time stamp of the version you are copying - probably the last. The time stamp looks as follows: <code>01:44, 16 lug 2025</code>. :::The full edit summary could look: <code>copy from [[w:it:Fusi orari (scuola media)]] v. 280645</code>. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 09:22, 22 November 2025 (UTC) ::See https://en.wikiversity.org/w/index.php?title=Wikiversity:Import&diff=prev&oldid=2775450 —[[User:Koavf|Justin (<span style="color:grey">ko'''a'''vf</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 14:48, 22 November 2025 (UTC) == Pillorying also? == [[User:Dan Polansky/Problem reports (about Wikiversity problems)]] is maybe the same problem as the deleted "Juandev" page? Also the user still is curator as to his user page [[User:Dan Polansky]]. [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 21:21, 21 November 2025 (UTC) :There are more such sites @[[User:Harold Foppele|Harold Foppele]]. I would leave them now, to the end of CR and than I may request mass deletion or oversight. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 22:11, 21 November 2025 (UTC) ::👍 [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 23:09, 21 November 2025 (UTC) ::Thanks for letting me know. I think it's best to wait until the end of the CR like Juandev said. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 23:25, 21 November 2025 (UTC) :::Anyway, it is very quiet right now. Seems there are a lot less discussions. Kind of peacefull, I hope it stays that way. [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 18:01, 24 November 2025 (UTC) == Review Quantum Mechanics == Hello @[[User:Atcovi|Atcovi]] again. Would you maybe know a user that would/could review the pages i created at Quantum (Mechanics, Physics) ? Cheers [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 23:31, 21 November 2025 (UTC) :Hi {{ping|Harold Foppele}} maybe [[User:Guy Vandegrift|Guy Vandegrift]]? He seems to know a lot about physics. Maybe [[Special:EmailUser/Guy vandegrift|shoot him an email]]? Thanks. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 23:33, 21 November 2025 (UTC) ::I tried to contact Guy, but his last contribs are from september. Is he still active? Anyone else that you maybe know? Cheers [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 09:52, 22 November 2025 (UTC) :::Did you try contacting him via email? I'd reckon he would respond faster through those means. As far as I know I do not know anyone else. Perhaps you can contact some physics professors in your local area or even the US, and invite them to contribute to Wikiversity as a "peer-reviewer" or a regular editor? —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 14:57, 22 November 2025 (UTC) ::::Will do. Thanks! [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 16:56, 22 November 2025 (UTC) == ''The Signpost'': 1 December 2025 == <div lang="en" dir="ltr" class="mw-content-ltr" style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[File:WikipediaSignpostIcon.svg|40px|right]] ''News, reports and features from the English Wikipedia's newspaper''</div> <div style="column-count:2;"> * News and notes: [[w:en:Wikipedia:Wikipedia Signpost/2025-12-01/News and notes|Election cycles come and go, and Wikimedia Foundation achieves record revenue in 2024–2025!]] * In the media: [[w:en:Wikipedia:Wikipedia Signpost/2025-12-01/In the media|Wales walk-off, antisemitism, supernatural powers, feminism turmoil, saints, and sex]] * Recent research: [[w:en:Wikipedia:Wikipedia Signpost/2025-12-01/Recent research|At least 80 million inconsistent facts on Wikipedia – can AI help find them?]] * Disinformation report: [[w:en:Wikipedia:Wikipedia Signpost/2025-12-01/Disinformation report|Epstein email exchanges planned strategy, edits and reported progress]] * Traffic report: [[w:en:Wikipedia:Wikipedia Signpost/2025-12-01/Traffic report|It's a family affair]] * Book review: [[w:en:Wikipedia:Wikipedia Signpost/2025-12-01/Book review|''The Seven Rules of Trust'']] * From the archives: [[w:en:Wikipedia:Wikipedia Signpost/2025-12-01/From the archives|"I have been asked by Jeffrey Epstein ..."]] * Humour: [[w:en:Wikipedia:Wikipedia Signpost/2025-12-01/Humour|An interview with Wikipe-tan]] * Opinion: [[w:en:Wikipedia:Wikipedia Signpost/2025-12-01/Opinion|AI finds errors in 90% of Wikipedia's best articles]] * Serendipity: [[w:en:Wikipedia:Wikipedia Signpost/2025-12-01/Serendipity|Highlights from the itWikiCon 2025]] * Comix: [[w:en:Wikipedia:Wikipedia Signpost/2025-12-01/Comix|Madness]] </div> <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">'''[[w:en:Wikipedia:Wikipedia Signpost|Read this Signpost in full]]''' · [[w:en:Wikipedia:Signpost/Single|Single-page]] · [[m:Global message delivery/Targets/Signpost|Unsubscribe]] · [[m:Global message delivery|Global message delivery]] 00:17, 1 December 2025 (UTC) <!-- Sent via script ([[w:en:User:JPxG/SPS]]) --></div> <!-- Message sent by User:Bri@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Signpost&oldid=29700455 --> == Dan Polansky == I want to draw your attention to the edits (mainly copy/paste) by [[user:Dan Polansky|Dan Polansky]]. Still trying to act as curator? They continue their previous harassment. Cheers [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 17:05, 12 December 2025 (UTC) :Hi Harold. We are still waiting for a decision by Mike on [[Wikiversity:Community Review/Dan Polansky]]. I also haven't seen any infractions of Wikiversity policies that Dan has made at this time. It may be worthwhile for you to cease contact with Dan until a decision has been made. Thanks. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 17:21, 12 December 2025 (UTC) ::You are right as alwasy Cheers [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 18:35, 12 December 2025 (UTC) :::Please see my [https://en.wikiversity.org/w/index.php?title=User_talk:Mu301&diff=prev&oldid=2780717 latest update]. Sorry I can't provide more at this time. Please be patient as my community tries to cope with a difficult situation. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 00:53, 17 December 2025 (UTC) Hi, it seems like you blocked this user, may you undo [https://en.wikiversity.org/w/index.php?title=Special:Log&logid=3472014 their movement] of [[Orbital Platfroms]] to [[User:Marshallsumter/Orbital platforms]]? Thanks. --[[Special:Contributions/&#126;2026-50702-8|&#126;2026-50702-8]] ([[User talk:&#126;2026-50702-8|talk]]) 17:55, 23 January 2026 (UTC) :Why is that so? It's poor quality. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 22:51, 23 January 2026 (UTC) == ''The Signpost'': 17 December 2025 == <div lang="en" dir="ltr" class="mw-content-ltr" style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[File:WikipediaSignpostIcon.svg|40px|right]] ''News, reports and features from the English Wikipedia's newspaper''</div> <div style="column-count:2;"> * Interview: [[w:en:Wikipedia:Wikipedia Signpost/2025-12-17/Interview|Part 1: Bernadette Meehan]] * News and notes: [[w:en:Wikipedia:Wikipedia Signpost/2025-12-17/News and notes|We're gonna have a party!]] * In the media: [[w:en:Wikipedia:Wikipedia Signpost/2025-12-17/In the media|The "bigg" bosses: Robertsky and the Pope]] * Traffic report: [[w:en:Wikipedia:Wikipedia Signpost/2025-12-17/Traffic report|Death and stranger things]] * Gallery: [[w:en:Wikipedia:Wikipedia Signpost/2025-12-17/Gallery|A feast of holidays and carols]] * Obituary: [[w:en:Wikipedia:Wikipedia Signpost/2025-12-17/Obituary|Michal Lewi (Iwelam) and Alan R. King (A R King)]] * Concept: [[w:en:Wikipedia:Wikipedia Signpost/2025-12-17/Concept|List of xxtreme sports (redirected from Electrojousting)]] * Comix: [[w:en:Wikipedia:Wikipedia Signpost/2025-12-17/Comix|display: flex-inline;]] </div> <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">'''[[w:en:Wikipedia:Wikipedia Signpost|Read this Signpost in full]]''' · [[w:en:Wikipedia:Signpost/Single|Single-page]] · [[m:Global message delivery/Targets/Signpost|Unsubscribe]] · [[m:Global message delivery|Global message delivery]] 20:06, 17 December 2025 (UTC) <!-- Sent via script ([[w:en:User:JPxG/SPS]]) --></div> <!-- Message sent by User:JPxG@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Signpost&oldid=29700455 --> == Happy New Year, Atcovi! == <div style="border: 3px solid #FFD700; background-color: #FFFAF0; padding:0.2em 0.4em; height:auto; min-height:173px; border-radius:1em; {{box-shadow|0.1em|0.1em|0.5em|rgba(0,0,0,0.75)}}<!-- -->" class="plainlinks"> [[File:Everlasting Fireworks looped.gif|left|x173px]][[File:Happy new year 01.svg|x173px|right]] {{Paragraph break}} {{Center|{{resize|179%|'''''[[New Year|Happy New Year]]!'''''}}}} '''Atcovi''',<br />Have a prosperous, productive and enjoyable [[New Year]], and thanks for your contributions to Wikiversity. <br />[[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 17:12, 2 January 2026 (UTC)<br /><br /> </div> &nbsp;&nbsp;&nbsp;''{{resize|88%|Send New Year cheer by adding {{tls|Happy New Year fireworks}} to user talk pages.}}'' {{clear}}<!-- From template:Happy New Year fireworks --> == Glad to see you back. == @[[User:Atcovi|Atcovi]] Good morning. So happy so see that your back. As you wrote, must have been hell weeks. Is there anything i can do to help? I was thinking about archiving discussions, but i dont think i'm allowed or have rights to do that. Please let me know how and if its possible, or anything else to do. Cheers, [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 08:52, 3 January 2026 (UTC) :Hey thanks Harold and glad to be back. Not at the moment but I will probably be addressing [[Wikiversity:Request_custodian_action#Request_page_creation_block_for_Harold_Foppele|this situation]] shortly, so your cooperation would be greatly appreciated. Wikiversity in general just needs more competent editors and more high-quality content, so let's focus on doing that. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 14:30, 3 January 2026 (UTC) == The fly == Was just for fun :) I actually was waiting for someone to delete it :) [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 21:14, 9 January 2026 (UTC) :Harold, it may be best to put that picture on your userpage instead. Edits like that could be seen as disruptive. Thanks, —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 21:38, 9 January 2026 (UTC) ::Sorry never ment it to be disruptive. Just a small fun in these dark days. [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 21:47, 9 January 2026 (UTC) == Userboxes == [[Colloquium#Userboxes]] I hope you like it :) [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 12:32, 15 January 2026 (UTC) == ''The Signpost'': 15 January 2026 == <div lang="en" dir="ltr" class="mw-content-ltr" style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[File:WikipediaSignpostIcon.svg|40px|right]] ''News, reports and features from the English Wikipedia's newspaper''</div> <div style="column-count:2;"> * News and notes: [[w:en:Wikipedia:Wikipedia Signpost/2026-01-15/News and notes|Wikipedia's 25th anniversary is here!]] * Special report: [[w:en:Wikipedia:Wikipedia Signpost/2026-01-15/Special report|Wikipedia at 25: A Wake-Up Call]] * Serendipity: [[w:en:Wikipedia:Wikipedia Signpost/2026-01-15/Serendipity|The WMF wants to buy you books!]] * WikiProject report: [[w:en:Wikipedia:Wikipedia Signpost/2026-01-15/WikiProject report|Time for a health check: the Vital Signs 2026 campaign]] * In the media: [[w:en:Wikipedia:Wikipedia Signpost/2026-01-15/In the media|Fake Acting President Trump and a Wikipedia infobox]] * Community view: [[w:en:Wikipedia:Wikipedia Signpost/2026-01-15/Community view|The inbox behind Wikipedia]] * Recent research: [[w:en:Wikipedia:Wikipedia Signpost/2026-01-15/Recent research|Art museums on Wikidata; comparing three comparisons of Grokipedia and Wikipedia]] * Traffic report: [[w:en:Wikipedia:Wikipedia Signpost/2026-01-15/Traffic report|Tonight I'm gonna rock you]] * Comix: [[w:en:Wikipedia:Wikipedia Signpost/2026-01-15/Comix|Oh come on man.]] </div> <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">'''[[w:en:Wikipedia:Wikipedia Signpost|Read this Signpost in full]]''' · [[w:en:Wikipedia:Signpost/Single|Single-page]] · [[m:Global message delivery/Targets/Signpost|Unsubscribe]] · [[m:Global message delivery|Global message delivery]] 15:19, 15 January 2026 (UTC) <!-- Sent via script ([[w:en:User:JPxG/SPS]]) --></div> <!-- Message sent by User:JPxG@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Signpost&oldid=29899914 --> == Site-wide common.js == Would it be possible to have a site-wide or global .../common.js ? See: [[User:Harold_Foppele/common.js]] Thanks [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 09:38, 18 January 2026 (UTC) :@[[User:Harold Foppele|Harold Foppele]] The site wide JavaScript page exist at [[MediaWiki:common.js]] [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 10:30, 18 January 2026 (UTC) ::But that cannot be edited. Only Administrators can edit it. [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 12:16, 18 January 2026 (UTC) :::I think you'd have to go to Meta Wikimedia and create your own subpage there. So maybe "User:Harold Foppele/global.js" or "User:Harold Foppele/common.js". Let me know how that goes! —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 15:17, 18 January 2026 (UTC) ::::That works already one can create a common.js at every wiki, but i would like something like: [[Template:User contrib count/count.js]]. My own common.js works fine. It works over all Wiki's. Trump would say it is a beautiful, beautiful script. The best there is. But ...... we, simple users are not allowed to write .js for common use. And that, of course is Ok. Could you as Administrator do it? After that, all you put on your user page is {{User contrib count}} and than it works fine. Cheers [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 18:00, 18 January 2026 (UTC) ::::::I'm unfortunately not too experienced with editing [[MediaWiki:common.js]]. Maybe send this request to [[Wikiversity:Request custodian action]] and a more knowledgable administrator can give you a verdict? Sorry. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 18:30, 18 January 2026 (UTC) :::::::Good idea. Did you try it? Do you want me to put it at your user page? Cheers [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 19:11, 18 January 2026 (UTC) ::::::::@[[User:Harold Foppele|Harold Foppele]] Are you sure you want request forthe script to be enabled for everyone in wikiversity or do you just want your own js page, which you can do at [[User:Harold Foppele/script name.js]] [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 02:27, 19 January 2026 (UTC) :::::::::That script works already fine. Its easier if there would be a count.js (common) so that only 1 script is needed. [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 08:23, 19 January 2026 (UTC) ::::::::::You can add the code to [[User:Harold Foppele/count.js]] and add {{code|importScript('User:Harold Foppele/count.js');}} so that you don’t have to have the entire code in you commons js. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 08:41, 19 January 2026 (UTC) :::::::::::I know this. The objective is to have one global script instead of many many separate js files. [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 08:52, 19 January 2026 (UTC) ::::::::::::Do you think everyone would prefer that? Some people would like to have their user page based on their individual deigns, this would be disruptive to them. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 08:55, 19 January 2026 (UTC) :::::::::::::You don't understand the way this works. It ONLY works if you put the snippet on your user page. Do you know how js works? [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 09:45, 19 January 2026 (UTC) ::::::::::::::Well then, wait for a custodian to handle your request. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 12:58, 19 January 2026 (UTC) :::::::::::::::It's a long way to tipperary :) [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 13:01, 19 January 2026 (UTC) == ''The Signpost'': 29 January 2026 == <div lang="en" dir="ltr" class="mw-content-ltr" style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[File:WikipediaSignpostIcon.svg|40px|right]] ''News, reports and features from the English Wikipedia's newspaper''</div> <div style="column-count:2;"> * Traffic report: [[w:en:Wikipedia:Wikipedia Signpost/2026-01-29/Traffic report|The most viewed articles of 2025]] * News and notes: [[w:en:Wikipedia:Wikipedia Signpost/2026-01-29/News and notes|Good news... but also bad news for the Public Domain]] * News from Diff: [[w:en:Wikipedia:Wikipedia Signpost/2026-01-29/News from Diff|Solving puzzles together]] * In the media: [[w:en:Wikipedia:Wikipedia Signpost/2026-01-29/In the media|Every view on the 25th anniversary of everything]] * Comix: [[w:en:Wikipedia:Wikipedia Signpost/2026-01-29/Comix|Perspectives]] </div> <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">'''[[w:en:Wikipedia:Wikipedia Signpost|Read this Signpost in full]]''' · [[w:en:Wikipedia:Signpost/Single|Single-page]] · [[m:Global message delivery/Targets/Signpost|Unsubscribe]] · [[m:Global message delivery|Global message delivery]] 06:31, 29 January 2026 (UTC) <!-- Sent via script ([[w:en:User:JPxG/SPS]]) --></div> <!-- Message sent by User:JPxG@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Signpost&oldid=29988053 --> == About a vandal == You blocked {{u|~2026-81387-5}} for 5 days for vandalism. Given that they're continuing to vandalize on their talk page, would you mind revoking talk page access? Might also worth bringing it to an indefinite block, since their edits include adding "I am a vandal" in Ukrainian and they might plausibly restart their vandalism. [[User:lp0 on fire|<span style="color:#c56030;background:inherit;">lp0&nbsp;on&nbsp;fire</span>]]&nbsp;[[User talk:lp0 on fire|<span style="color:#64cea0;background:inherit">()</span>]] 18:11, 5 February 2026 (UTC) :Already {{done}} [both talk page access has been revoked, and the block has been extended]. Thank you for your help! —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 18:12, 5 February 2026 (UTC) ::Thanks! [[User:lp0 on fire|<span style="color:#c56030;background:inherit;">lp0&nbsp;on&nbsp;fire</span>]]&nbsp;[[User talk:lp0 on fire|<span style="color:#64cea0;background:inherit">()</span>]] 18:18, 5 February 2026 (UTC) == Rfd ?? == @[[User:Atcovi|Atcovi]] Hi, [[Quantum/Henry C. Kapteyn]] someone put an Rfd tag at that page. Am I free to remove it? Cheers [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 10:49, 11 February 2026 (UTC) :Hey Harold. The template should remain on the page until the conclusion of the RFD discussion. Thanks! —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 18:36, 11 February 2026 (UTC) == Possible merge == I was planning on merging [[Wikiversity:Requests for Deletion/Archives/21]] and [[Wikiversity:Requests for Deletion/Archives/22]] because the first one has only one month, and isn’t really big. Thoughts? [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 12:23, 11 February 2026 (UTC) :Hey PieWriter. I don't see any issues with that, just please make sure to update the dates on [[Wikiversity:Requests for Deletion/Archives]]. Thank you for the cleanup! —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 18:38, 11 February 2026 (UTC) ::Sure, will do it later today. [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 23:47, 11 February 2026 (UTC) ::Completed! I plan to work on [[WV:Request custodian action]] soon. I was planning on requesting for Curatorship, to help clear our [[:Category:Candidates for speedy deletion]] and old discussions at [[WV:Deletion requests]] but would like to hear your opinion first. What do you think? [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 09:58, 12 February 2026 (UTC) :::{{ping|PieWriter}} I do not see any issue with this. Only possible concern, although slight, is the short duration of your time here, but more helping hands is never a bad thing. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 14:11, 10 March 2026 (UTC) ::::Thanks for your response! :) [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 23:22, 10 March 2026 (UTC) ::::Will you be willing to be my mentor? [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 23:29, 10 March 2026 (UTC) :::::Yes! I'd be willing. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 23:39, 10 March 2026 (UTC) ::::::I created a request at [[Wikiversity:Candidates for Custodianship/PieWriter]] [[User:PieWriter|PieWriter]] ([[User talk:PieWriter|discuss]] • [[Special:Contributions/PieWriter|contribs]]) 00:13, 11 March 2026 (UTC) :::::::I'd also be willing to help as well, managing and/or closing RFDs and updating templates for dark mode support. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 03:00, 16 March 2026 (UTC) ::::::::@[[User:Atcovi|Atcovi]] I bit the bullet and decided to run for curatorship. PieWriter's curatorship has ended as of Wednesday, March 18. My curatorship nomination needs to be announced at the site notice, thanks. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 18:24, 22 March 2026 (UTC) == ''The Signpost'': 17 February 2026 == <div lang="en" dir="ltr" class="mw-content-ltr" style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[File:WikipediaSignpostIcon.svg|40px|right]] ''News, reports and features from the English Wikipedia's newspaper''</div> <div style="column-count:2;"> * In the media: [[w:en:Wikipedia:Wikipedia Signpost/2026-02-17/In the media|Global powers see Wikipedia as fundamental target for manipulation]] * News and notes: [[w:en:Wikipedia:Wikipedia Signpost/2026-02-17/News and notes|Discussions open for the next WMF Annual Plan]] * Serendipity: [[w:en:Wikipedia:Wikipedia Signpost/2026-02-17/Serendipity|Maintenance crews continue to slog through Wikipedia's oldest Featured Articles]] * Disinformation report: [[w:en:Wikipedia:Wikipedia Signpost/2026-02-17/Disinformation report|Epstein's obsessions]] * Technology report: [[w:en:Wikipedia:Wikipedia Signpost/2026-02-17/Technology report|Wikidata Graph Split and how we address major challenges]] * Traffic report: [[w:en:Wikipedia:Wikipedia Signpost/2026-02-17/Traffic report|Deaths, killings, films, and the Olympics]] * Opinion: [[w:en:Wikipedia:Wikipedia Signpost/2026-02-17/Opinion|Incoming Incurables]] * Crossword: [[w:en:Wikipedia:Wikipedia Signpost/2026-02-17/Crossword|Pop quiz]] * Comix: [[w:en:Wikipedia:Wikipedia Signpost/2026-02-17/Comix|herculean]] </div> <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">'''[[w:en:Wikipedia:Wikipedia Signpost|Read this Signpost in full]]''' · [[w:en:Wikipedia:Signpost/Single|Single-page]] · [[m:Global message delivery/Targets/Signpost|Unsubscribe]] · [[m:Global message delivery|Global message delivery]] 08:03, 17 February 2026 (UTC) <!-- Sent via script ([[w:en:User:JPxG/SPS]]) --></div> <!-- Message sent by User:JPxG@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Signpost&oldid=30039447 --> == ''The Signpost'': 10 March 2026 == <div lang="en" dir="ltr" class="mw-content-ltr" style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[File:WikipediaSignpostIcon.svg|40px|right]] ''News, reports and features from the English Wikipedia's newspaper''</div> <div style="column-count:2;"> * Interview: [[w:en:Wikipedia:Wikipedia Signpost/2026-03-10/Interview|Bernadette Meehan, new Wikimedia Foundation CEO]] * News and notes: [[w:en:Wikipedia:Wikipedia Signpost/2026-03-10/News and notes|Security testing unleashes computer worm on Meta-wiki]] * Special report: [[w:en:Wikipedia:Wikipedia Signpost/2026-03-10/Special report|What actually happened during the Wikimedia security incident?]] * In the media: [[w:en:Wikipedia:Wikipedia Signpost/2026-03-10/In the media|Indonesian government blocks Wikimedia logins; archive site scoured from Wikipedia after owner runs malware]] * Recent research: [[w:en:Wikipedia:Wikipedia Signpost/2026-03-10/Recent research|To wiki, perchance to groki]] * Obituary: [[w:en:Wikipedia:Wikipedia Signpost/2026-03-10/Obituary|Madhav Gadgil, Fredrick Brennan, Mark Miller, Chip Berlet]] * Opinion: [[w:en:Wikipedia:Wikipedia Signpost/2026-03-10/Opinion|Interface administrators and trusting trust]] * Technology report: [[w:en:Wikipedia:Wikipedia Signpost/2026-03-10/Technology report|English Wikipedia deprecates archive.today after DDoS against blog, altered content]] * Op-ed: [[w:en:Wikipedia:Wikipedia Signpost/2026-03-10/Op-ed|Why is "Trypsin-sensitive photosynthetic activities in chloroplast membranes" cited in "List of tallest buildings in Chicago"?]] * Essay: [[w:en:Wikipedia:Wikipedia Signpost/2026-03-10/Essay|The pursuit of a button click]] * In focus: [[w:en:Wikipedia:Wikipedia Signpost/2026-03-10/In focus|Short descriptions: One year later]] * WikiProject report: [[w:en:Wikipedia:Wikipedia Signpost/2026-03-10/WikiProject report|Unreferenced articles backlog drive]] * Community view: [[w:en:Wikipedia:Wikipedia Signpost/2026-03-10/Community view|Speaking of planning ...]] * Traffic report: [[w:en:Wikipedia:Wikipedia Signpost/2026-03-10/Traffic report|Over the mountain, kissing silver inlaid clouds]] * Crossword: [[w:en:Wikipedia:Wikipedia Signpost/2026-03-10/Crossword|"It will never happen"]] * Comix: [[w:en:Wikipedia:Wikipedia Signpost/2026-03-10/Comix|BRIEn't]] </div> <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">'''[[w:en:Wikipedia:Wikipedia Signpost|Read this Signpost in full]]''' · [[w:en:Wikipedia:Signpost/Single|Single-page]] · [[m:Global message delivery/Targets/Signpost|Unsubscribe]] · [[m:Global message delivery|Global message delivery]] 04:15, 10 March 2026 (UTC) <!-- Sent via script ([[w:en:User:JPxG/SPS]]) --></div> <!-- Message sent by User:JPxG@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Signpost&oldid=30121359 --> == About your recent edit to [[MediaWiki:Sitenotice]] == You meant to write "curatorship", not "custodianship" (administrator); that's for PieWriter. Thanks. :) [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 21:42, 12 March 2026 (UTC) :Thanks for letting me know, the lack of sleep is definitely evident :p. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 00:40, 13 March 2026 (UTC) == About something to construction. == Can you suggest or help me to made at least 500 constructive, problem-free edits on another wiki. (Even can here) [[User:Anikmolla786|Anikmolla786]] ([[User talk:Anikmolla786|discuss]] • [[Special:Contributions/Anikmolla786|contribs]]) 20:08, 26 March 2026 (UTC) :{{ping|Anikmolla786}} I'm not sure what you're asking from me, but please refer to [[Wikiversity:What is Wikiversity?]] to see how you can contribute to our website in the best way. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 12:08, 27 March 2026 (UTC) ::Ok. Thank you, bro. [[User:Anikmolla786|Anikmolla786]] ([[User talk:Anikmolla786|discuss]] • [[Special:Contributions/Anikmolla786|contribs]]) 12:10, 27 March 2026 (UTC) == ''The Signpost'': 31 March 2026 == <div lang="en" dir="ltr" class="mw-content-ltr" style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">[[File:WikipediaSignpostIcon.svg|40px|right]] ''News, reports and features from the English Wikipedia's newspaper''</div> <div style="column-count:2;"> * News and notes: [[w:en:Wikipedia:Wikipedia Signpost/2026-03-31/News and notes|Entirety of Wikinews to be shut down]] * In the media: [[w:en:Wikipedia:Wikipedia Signpost/2026-03-31/In the media|AI ban, newspapers disrupt archiving; and antisemitism complaints]] * Community view: [[w:en:Wikipedia:Wikipedia Signpost/2026-03-31/Community view|Videos from WikiConference North America 2025 in NYC]] * Disinformation report: [[w:en:Wikipedia:Wikipedia Signpost/2026-03-31/Disinformation report|Cleaning up after Jeffrey Epstein, Peter Nygard, and Mohamed Al-Fayed]] * WikiConference report: [[w:en:Wikipedia:Wikipedia Signpost/2026-03-31/WikiConference report|WikiConference North America 2025 in NYC review]] * Obituary: [[w:en:Wikipedia:Wikipedia Signpost/2026-03-31/Obituary|Dr. Subas Chandra Rout]] * Traffic report: [[w:en:Wikipedia:Wikipedia Signpost/2026-03-31/Traffic report|Call in the dogs of war, soldier of fortune]] * Gallery: [[w:en:Wikipedia:Wikipedia Signpost/2026-03-31/Gallery|Canadian Rangers participate in Operation ''Enduring Encyclopedia'']] * Comix: [[w:en:Wikipedia:Wikipedia Signpost/2026-03-31/Comix|n00bsitting]] </div> <div style="margin-top:10px; font-size:90%; padding-left:5px; font-family:Georgia, Palatino, Palatino Linotype, Times, Times New Roman, serif;">'''[[w:en:Wikipedia:Wikipedia Signpost|Read this Signpost in full]]''' · [[w:en:Wikipedia:Signpost/Single|Single-page]] · [[m:Global message delivery/Targets/Signpost|Unsubscribe]] · [[m:Global message delivery|Global message delivery]] 10:09, 31 March 2026 (UTC) <!-- Sent via script ([[w:en:User:JPxG/SPS]]) --></div> <!-- Message sent by User:JPxG@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Signpost&oldid=30329870 --> == Deletion of educational page because of personal opinion == You deleted [[Is it likely that Earth has been visited by aliens millions of years ago?]] and [[Are aliens mutilating cattle?]], deriding the subject and pages as "No educational objectives or discussion in history: trash "debate" with arguments just being speculative reasoning (proper, legitimate source is being used to derive unsupported conclusions) and fails to meet Wikiversity's educational requirements" which is not true. Things where there things seem outlandish and/or there is a lot of controversy is where rationality and logic should ESPECIALLY be applied. These pages were for rational deliberation. You did not engage with it eg by contesting any of the arguments where I doubt you put much if any thought into it and just went with some first impression of 'that must be trash'. Please undelete these. They used the sources available on the subject, including scientific studies and were of good quality. And you're also wrong about educational objectives. This kind of behavior were things are dismissed out of hand and not rational respectful and thoughtful deliberation takes place is exactly the problem that give the world problems like Trump, increasing polarization, online shouting chambers, etc etc. I would have hoped Wikiversity is better than this. [[User:Prototyperspective|Prototyperspective]] ([[User talk:Prototyperspective|discuss]] • [[Special:Contributions/Prototyperspective|contribs]]) 23:45, 10 April 2026 (UTC) f3z9lo2ceurut26m6anv3ttpxzr34b3 0 116299 2804194 2787788 2026-04-10T20:13:28Z Lbeaumont 278565 Removed misleading and distracting banner 2804194 wikitext text/x-wiki ==Introduction== [[File:Aime-Morot-Le-bon-Samaritain.JPG|thumb| 250px| The parable of the [[w:Parable_of_the_Good_Samaritan|Good Samaritan]] describes an act of virtue.]] {{TOC right }} Throughout history great thinkers have identified certain human traits, called ''virtues'', as intrinsically valuable. This course explores these [[w:Virtue|virtues]] and suggests ways virtue can be integrated into your daily life, guide your decision making, and improve your [[w:Quality_of_life|well-being]]. The objectives of this course are to: * Explore the characteristics of various virtues, * Survey collections of virtues identified by various philosophers. * Explore the relationships among those virtues, * Apply these virtues to improve practical decision making. * Improve your [[w:Well-being|well-being]], ([[w:Eudaimonia|eudaimonia]]). If you would like to contact the instructor, please [[Special:Emailuser/Lbeaumont | click here to send me an email]] or leave a comment or question on the [[Talk:Virtues|discussion page]]. The course contains many [[w:Hyperlink|hyperlinks]] that may be clicked on and followed to obtain further information. Use your judgment and these [[What_Matters/link following guidelines|link following guidelines]] to decide when to follow a link, and when to skip over it. This course is part of the [[Wisdom/Curriculum|Applied Wisdom Curriculum]]. This [[/Quick Reference/]] on moral virtues may provide a helpful summary and reference. This [[/Daily Virtues Practice Checklist/|daily virtues practice checklist]] can help you adopt these virtues as good habits. The list of [[Wise Affirmations|wise affirmations]] on the topic of [[Wise Affirmations/Moral virtue|moral virtues]] may help you develop habits based on the ideas in this course. {{100%done}}{{Template:non-formal education}}{{By|lbeaumont}} == What is Virtue? == Virtue is ''excellence''. The virtue of a knife is apparent in the sharpness of the blade and the fineness of its cut. Human virtue–the topic of this course—is excellence at being human. Virtues describe a way of ''being''–they are manifest by your consistent behaviors. They are not just the occasional ''doing''—they require more than the exceptional laudable behavior. Virtue is a matter of persistent ''intention'', and action consistent with that intention. Author [[w:Robert_Merrihew_Adams|Robert Merrihew Adams]] captures these ideas in his succinct defining phrase: "Excellence in being ''for'' the [[Virtues/Good|good]]".<ref>{{cite book |title=A Theory of Virtue: Excellence in Being for the Good |last=Adams |first=Robert Merrihew |year=2009 |publisher=Oxford University Press |location=USA |isbn=978-0199552252 |pages=264}}</ref> [[w:Value_(ethics)|Values]] become virtues when they are internalized as enduring character traits. For example, the value of "truth" becomes the virtue of "honesty" when truth becomes a consistent motive for your behavior. <ref>[http://www.centerforfutureconsciousness.com/pdf_files/Readings/EvolvingFutureConscPursuitVirtue.pdf Evolving Future Consciousness Through the Pursuit of Virtue], by Tom Lombardo and Jonathon Richter</ref> [[File:Virtues Audio Dialogue.wav|thumb|Virtues Audio Dialogue]] ===Moral Virtues and Performance Virtues=== A physically strong person with an excellent memory can use those assets for good or for evil. Certain virtues, such as having a good memory or being physically strong are certainly valuable, but they lack any particular disposition toward the ''good''. These performance virtues are distinct from moral virtues because moral virtues are concerned with the good. David Brooks refers to these as résumé virtues and eulogy virtues, respectively.<ref>{{cite book |last=Brooks |first=David |date=September 13, 2016 |title=The Road to Character |publisher=Random House |pages=320 |isbn=978-0812983418 |author-link=w:David_Brooks_(commentator) }}</ref> The book ''A Theory of Virtue: Excellence in Being for the Good'' uses the term “Structural Virtues” to describe those that improve performance (for good, evil, or neutral pursuits) and the term “Motivational Virtues” to describe those that direct us toward the good. We may use the terms "performance virtues" (doing things right) and "moral virtues" (doing the right thing) respectively to draw this distinction. This course will focus primarily on moral virtues. === Optional Assignment: === Skim this [http://emotionalcompetency.com/adjectives.htm list of trait adjectives]. Select several, perhaps 20, that best describe character traits you consider to be moral virtues. ==Candidate Virtues== Throughout history many thoughtful philosophers have identified and described a variety of attributes as virtues. Here is an inclusive list of such candidate virtues, each linked to a more complete description. This serves as an introduction to the domain and provides a basis for the more structured analysis in later sections of this course. Close synonyms for the virtue are often listed below the main entry. Please follow each link to study that virtue. * [[/Politeness/]]&nbsp;– A semblance of virtue ** [[/Civility/]]&nbsp;– Civilized interactions * [[/Fidelity/]]&nbsp;– Stability, reliability, consistency ** Piety ** Unity ** Integrity ** Responsibility * [[/Wisdom/]]&nbsp;– Choosing humanity ** [[/Prudence/]]&nbsp;– Practical wisdom * [[/Temperance/]]&nbsp;– Savoring pleasure by shunning excess. ** Moderation ** Self-control * [[/Courage/]]&nbsp;– Value-based action despite temptation ** Fortitude ** Bravery ** Persistence ** Grit * [[/Justice/]]&nbsp;– Symmetry. Equal rights among humans; fair exchange ** Fairness * [[/Generosity/]]&nbsp;– Giving without obligation ** Altruism ** Benevolence&nbsp;– Regard to the good of others * [[/Compassion/]]&nbsp;– Suffering together ** Respect for life * [[/Mercy/]]&nbsp;– The decision to stop hating ** [[Forgiving|Forgiveness]] * [[/Gratitude/]]&nbsp;– Rejoicing in what is * [[/Humility/]]&nbsp;– Being equal * [[/Simplicity/]]&nbsp;– Revealing the essence * [[/Tolerance/]]&nbsp;– Discerning fact from opinion. Respecting differing opinions. ** Reasonableness&nbsp;– Open to considering others' viewpoints * [[/Purity/]]&nbsp;– Without evil ** Sanctity * [[/Gentleness/]]&nbsp;– Doing your good with the least possible harm to others * [[/Good Faith/]]&nbsp;– Love of truth ** Honesty ** Truthfulness ** Sincerity ** Veracity ** Authenticity * [[/Humor/]]&nbsp;– Exposing a simple truth in an unexpected way * [[/Love/]]&nbsp;– Attraction toward the good ** Éros&nbsp;– Want ** Philía&nbsp;– Joy ** Agápe&nbsp;– Charity * [[/Good/]]&nbsp;– What is of most value in human life ** Humanity ** Perfection ** Beauty * [[/Moral Integration/]]&nbsp;– Doing good. ** Wholeness ===Assignment:=== '''Part 1:''' Choose some person you admire to focus on for this assignment. This person might be a historical figure, a modern luminary, or someone you know who has positively influenced your life. '''Part 2:''' Think about that person’s character traits and select from the list of virtues above those that best characterize this person. Include, if you are able to, examples of specific actions this person has taken that demonstrate each of the chosen virtues. == Other Systems of Virtues == Philosophers have worked to identify particular virtues as most important for some purpose. Follow the links in each of the following paragraphs to study each of those systems. The [[/cardinal virtues/]] are a set of four virtues recognized in the writings of Classical Antiquity and, along with the theological virtues, also in Christian tradition. In the Nicomachean Ethics, Aristotle's best known work on ethics, he presents the idea that we can describe virtues as things which are destroyed by deficiency or excess. His ethics are summarized in this table of [[/Aristotle’s Ethics/]]. The [[/seven heavenly virtues/]] were derived from the Psychomachia ("Contest of the Soul"), an epic poem written by Aurelius Clemens Prudentius (c. AD 410) entailing the battle of good virtues and evil vices. Young Benjamin Franklin developed a plan to improve his character by cultivating his [[/thirteen virtues/]]. In studying accounts of peak experiences, Abraham Maslow identified a manner of thought he called "Being-cognition" identified with these [[/Being-values/]]. The [[/Character Strengths and Virtues/]] handbook of human strengths and virtues, by Christopher Peterson and Martin Seligman, represents the first attempt on the part of the research community to identify and classify the positive psychological traits of human beings. After interviewing 24 courageous and thoughtful men and women of conscience from around the world, author Rushworth Kidder concluded that [[/eight values/]] are widely, almost universally, accepted. In his book “The Righteous Mind”, Jonathan Haidt describes [[/six foundations of morality/]]. Which is very important in the Catholic church. ===Reconciling Lists=== Many of the strengths and values listed in these various other systems of virtues appear on our list of candidate virtues and their related synonyms, however, many do not. These need to be considered further. Several terms, including right ambition, greatness of soul, diligence, order, industry, cleanliness, aliveness, self-sufficiency, vitality, active citizenship, and leadership are performance virtues rather than moral virtues. Pursue these to increase your capacity for accomplishing your goals. As you develop these performance virtues, please combine them with the moral virtues and use them for the good. '''Kindness''' appears several times, and it is appealing as a moral virtue. Kindness is a combination of compassion, mercy, tolerance, love, and perhaps other moral virtues we have studied. Do take time to be kind. '''Care''' for others and caring about others is a form of kindness that draws on our virtues of compassion generosity, gentleness, and love. Caring is good. '''Social intelligence''' is required for caring and kindness. '''Patience''' also helps. '''Creativity'''—the ability to generate new and useful ideas and objects—is clearly a strength, but is it a moral virtue? Cheaters, thieves, and scoundrels of all types can be very creative in their approaches to causing mayhem, so it seems clear that creativity is not only inclined toward the good. However, creativity can be directed toward the good, and it may be essential for conceiving and providing the best. As you develop your creativity, please use it for good. '''Uniqueness''', '''richness''', and '''completion''' are elements of creativity. They are often good. '''Chastity''' is listed, and we will rely on you to integrate the virtues of wisdom, compassion, courage, gentleness, temperance, humility, and of course love to guide your own romantic encounters. '''Loyalty''', and the related virtue of '''unity''' encourage us to stay together in good times and in bad for the benefit of the group. Rely on your virtues of fidelity, wisdom, courage, and tolerance to decide when to join, when to persevere, and when to leave any particular group, team, organization or affiliation. Stay only as long as you can be for the good. Respect for '''authority''' may or may not be good, depending on the virtue of the particular leader. While it is helpful to respect the authority of a virtuous leader, it is wise for you to be courageous in resisting the authority of any leader who is not for the good. There is no virtue in respecting the authority of a scoundrel or a tyrant. '''Freedom''' and '''liberty''' are cultural attributes—conditions of the environment, government, or organization we are in—that allow us to exercise our autonomy and avoid oppression. Virtuous people exercise their freedom and liberty for the good. Others need restraints—limits on their freedoms—to prevent them from doing harm. '''Curiosity''', '''love of learning''', and '''open-mindedness''' all help us explore our world and discover what is. These are essential components of wisdom and are certainly good. '''Transcendence'''—a concern for something greater—along with '''hope''' and '''spirituality''' all represent a desire for a better future. '''Effortlessness''' combines simplicity, courage, and good. ===Assignment=== Read through each of the systems of virtues listed above. Compare the strengths, values, and virtues appearing in those lists to the “candidate virtues” explored in depth in the previous section. Based on all of these lists, what if any virtues would you add to the candidate virtues list? What, if any would you remove from the list? == Virtuous Choices == How can our understanding of the virtues help us make better decisions? There are times when you have to choose one person from a pool of candidates to fill an important position in which character is very important. Examples include deciding what candidate to vote for in an election, who to hire for some job or business partnership, and even who to choose for a romantic commitment, or an important friendship. Assessing the virtue of each candidate, using this [[Virtues/Virtues_assessment_form|virtues assessment form]], can help. Follow the instructions on the form. In addition to using the form, one question to ask that can be helpful in revealing values, long-term compatibility, and worldview is: “what is your [[Knowing_How_You_Know#What_is_a_Theory_of_Knowledge.3F|theory of knowledge]]; how do you decide what to believe?” == Resources == * {{cite book |title=A Small Treatise on the Great Virtues: The Uses of Philosophy in Everyday Life |last=Comte-Sponville |first=André |year=2002 |publisher=Picador |isbn=978-0805045567 |pages=368}} * {{cite book |title=Ben & Me: From Temperance to Humility--Stumbling Through Ben Franklin's Thirteen Virtues,One Unvirtuous Day at a Time |last=Gunn |first=Cameron |year=2010 |publisher=Perigee Trade |isbn=978-0399536076|pages=272}} * {{cite book |title=A Theory of Virtue: Excellence in Being for the Good |last=Adams |first=Robert Merrihew |year=2009 |publisher=Oxford University Press |location=USA |isbn=978-0199552252 |pages=264}} * Hursthouse, Rosalind, "Virtue Ethics", The Stanford Encyclopedia of Philosophy (Winter 2010 Edition), Edward N. Zalta (ed.), URL = <http://plato.stanford.edu/archives/win2010/entries/ethics-virtue/>. * {{cite book |title=Character Strengths and Virtues: A Handbook and Classification |last1=Peterson |first1=Christopher |last2=Seligman |first2=Martin |year=2004 |publisher=Oxford University Press |location=USA |isbn=978-0195167016 |pages=800}} * {{cite book |title=Six Questions of Socrates: A Modern-Day Journey of Discovery through World Philosoph |last=Phillips |first=Christopher |year=2005 |publisher=W. W. Norton & Company |isbn=978-0393326796 |pages=334}} *{{cite book |last=Greene |first=Joshua |authorlink=w:Joshua_Greene_(psychologist)|date=December 30, 2014 |title=Moral Tribes: Emotion, Reason, and the Gap Between Us and Them |publisher=Penguin Books |pages=432 |isbn=978-0143126058}} * {{cite book |title=Shared Values for a Troubled World: Conversations With Men and Women of Conscience |last=Kidder |first=Rushworth |year=1994 |publisher=Jossey-Bass |isbn=978-1555426033 |pages=332}} * [[s:The_Moral_Obligation_to_Be_Intelligent|The Moral Obligation to Be Intelligent]], 1915 by John Erskine * {{cite book |last=Shermer |first=Michael |date=2015 |title=The Moral Arc: How Science and Reason Lead Humanity toward Truth, Justice, and Freedom |publisher=Henry Holt and Co |pages=560 |isbn=0805096914}} *{{cite book |last=Reich |first=Robert B. |date=February 20, 2018 |title=The Common Good |publisher=Knopf |pages=208 |isbn=978-0525520498 |author-link=w:Robert_Reich }} *{{cite book |last=Brooks |first=David |date=April 21, 2015 |title=[[w:The Road to Character|The Road to Character]] |publisher=Random House |pages=320 |isbn=978-0-8129-9325-7 |author-link=w:David_Brooks_(journalist) }} *{{cite book|title=First Principles and First Values: Forty-Two Propositions on Cosmoerotic Humanism, the Meta-Crisis, and the World to Come |last=Temple|first=David J. |date=April 2, 2024|publisher=World Philosophy & Religion Press|isbn=979-8989588909|pages=296}} ===References=== <references/> {{Virtues}} {{CourseCat}} [[Category:Philosophy]] [[Category:Peace studies]] [[Category:Applied Wisdom]] [[Category:Humanities courses]] [[Category:Open essay collections]] 6o85yusl65ifn651pkwo5sr8fjoz7z7 0 122610 2804258 2716489 2026-04-11T02:40:23Z Yyfroy 974792 wrong description 2804258 wikitext text/x-wiki {{physics}} The '''amplitude''' or '''peak amplitude''' of a [[wave]] or [[vibration]] is a measure of deviation from its central value. Amplitudes are always ''positive'' numbers (for example: 3.5, 1, 120) and are never ''negative'' (for example: -3.5, -1, -120). Amplitudes are positive because distance can only be greater than zero or equal to zero; negative distance does not exist.[[File:Wave characteristics.svg|thumb|250px|In this picture, ''y'' is the amplitude of the wave (This diagram is wrong! Because amplitude is not a vector and cannot be expressed by displacement.)]] The distance from the top of one peak to the bottom of another is called ''peak-to-peak amplitude''. Another way to describe peak-to-peak amplitude is to say that it is the distance between the maximum positive value and the maximum negative value of a wave. Vertical distribution of the deep water waves amplitudes is shown below: [[File:Deep water wave.gif|left|390x256px]] {{commonscat|Vibrations}} {{wiktionary}} {{Vibrations}} [[Category:Physics |Physics ]] 5odopzj99u945p2wa6gxz27gfct3sqa 2804260 2804258 2026-04-11T03:04:57Z Yyfroy 974792 Undid revision [[Special:Diff/2804258|2804258]] by [[Special:Contributions/Yyfroy|Yyfroy]] ([[User talk:Yyfroy|talk]]) maybe ok 2804260 wikitext text/x-wiki {{physics}} The '''amplitude''' or '''peak amplitude''' of a [[wave]] or [[vibration]] is a measure of deviation from its central value. Amplitudes are always ''positive'' numbers (for example: 3.5, 1, 120) and are never ''negative'' (for example: -3.5, -1, -120). Amplitudes are positive because distance can only be greater than zero or equal to zero; negative distance does not exist.[[File:Wave characteristics.svg|thumb|250px|In this picture, ''y'' is the amplitude of the wave]] The distance from the top of one peak to the bottom of another is called ''peak-to-peak amplitude''. Another way to describe peak-to-peak amplitude is to say that it is the distance between the maximum positive value and the maximum negative value of a wave. Vertical distribution of the deep water waves amplitudes is shown below: [[File:Deep water wave.gif|left|390x256px]] {{commonscat|Vibrations}} {{wiktionary}} {{Vibrations}} [[Category:Physics |Physics ]] fzb1dpy1xgkxjkk5d7trukedgj6lvpd 0 202752 2804248 2181129 2026-04-11T01:34:41Z CarlessParking 3064444 2804248 wikitext text/x-wiki {{visayan}} Welcome learners to Visayan 1, your aid in learning the Visayan dialect. This course is designed for English speakers. Knowing Visayan will help you succeed and aid you when visiting a Visayan-speaking region or learning another similar language, such as Spanish. <center><big>See also: [[Portal:Cebuano]]</bi></center> . Throughout this course, you will find fact sections that contain facts about Visayan-speaking countries and their cultures. Our [[/forum|forum]] is a place where you can receive feedback and ask questions about Visayan. == Contents == [[Image:Misamis Oriental General Comprehensive High School.JPG|250px|right|thumb|Misamis Oriental General Comprehensive High School]] [[Image:Visayan_languages_map.png|250px|right|thumb|Visayan speaking regions of the Philippines.]] *Introduction: {{0Percent}} [[Visayan 1/regions|Regions]], {{0Percent}} [[/linguistic characteristics|Linguistic characteristics]] * {{0Percent}} [[/Chapter 1 (The Basics)|Chapter 1 (The Basics)]] — ''Region focus: Bohol'' * {{0Percent}} [[/Chapter 2 (Activities)|Chapter 2 (Activities)]] — ''Region focus: Cebu'' * {{0Percent}} [[/Chapter 3 (Adjectives)|Chapter 3 (Adjectives)]] — ''Region focus: Western Leyte'' * {{0Percent}} [[/Chapter 4 (School)|Chapter 4 (School)]] — ''Region focus: Eastern Negros'' * {{0Percent}} [[/Chapter 5 (The Classroom)|Chapter 5 (The Classroom)]] — ''Region focus: Samar'' * {{0Percent}} [[/Chapter 6 (Food & Drink)|Chapter 6 (Food & Drink)]] — ''Region focus: Northern Mindanao'' * {{0Percent}} [[/Chapter 7 (Health)|Chapter 7 (Health)]] — ''Region focus: Davao'' * {{0Percent}} [[/Chapter 8 (Destinations)|Chapter 8 (Destinations)]] — ''Region focus: Southern Kana'' * {{0Percent}} [[/Chapter 9 (Recreation & Lifestyle)|Chapter 9 (Recreation & Lifestyle)]] — ''Region focus: Luzon'' * {{0Percent}} [[/Chapter 10 (Family & Celebrations)|Chapter 10 (Family & Celebrations)]] — ''Region focus: Biliran'' * {{0Percent}} [[/Chapter 11 (Adjectives & In a restaurant)|Chapter 11 (Adjectives & In a restaurant)]] — ''Region focus: Southern Masbate'' * {{0Percent}} [[/Chapter 12 (The Bedroom)|Chapter 12 (The Bedroom)]] * {{0Percent}} [[/Chapter 13 (The Household)|Chapter 13 (The Household)]] * {{0Percent}} [[/Chapter 14 (Shopping)|Chapter 14 (Shopping)]] * {{0Percent}} [[/Chapter 15 (At the Mall)|Chapter 15 (At the Mall)]] * {{0Percent}} [[/Chapter 16 (Vacation)|Chapter 16 (Vacation)]] * {{0Percent}} [[/Chapter 17 (Community)|Chapter 17 (Community)]] * {{0Percent}} [[/Chapter 18 (Television)|Chapter 18 (Television)]] * {{0Percent}} [[/Chapter 19 (Computers)|Chapter 19 (Computers)]] == Other Visayan Resources == {{secondary}} {{tertiary}} {{nonformal}} {{juststarted}} This is the first complete Visayan course to be offered at Wikiversity. We hope that there will be more Visayan courses - Visayan courses for different purposes, for different kinds of students, or courses which reflect different approaches to teaching or structuring lessons. This course does not yet offer multimedia experiences, quizzes or other interactivity, so contributions along these lines are especially welcome. *[[Visayan 2]] — Continuation of Visayan 1 *[[/forum|Forum]] — Discuss Visayan with other users, or receive feedback {{hitcounter}} [[Category:Visayan]] [[Category:Visayan One]] [[Category:Language learning portals]] [[Category:Humanities courses]] {{visayan1}} 0ckgvkw83vbq9x46hxj19g9okqaktpy 2804249 2804248 2026-04-11T01:34:57Z CarlessParking 3064444 2804249 wikitext text/x-wiki {{visayan}} Welcome learners to Visayan 1, your aid in learning the Visayan dialect. This course is designed for English speakers. Knowing Visayan will help you succeed and aid you when visiting a Visayan-speaking region or learning another similar language, such as Spanish. <center><big>See also: [[Portal:Cebuano]]</big></center> . Throughout this course, you will find fact sections that contain facts about Visayan-speaking countries and their cultures. Our [[/forum|forum]] is a place where you can receive feedback and ask questions about Visayan. == Contents == [[Image:Misamis Oriental General Comprehensive High School.JPG|250px|right|thumb|Misamis Oriental General Comprehensive High School]] [[Image:Visayan_languages_map.png|250px|right|thumb|Visayan speaking regions of the Philippines.]] *Introduction: {{0Percent}} [[Visayan 1/regions|Regions]], {{0Percent}} [[/linguistic characteristics|Linguistic characteristics]] * {{0Percent}} [[/Chapter 1 (The Basics)|Chapter 1 (The Basics)]] — ''Region focus: Bohol'' * {{0Percent}} [[/Chapter 2 (Activities)|Chapter 2 (Activities)]] — ''Region focus: Cebu'' * {{0Percent}} [[/Chapter 3 (Adjectives)|Chapter 3 (Adjectives)]] — ''Region focus: Western Leyte'' * {{0Percent}} [[/Chapter 4 (School)|Chapter 4 (School)]] — ''Region focus: Eastern Negros'' * {{0Percent}} [[/Chapter 5 (The Classroom)|Chapter 5 (The Classroom)]] — ''Region focus: Samar'' * {{0Percent}} [[/Chapter 6 (Food & Drink)|Chapter 6 (Food & Drink)]] — ''Region focus: Northern Mindanao'' * {{0Percent}} [[/Chapter 7 (Health)|Chapter 7 (Health)]] — ''Region focus: Davao'' * {{0Percent}} [[/Chapter 8 (Destinations)|Chapter 8 (Destinations)]] — ''Region focus: Southern Kana'' * {{0Percent}} [[/Chapter 9 (Recreation & Lifestyle)|Chapter 9 (Recreation & Lifestyle)]] — ''Region focus: Luzon'' * {{0Percent}} [[/Chapter 10 (Family & Celebrations)|Chapter 10 (Family & Celebrations)]] — ''Region focus: Biliran'' * {{0Percent}} [[/Chapter 11 (Adjectives & In a restaurant)|Chapter 11 (Adjectives & In a restaurant)]] — ''Region focus: Southern Masbate'' * {{0Percent}} [[/Chapter 12 (The Bedroom)|Chapter 12 (The Bedroom)]] * {{0Percent}} [[/Chapter 13 (The Household)|Chapter 13 (The Household)]] * {{0Percent}} [[/Chapter 14 (Shopping)|Chapter 14 (Shopping)]] * {{0Percent}} [[/Chapter 15 (At the Mall)|Chapter 15 (At the Mall)]] * {{0Percent}} [[/Chapter 16 (Vacation)|Chapter 16 (Vacation)]] * {{0Percent}} [[/Chapter 17 (Community)|Chapter 17 (Community)]] * {{0Percent}} [[/Chapter 18 (Television)|Chapter 18 (Television)]] * {{0Percent}} [[/Chapter 19 (Computers)|Chapter 19 (Computers)]] == Other Visayan Resources == {{secondary}} {{tertiary}} {{nonformal}} {{juststarted}} This is the first complete Visayan course to be offered at Wikiversity. We hope that there will be more Visayan courses - Visayan courses for different purposes, for different kinds of students, or courses which reflect different approaches to teaching or structuring lessons. This course does not yet offer multimedia experiences, quizzes or other interactivity, so contributions along these lines are especially welcome. *[[Visayan 2]] — Continuation of Visayan 1 *[[/forum|Forum]] — Discuss Visayan with other users, or receive feedback {{hitcounter}} [[Category:Visayan]] [[Category:Visayan One]] [[Category:Language learning portals]] [[Category:Humanities courses]] {{visayan1}} 5irlza1wfho8b9xkltvv3t8o0gkzbje 2804250 2804249 2026-04-11T01:35:13Z CarlessParking 3064444 2804250 wikitext text/x-wiki {{visayan}} Welcome learners to Visayan 1, your aid in learning the Visayan dialect. This course is designed for English speakers. Knowing Visayan will help you succeed and aid you when visiting a Visayan-speaking region or learning another similar language, such as Spanish. <center><big>See also: [[Portal:Cebuano]]</big></center> Throughout this course, you will find fact sections that contain facts about Visayan-speaking countries and their cultures. Our [[/forum|forum]] is a place where you can receive feedback and ask questions about Visayan. == Contents == [[Image:Misamis Oriental General Comprehensive High School.JPG|250px|right|thumb|Misamis Oriental General Comprehensive High School]] [[Image:Visayan_languages_map.png|250px|right|thumb|Visayan speaking regions of the Philippines.]] *Introduction: {{0Percent}} [[Visayan 1/regions|Regions]], {{0Percent}} [[/linguistic characteristics|Linguistic characteristics]] * {{0Percent}} [[/Chapter 1 (The Basics)|Chapter 1 (The Basics)]] — ''Region focus: Bohol'' * {{0Percent}} [[/Chapter 2 (Activities)|Chapter 2 (Activities)]] — ''Region focus: Cebu'' * {{0Percent}} [[/Chapter 3 (Adjectives)|Chapter 3 (Adjectives)]] — ''Region focus: Western Leyte'' * {{0Percent}} [[/Chapter 4 (School)|Chapter 4 (School)]] — ''Region focus: Eastern Negros'' * {{0Percent}} [[/Chapter 5 (The Classroom)|Chapter 5 (The Classroom)]] — ''Region focus: Samar'' * {{0Percent}} [[/Chapter 6 (Food & Drink)|Chapter 6 (Food & Drink)]] — ''Region focus: Northern Mindanao'' * {{0Percent}} [[/Chapter 7 (Health)|Chapter 7 (Health)]] — ''Region focus: Davao'' * {{0Percent}} [[/Chapter 8 (Destinations)|Chapter 8 (Destinations)]] — ''Region focus: Southern Kana'' * {{0Percent}} [[/Chapter 9 (Recreation & Lifestyle)|Chapter 9 (Recreation & Lifestyle)]] — ''Region focus: Luzon'' * {{0Percent}} [[/Chapter 10 (Family & Celebrations)|Chapter 10 (Family & Celebrations)]] — ''Region focus: Biliran'' * {{0Percent}} [[/Chapter 11 (Adjectives & In a restaurant)|Chapter 11 (Adjectives & In a restaurant)]] — ''Region focus: Southern Masbate'' * {{0Percent}} [[/Chapter 12 (The Bedroom)|Chapter 12 (The Bedroom)]] * {{0Percent}} [[/Chapter 13 (The Household)|Chapter 13 (The Household)]] * {{0Percent}} [[/Chapter 14 (Shopping)|Chapter 14 (Shopping)]] * {{0Percent}} [[/Chapter 15 (At the Mall)|Chapter 15 (At the Mall)]] * {{0Percent}} [[/Chapter 16 (Vacation)|Chapter 16 (Vacation)]] * {{0Percent}} [[/Chapter 17 (Community)|Chapter 17 (Community)]] * {{0Percent}} [[/Chapter 18 (Television)|Chapter 18 (Television)]] * {{0Percent}} [[/Chapter 19 (Computers)|Chapter 19 (Computers)]] == Other Visayan Resources == {{secondary}} {{tertiary}} {{nonformal}} {{juststarted}} This is the first complete Visayan course to be offered at Wikiversity. We hope that there will be more Visayan courses - Visayan courses for different purposes, for different kinds of students, or courses which reflect different approaches to teaching or structuring lessons. This course does not yet offer multimedia experiences, quizzes or other interactivity, so contributions along these lines are especially welcome. *[[Visayan 2]] — Continuation of Visayan 1 *[[/forum|Forum]] — Discuss Visayan with other users, or receive feedback {{hitcounter}} [[Category:Visayan]] [[Category:Visayan One]] [[Category:Language learning portals]] [[Category:Humanities courses]] {{visayan1}} 9f9iziqiigvp051dkp3i2880ndoamqs 2804251 2804250 2026-04-11T01:35:59Z CarlessParking 3064444 2804251 wikitext text/x-wiki {{visayan}} Welcome learners to Visayan 1, your aid in learning the Visayan dialect. This course is designed for English speakers. Knowing Visayan will help you succeed and aid you when visiting a Visayan-speaking region or learning another similar language, such as Spanish. <center><big>See also: [[Portal:Cebuano]]</big></center> Throughout this course, you will find fact sections that contain facts about Visayan-speaking countries and their cultures. Our [[/forum|forum]] is a place where you can receive feedback and ask questions about Visayan. == Other Visayan Resources == {{secondary}} {{tertiary}} {{nonformal}} {{juststarted}} This is the first complete Visayan course to be offered at Wikiversity. We hope that there will be more Visayan courses - Visayan courses for different purposes, for different kinds of students, or courses which reflect different approaches to teaching or structuring lessons. This course does not yet offer multimedia experiences, quizzes or other interactivity, so contributions along these lines are especially welcome. *[[Visayan 2]] — Continuation of Visayan 1 *[[/forum|Forum]] — Discuss Visayan with other users, or receive feedback {{hitcounter}} [[Category:Visayan]] [[Category:Visayan One]] [[Category:Language learning portals]] [[Category:Humanities courses]] {{visayan1}} 67udp60xcda6ufcveplf13nqej9yf7u 2804252 2804251 2026-04-11T01:36:12Z CarlessParking 3064444 2804252 wikitext text/x-wiki {{visayan}} Welcome learners to Visayan 1, your aid in learning the Visayan dialect. This course is designed for English speakers. Knowing Visayan will help you succeed and aid you when visiting a Visayan-speaking region or learning another similar language, such as Spanish. <center><big>See also: [[Portal:Cebuano]]</big></center> Throughout this course, you will find fact sections that contain facts about Visayan-speaking countries and their cultures. Our [[/forum|forum]] is a place where you can receive feedback and ask questions about Visayan. [[Image:Misamis Oriental General Comprehensive High School.JPG|250px|right|thumb|Misamis Oriental General Comprehensive High School]] [[Image:Visayan_languages_map.png|250px|right|thumb|Visayan speaking regions of the Philippines.]] == Other Visayan Resources == {{secondary}} {{tertiary}} {{nonformal}} {{juststarted}} This is the first complete Visayan course to be offered at Wikiversity. We hope that there will be more Visayan courses - Visayan courses for different purposes, for different kinds of students, or courses which reflect different approaches to teaching or structuring lessons. This course does not yet offer multimedia experiences, quizzes or other interactivity, so contributions along these lines are especially welcome. *[[Visayan 2]] — Continuation of Visayan 1 *[[/forum|Forum]] — Discuss Visayan with other users, or receive feedback {{hitcounter}} [[Category:Visayan]] [[Category:Visayan One]] [[Category:Language learning portals]] [[Category:Humanities courses]] {{visayan1}} 5kp7mhtqm1d5w0ji2y6casgopnue7o1 2804253 2804252 2026-04-11T01:36:52Z CarlessParking 3064444 2804253 wikitext text/x-wiki {{visayan}} Welcome learners to Visayan 1, your aid in learning the Visayan dialect. This course is designed for English speakers. Knowing Visayan will help you succeed and aid you when visiting a Visayan-speaking region or learning another similar language, such as Spanish. <center><big>See also: [[Portal:Cebuano]]</big></center> Throughout this course, you will find fact sections that contain facts about Visayan-speaking countries and their cultures. Our [[/forum|forum]] is a place where you can receive feedback and ask questions about Visayan. [[Image:Misamis Oriental General Comprehensive High School.JPG|250px|right|thumb|Misamis Oriental General Comprehensive High School]] [[Image:Visayan_languages_map.png|250px|right|thumb|Visayan speaking regions of the Philippines.]] hh188f3rprzvu17x57umcpqfxs53c29 2804254 2804253 2026-04-11T01:37:47Z CarlessParking 3064444 2804254 wikitext text/x-wiki {{visayan}} Welcome learners to Visayan 1, your aid in learning the Visayan dialect. This course is designed for English speakers. Knowing Visayan will help you succeed and aid you when visiting a Visayan-speaking region or learning another similar language, such as Spanish. <center><big>See also: [[Portal:Cebuano]]</big></center> Throughout this course, you will find fact sections that contain facts about Visayan-speaking countries and their cultures. Our [[/forum|forum]] is a place where you can receive feedback and ask questions about Visayan. [[Image:Misamis Oriental General Comprehensive High School.JPG|250px|right|thumb|Misamis Oriental General Comprehensive High School]] [[Image:Visayan_languages_map.png|250px|right|thumb|Visayan speaking regions of the Philippines.]] <center><big>See also: [[Southeast Asian Languages/Philippine Languages/Cebuano]]</big></center> tpskeiq9g8ah0pjf86gf2uu2ak4kskl 0 220911 2804214 2463836 2026-04-10T22:19:41Z Jtneill 10242 2804214 wikitext text/x-wiki {{psych-stub}} [[w:Positive psychological capital|Psychological capital]] (PsyCap) is a theoretical combination of: * hope * optimism * self-efficacy * resilience ==See also== * [[w:Positive psychological capital|Positive psychological capital]] (Wikipedia) * [[Motivation and emotion/Book/2018/Psychological capital|Psychological capital]] (Book chapter, 2018) {{subpagesif}} [[Category:Positive psychology]] g88z2ftd43ppk8mezwnkj4proftshmi 2 246046 2804208 2800477 2026-04-10T21:18:40Z Dc.samizdat 2856930 /* Justice is symmetry */ cite Ira Sandperl's great friend, Aldous Huxley 2804208 wikitext text/x-wiki I am David Brooks Christie, born April 3, 1951. <blockquote>He knew that he had about as much chance of understanding such problems as a collie has of understanding how dog food gets into cans.<ref>{{Cite book|title=By His Bootstraps|last=Heinlein|first=Robert|work=The Menace From Earth|publisher=|year=1959|isbn=|location=|pages=|author-link=W:Robert Heinlein}}</ref> </blockquote> and yet... <blockquote>Oh, what good it does the heart, to know it isn't magic!<ref>{{Cite book|url=https://books.google.com/books?id=R1HTBQAAQBAJ&pg=PT43&lpg=PT43&dq=I+used+to+imagine+him+coming+from+his+house,+like+Merlin&source=bl&ots=h707RlOyPN&sig=ACfU3U22OoWoBsZwY2B-Si_jc1jdy-re1w&hl=en&sa=X&ved=2ahUKEwj06-ebwZTiAhVFvZ4KHXVkAaMQ6AEwAHoECAcQAQ#v=onepage&q=I%20used%20to%20imagine%20him%20coming%20from%20his%20house%2C%20like%20Merlin&f=false|title=Stanley Kunitz|last=Oliver|first=Mary|work=Dream Work|publisher=|year=1986|isbn=|location=|pages=|author-link=W:Mary Oliver}}</ref> </blockquote> == Polyscheme project == {{Polyscheme}} The [[Polyscheme|Polyscheme project]] is intended to be a series of wiki-format articles on the [[W:Regular polytope|regular polytope]]s, the [[W:Four-dimensional space|fourth spatial dimension]], and the general dimensional analogy of [[W:Euclidean space|Euclidean]] and [[W:n-sphere|spherical space]]s of any number of [[W:Dimension|dimension]]s. This series of articles expands the corresponding Wikipedia encyclopedia articles to book length, to provide textbook-like treatment of the subject in depth, additional learning resources, and a subject-wide web of cross-linked explanatory footnotes that pop-up in context. Some of what's in [[Polyscheme#Polyscheme project articles|these companion articles]] is the result of original research, and so has the status of opinion, not generally accepted fact, as of this date of publication. == Research articles == Wiki articles I write or contribute to which contain original research or commentary, and so [[wikipedia:No original research|cannot be published as Wikipedia articles]], are hosted here at Wikiversity instead. When complete they may be submitted for peer review, and in some cases for publication elsewhere. Perhaps eventually some will qualify to be cited as sources by Wikipedia articles, or be merged into the Wikipedia article on the same subject. [[WikiJournal Preprints/Kinematics of the cuboctahedron]] [[WikiJournal Preprints/24-cell]] == Expanded versions of Wikipedia articles == The following Wikipedia articles, which I have contributed heavily to, have parallel versions hosted at Wikiversity as part of the [[Polyscheme]] learning project. The Wikiversity versions are intended to be expanded supersets of the Wikipedia encyclopedia articles, with additional content and links to learning resources that cannot be accommodated in an encyclopedia article. [[WikiJournal Preprints/24-cell#Future work|My rationale for their existence is explained here]]. [[5-cell]] [[16-cell]] [[24-cell]] [[600-cell]] [[120-cell]] [[Template:Regular convex 4-polytopes]] == Three mathematicians walk into a bar == A graph theorist, a differential topologist and a Euclidean geometer walk into a bar, in the midst of trying to decide a question about the fourth dimension. The bartender asks, "the usual?" The graph theorist says, "three eigenvectors form isomorphic paths of that diameter." The differential topologist says, "there is no symmetric Clifford torus, but it is a Hopf fibration." The Euclidean geometer says, "several distinct great circle polygons are isoclinic in that left (right) rotation." The wise bartender, who has heard it all, says "that's a yes, then," and pours them all the same drink. == Bucky Fuller and the languages of geometry == It is worth remembering that the ancients who invented geometry did not have physics or mathematics to guide them, only physical experience and imagination. They did not have algebra, much less the [[W:William Kingdon Clifford|Clifford]] algebra, or [[W:William Rowan Hamilton|Hamilton]]'s quaternions, or the [[W:Coxeter|Coxeter]] theory of reflecting groups, or indeed any of the formulas we call the languages of mathematics except the Pythagorean theorem. Every so often, still, there comes a geometer who has not been educated mathematically, and does great works, like [[W:Alicia Boole Stott|Alicia Boole Stott]] or [[W:Thorold Gosset|Thorold Gosset]]. The preeminent recent example of a mathematically illiterate geometer is [[W:Buckminster Fuller|Buckminster Fuller]], who distrusted trigonometry (he thought it might be "inaccurate"), but nonetheless spotted the non-deterministic inflection point in the [[Kinematics of the cuboctahedron|Möbius spinor orbit of the orientable double cover of the octahedron]], without having any of that language for it. So instead he described it precisely with [[Kinematics of the cuboctahedron#Jitterbug transformations|physically meaningful language]] and ''actual physical demonstrations'' that anyone can understand,<ref>{{Cite web| url = https://www.youtube.com/watch?v=9sM44p385Ws| title = Vector Equilibrium | first = R. Buckminster | last = Fuller | author-link=W:Buckminster Fuller | year = 1975 | work= Everything I Know Sessions | place = Philadelphia}}</ref> at least if they have stalled an airplane, or trimmed a submarine's ballast tanks, ''or can imagine doing so''. == History == I was influenced by the works of [[W:Buckminster Fuller|Buckminster Fuller]], whose ''Education Automation''{{Sfn|Fuller|1962}} I discovered in college at [[W:Oberlin college|Oberlin]]. Over the next few years I read everything he published, and built a [[W:Kinematics of the cuboctahedron#Elastic-edge transformation|tensegrity icosahedron]] tree house centered 73.5 feet up between the twin trunks of a white pine tree in Vermont. Once I walked in at the middle of one of Bucky's famous 5-hour lectures about everything, at U.C. Santa Barbara on my first trip to California in January 1971. Later I taught an Experimental College course at Oberlin on Fuller's works, where we built and flew a geodesic hot air balloon that we watched fly away to Canada over Lake Erie. We didn't think it set anything in Canada on fire with its open flame burner, because it didn't appear to start its descent until it had exhausted its fuel. After college I moved to Chicago for a job using my only marketable skill, which was programming in assembly language, for one of the first large (nation-wide) online database transaction processing systems, hosted on a single IBM System/370 mainframe that occupied an entire floor of an office tower in the downtown Chicago loop. From Chicago I led summer-long Wilderness Projects in canoes through the Canadian taiga, straddling the 60th parallel near where the Northwest Territories, Nunavut, Manitoba and Saskatchewan meet clockwise at a four-corners, 1400 miles northwest of Chicago, 400 miles north of the northernmost town you can reach by road, and 500 miles north of our nearest radio contact, in those days before satellite phones. In 1978 I landed a programming job in California working at a tiny microcomputer manufacturer, one of the early S-100 bus start-ups, the year after the Apple II personal computer was introduced, three years before the advent of the IBM PC. In 1982 I reached Silicon Valley, the end of the rainbow for computer programmers, epicenter of the tech emergence, swiftly urbanizing frontier homestead of the digital revolution. We lived in a refurbished cabin in a redwood forest on the wild San Mateo County coast, and I commuted over-the-hill every day to my job at a computer manufacturer, in the same truck I had commuted to Canada in, with 3 canoes on the roof, every summer from Chicago. At [[W:Convergent Technologies|that company]], the job I held longest (7 years) in my peripatetic software engineering career, and learned the most from, they built the first fully concurrent, ethernet-networked office workstations from Intel's newest microprocessors (before the silicon was even dry and [[W:Convergent Technologies#NGEN|fully debugged]]), and I wrote code in the internals of [[w:CTOS|their distributed, message-based operating system]]. At last I had arrived at a long-sought destination, the root systems of the computer. In Silicon Valley I worked for stock options at a series of interesting start-ups that did not work out, until one of them that was starting to work out was bought by [[W:Netscape|Netscape]] (for its engineering talent, not its software product) in the year of the Netscape IPO, 1995. This was a pretty good place to wind up, at the hottest start-up I had ever been early to, growing so fast it made our heads spin just to come to work the next day, at perhaps the most interesting nexus in Silicon Valley history thus far, the birth of the internet. But Netscape did not work out either in the end, as everybody knows. So I retired at the end of 1998 from writing programs other people wanted me to write, to look for work of my own that really interested me. My principal curiosity had become studying the symmetries among computer operating systems{{Sfn|Lauer|Needham|1978|ps=; Historic paper classifying multi-process OS architectures into two dual categories.}} and object-oriented programming languages, which is where you may discover the geometry of non-deterministic computational space. I had hard-won experience with concurrency in operating system internals and programming languages, but I had no mathematics. I had always disliked doing math homework assignments in school, the same way I detested repetitive unoriginal programming tasks at work.{{Efn|They are what computers are for.}} They were both hard for me for some reason.{{Efn|I think I may be algebraically dyslexic. If I don't have a picture of them, even double negatives make me work up a sweat.}} I could barely bring myself to do the grunt work my trade often demanded, and got into trouble at several start-up companies by spending too much time making the assigned task interesting to me, by biggering the design. My formal education in mathematics had ceased back in high school after I had failed the AP calculus exam, by failing to make myself practice doing enough calculus. I am not at all proud of my mathematics illiteracy, and I am inconvenienced by it in my work, but I have adapted to the disability. At Netscape, where I was not a researcher just a programmer, and not of the original Netscape browser (Mosaic/Navigator/Mozilla), I had met the researcher [[W:Ramanathan V. Guha|R.V. Guha]], whose [[W:Meta Content Framework|Meta Content Framework (MCF)]] was in the process of being standardized as [[W:Resource Description Framework|Resource Description Framework (RDF)]], the semantic data representation that would later become a core component of Tim Berners-Lee's [[W:Semantic web|semantic web initiative]]. RDF is a language root system of semantic triples, subject-predicate-object, a very ancient geometry first described by [[w:Hermann_Grassmann|Grassmann]],{{Efn|name=Grassmann}} and essentially the same data model used by the original AI researchers. They sought to construct language models by design, long before modern large language model AIs were invented. LLM AIs are grown, not designed, from machine experience of the symmetries to be found in vast quantities of human speech found in nature. Modern AIs are not built by hand as RDF models by human architects; they are products of Darwinian natural selection, like us, rather than products of design, like the things we build. As a knowledge root system RDF interested me, but it had no operations, only a data model. After leaving Netscape I worked independently{{Efn|"Independently" in every sense: nobody paid me, I had no institutional affiliation of any kind any more, I had no colleagues any more, I published nothing and never even released any open-source software. I was independent in the sense of being completely solitary, invisible and unknowable, such that nobody could possibly have taken notice of my work even if they had been so inclined. I worked like Emily Dickinson during her lifetime, though with much less genius and prolificacy. But I was free, and having fun and didn't care.}} for years programming a kind of symmetry group, consisting of the 3-dimensional RDF triples extended in a temporal 4th dimension like the one in Minkowski spacetime (the 4th field I added to the ''subject, predicate, object'' triple was a creation timestamp called the ''provenance''), and with [[W:David Gelernter|Gelernter]]'s four concurrency group operators rd(), out(), in(), and eval().{{Sfn|Carriero|Gelernter|1989|loc=The C-Linda programming language}} I realized my system as C++ template metaprograms{{Sfn|Stroustrup|2013|loc=''The [[W:C++|C++ Programming Language]]''}} for a nesting set of these operators, implemented as ACID-transactional C++ sequence iterator classes over the progressively more complex spaces traversed by each of Gelernter's operations. To this hierarchy I added an anonymous 5th operator() (operator function call) between in() and eval(). This object-oriented language framework, which I built,{{Efn|My language representation of the semantics of language was provisionally named [[W:Samizdat|Samizdat]]. If it were ever to be developed into a complete computer language, [[w:Hermann Grassmann|Grassmann]] would be an appropriate name for it.{{Efn|[[w:Hermann Grassmann|Hermann Grassmann]] moved on later in life from inventing a theory of mathematics{{Efn|In 1844, [[w:Hermann Grassmann|Hermann Grassmann]] proposed a new foundation for all of mathematics, the idea of vector spaces. He showed that once [[W:geometry|geometry]] is put into the algebraic form he advocated now known as the [[W:Grassmannian|Grassmannian]], the number three has no privileged role as the number of spatial [[W:dimension (mathematics)|dimension]]s; the number of possible dimensions is in fact unbounded. Even deeper than his invention of a language of mathematics was Grassmann's foundational role in the science of all languages.{{Efn|name=Grassmann}}|name=Grassmannian}} to inventing a theory of linguistics. He reached the understanding that the true origin story of human languages is found in their common symmetries, which are intrinsic properties discovered in nature, not invented, rather than in the history of our common human linguistic experience.|name=Grassmann}}}} was intended as the foundation for a distributed graph database transaction processing monitor,{{Sfn|Gray|Reuter|1993|loc=''[[W:Transaction processing|Transaction processing]]''}} which I never completed. None of this schema bore any conscious resemblance to [[wikipedia:Ludwig Schläfli|Schläfli]]'s sequence of six [[polyscheme]]s (hyper-polyhedra) of increasing complexity, with their unprecedented regular object the 24-cell (hyper-anonymous), since I had not yet resumed my college-days' study of geometry and become acquainted with them. I had studied some physics at Oberlin, and knew that Einstein understood relativity to be the geometry of non-Euclidean 4-dimensional [[w:Spacetime|spacetime]]. I had wondered about [[Kinematics of the cuboctahedron#Jitterbug transformations|Fuller's jitterbug transformations]] ever since those days, and I had been pleased to find out Pascal's triangle of the ''n''-simplexes for myself back in Chicago. But I had not read much of [[W:Regular Polytopes|Regular Polytopes]] yet, and had not made the acquaintance of the more astonishing objects Schläfli discovered in 4-dimensional Euclidean space. Particularly not yet the unique [[24-cell|24-cell (hyper-cuboctahedron)]], the radially equilateral vector equilibrium that Bucky Fuller saw the cuboctahedral shadow of. Fuller searched all his life for this 4-dimensional object (the utterly unique realization of the 24-point symmetry group of the tetrahedron), but never quite found it because he was looking for it in the wrong place like everyone else (in Euclidean 3-space). ... == Nature is symmetry == It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[wikipedia:Group (mathematics)|mathematics of groups]].{{Sfn|Conway|Burgiel|Goodman-Strauss|2008|loc=''The Symmetries of Things''}} As I understand [[wikipedia:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[wikipedia:Theory of relativity|Einstein's relativity]] or [[wikipedia:Evolution|Darwin's evolution]] or [[wikipedia:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[wikipedia:symmetry group|symmetry groups]]. [[W:Coxeter group|Coxeter group]] theory did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups and express the principle of relativity. == Poetry is symmetry == [[W:Edna St. Vincent Millay|Edna St. Vincent Millay]] and other poets knew that [[W:Lawrence Ferlinghetti#Poetry|Poetry is the Insurgent Art]] of invoking symmetries, and [[User:Dc.samizdat/Those hours|at its best]] captures a discovery of an intrinsic symmetry found in nature. Poetry is metaphor, which is to say dimensional analogy, and the sonnet is a strict form of it, like the analogy between semi-regular polytopes in three and four dimensions discovered by another woman poet, [[W:Alicia Boole Stott|Alicia Boole Stott]]. Poetry and mathematics have common origins, and their greatest practitioners use the same method, which is simply to look, see, find the symmetry, and express it in precise language. One of Millay's sonnets begins "Euclid alone has looked on beauty bare". When she went off to Paris for her Fatal Interview with [[W:George Dillon (poet)|George Dillon]], perhaps she sensed in him the soul of an earlier Parisian youth who burned brightly, [[W:Évariste Galois|Évariste Galois]] who discovered the mathematics which underlies geometry, inventing [[w:Galois_theory|his symmetry group theory]] before his own fatal interview at 20. Millay's contemporary poet [[W:Emmy Noether|Emmy Noether]], the greatest mathematician of a time which is remembered for the emergence of the great physicists, found that Galois's poetry underlies all physics, too. Noether's theorem, the deepest mathematical finding in physics, is her intricate sonnet that captures how each fundamental formula in physics expresses a conservation law, which in every instance is itself an expression of a distinct symmetry group. These giants knew something about the invention of a precise new language: how it emerges from discovery, or rediscovery, of nature's symmetries. == Justice is symmetry == Anyone should understand some Israelis' unquenchable thirst for vengence for all acts that have attempted to exterminate them. Precisely because it is unquenchable, a survival instinct acquired at immeasurable cost, we must implacably resist, by all nonviolent means available to us, their attempts to slake it. Vengeance is mine, saith the Lord, and an eye for an eye makes the whole world blind. <blockquote> We are deceived into believing that we can get the kind of world we seek by doing the very things we are trying to get rid of. "Just a little more violence to end violence." "Just a little more hatred to end hatred." "Just a little more oppression to end oppression" -- and on and on. We are taken in because good people are doing these things, sincere and brave people. And this is why the finer their qualities, the more dangerous they are, the more thoroughly we are fooled. All the finest qualities in the world cannot change the simple, immutable fact that the ends cannot justify the means, but, on the contrary, the means determine the ends. In all of man's history this stands out clearly and intellectually indisputable; yet it has been perversely, insistently, sentimentally and tragically ignored. In this universe the means always and everywhere, without doubt and without exception, cannot, in the very nature of things, but determine the ends. This cannot be repeated often enough.{{Sfn|Huxley|1937|loc=''Ends and Means: An inquiry into the nature of ideals and into the methods employed for their realization''|ps=; Huxley observed that directed operations determine their objects, not the other way around, because their direction matters; he concluded that since the means ''determine'' the ends, they cannot justify them.}} We get what we do; not what we intend, dream, or desire. We simply get what we do. Recognizing this and applying it would, in a generation, bring about the transformation that alone can put an end to the fear, suspicion and misery which at present hold such terrible sway over all of our lives. If we see and act upon this (I will say again, unabashedly, what it is -- the means determine the ends!), then what the prophets of the ages have wistfully called Utopia will become a reality. “Nation shall no more lift sword against nation” nor unloose napalm, nerve gas or nuclear weapons. “Neither shall they learn war any more. But they shall sit every man under his vine and under his fig tree; and none shall make them afraid.” Because they will have at last understood, because we will all have at least understood, what is required of us. “To do justly and to love mercy, and to walk humbly” with the knowledge that all our means are but temporary ends and that all our ends are but new beginnings. We will have learned what every flower has never forgotten and what all oceans patiently remind us of. : - [[W:Ira Sandperl|Ira Sandperl]]{{Sfn|Sandperl|1974|loc=letter of Saturday, April 3, 1971|pp=13-14}} </blockquote> == Religion isn't symmetry == They say a dog is a man's best friend, but not every man should have a dog. It depends on the man. And the dog. If you want to have a dog, or a religion, as a companion and soulmate to help you answer existential questions outside science's purvue, such as how to pursue happiness without making other people unhappy, have at it, and dog bless you. People who treat their religion as a source of facts about the world, instead of as a source of mystery, haven't received word yet that we have already passed through that revolutionary period in human history a few centuries ago called [[w:Age_of_Enlightenment|the enlightenment]]. Hello, we've discovered that the origin story of the facts is not mythologies, it's science. Just as you musn't let a dog drive your car or let a religion drive your government, you mustn't let a dog advise you on investment decisions or let a dogma dispute the facts that science has discovered. Religion has to stay in its lane. People who drive their religion weaving all over the road are a menace. == Symmetry is my religion == I believe, but I cannot prove, that there is more. Always more! And it always turns out to be simpler than what we thought! Though more complex than what we know now. I believe that is a true theory. I like to think, but of course I do not know, that there is more for people and other creatures whose example I remember every day, and am still following. I like to think I may meet them again, when I discover where they are leading me. I think we should say, au revoir. == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite book|title=Education Automation: Comprehensive Learning for Emergent Humanity|last=Fuller|first=R. Buckminster|author-link=W:Buckminster Fuller|year=1962|editor-last=Snyder|editor-first=Jaime|publisher=Lars Müller|url=https://www.lars-mueller-publishers.com/education-automation}} * {{Cite book | last1=Conway | first1=John H. | author-link=W:John Horton Conway | last2=Burgiel | first2=Heidi | last3=Goodman-Strauss | first3=Chaim | author-link3=W:Chaim Goodman-Strauss | year=2008 | title=The Symmetries of Things | publisher=A K Peters | place=Wellesley, MA | title-link=W:The Symmetries of Things }} * {{Cite book|last=Sandperl|first=Ira|author-link=W:Ira Sandperl|title=A Little Kinder|year=1974|publisher=[[W:Kepler's Books|Kepler's Books]]|place=Menlo Park, CA|isbn=0-8314-0035-8|jstor=73-93870|url=https://www.irasandperl.org/wordpress/index.php}} * {{Cite journal|title=On the Duality of Operating System Structures|last1=Lauer|first1=Hugh|last2=Needham|first2=Roger|date=October 1978|journal=Proc. Second International Symposium on Operating Systems|publisher=IRIA|url=https://dl.acm.org/doi/epdf/10.1145/850657.850658}} * {{Cite journal|last2=Gelernter|first2=David|author2-link=W:David Gelernter|last1=Carriero|first1=Nicholas|title=How to Write Parallel Programs: A Guide to the Perplexed|date=1989|journal=ACM Computing Surveys|volume=21|issue=3|url=https://dl.acm.org/doi/pdf/10.1145/72551.72553}} * {{Cite book|last=Stroustrup|first=Bjarne|title=The [[W:C++|C++ Programming Language]]: C++11|edition=4th|date=2013|author-link=W:Bjarne Stroustrup|publisher=Addison-Wesley}} * {{Cite book|last1=Gray|first1=Jim|author-link=W:Jim Gray (computer scientist)|last2=Reuter|first2=Andreas|title=Transaction Processing: Concepts and Techniques|title-link=W:Transaction processing|date=1993|publisher}=Morgan Kaufmann|place=San Mateo, CA}} {{Refend}} 5zet88z01a5x99x3di2ul3s7tdx9npi 2804209 2804208 2026-04-10T21:22:52Z Dc.samizdat 2856930 /* References */ 2804209 wikitext text/x-wiki I am David Brooks Christie, born April 3, 1951. <blockquote>He knew that he had about as much chance of understanding such problems as a collie has of understanding how dog food gets into cans.<ref>{{Cite book|title=By His Bootstraps|last=Heinlein|first=Robert|work=The Menace From Earth|publisher=|year=1959|isbn=|location=|pages=|author-link=W:Robert Heinlein}}</ref> </blockquote> and yet... <blockquote>Oh, what good it does the heart, to know it isn't magic!<ref>{{Cite book|url=https://books.google.com/books?id=R1HTBQAAQBAJ&pg=PT43&lpg=PT43&dq=I+used+to+imagine+him+coming+from+his+house,+like+Merlin&source=bl&ots=h707RlOyPN&sig=ACfU3U22OoWoBsZwY2B-Si_jc1jdy-re1w&hl=en&sa=X&ved=2ahUKEwj06-ebwZTiAhVFvZ4KHXVkAaMQ6AEwAHoECAcQAQ#v=onepage&q=I%20used%20to%20imagine%20him%20coming%20from%20his%20house%2C%20like%20Merlin&f=false|title=Stanley Kunitz|last=Oliver|first=Mary|work=Dream Work|publisher=|year=1986|isbn=|location=|pages=|author-link=W:Mary Oliver}}</ref> </blockquote> == Polyscheme project == {{Polyscheme}} The [[Polyscheme|Polyscheme project]] is intended to be a series of wiki-format articles on the [[W:Regular polytope|regular polytope]]s, the [[W:Four-dimensional space|fourth spatial dimension]], and the general dimensional analogy of [[W:Euclidean space|Euclidean]] and [[W:n-sphere|spherical space]]s of any number of [[W:Dimension|dimension]]s. This series of articles expands the corresponding Wikipedia encyclopedia articles to book length, to provide textbook-like treatment of the subject in depth, additional learning resources, and a subject-wide web of cross-linked explanatory footnotes that pop-up in context. Some of what's in [[Polyscheme#Polyscheme project articles|these companion articles]] is the result of original research, and so has the status of opinion, not generally accepted fact, as of this date of publication. == Research articles == Wiki articles I write or contribute to which contain original research or commentary, and so [[wikipedia:No original research|cannot be published as Wikipedia articles]], are hosted here at Wikiversity instead. When complete they may be submitted for peer review, and in some cases for publication elsewhere. Perhaps eventually some will qualify to be cited as sources by Wikipedia articles, or be merged into the Wikipedia article on the same subject. [[WikiJournal Preprints/Kinematics of the cuboctahedron]] [[WikiJournal Preprints/24-cell]] == Expanded versions of Wikipedia articles == The following Wikipedia articles, which I have contributed heavily to, have parallel versions hosted at Wikiversity as part of the [[Polyscheme]] learning project. The Wikiversity versions are intended to be expanded supersets of the Wikipedia encyclopedia articles, with additional content and links to learning resources that cannot be accommodated in an encyclopedia article. [[WikiJournal Preprints/24-cell#Future work|My rationale for their existence is explained here]]. [[5-cell]] [[16-cell]] [[24-cell]] [[600-cell]] [[120-cell]] [[Template:Regular convex 4-polytopes]] == Three mathematicians walk into a bar == A graph theorist, a differential topologist and a Euclidean geometer walk into a bar, in the midst of trying to decide a question about the fourth dimension. The bartender asks, "the usual?" The graph theorist says, "three eigenvectors form isomorphic paths of that diameter." The differential topologist says, "there is no symmetric Clifford torus, but it is a Hopf fibration." The Euclidean geometer says, "several distinct great circle polygons are isoclinic in that left (right) rotation." The wise bartender, who has heard it all, says "that's a yes, then," and pours them all the same drink. == Bucky Fuller and the languages of geometry == It is worth remembering that the ancients who invented geometry did not have physics or mathematics to guide them, only physical experience and imagination. They did not have algebra, much less the [[W:William Kingdon Clifford|Clifford]] algebra, or [[W:William Rowan Hamilton|Hamilton]]'s quaternions, or the [[W:Coxeter|Coxeter]] theory of reflecting groups, or indeed any of the formulas we call the languages of mathematics except the Pythagorean theorem. Every so often, still, there comes a geometer who has not been educated mathematically, and does great works, like [[W:Alicia Boole Stott|Alicia Boole Stott]] or [[W:Thorold Gosset|Thorold Gosset]]. The preeminent recent example of a mathematically illiterate geometer is [[W:Buckminster Fuller|Buckminster Fuller]], who distrusted trigonometry (he thought it might be "inaccurate"), but nonetheless spotted the non-deterministic inflection point in the [[Kinematics of the cuboctahedron|Möbius spinor orbit of the orientable double cover of the octahedron]], without having any of that language for it. So instead he described it precisely with [[Kinematics of the cuboctahedron#Jitterbug transformations|physically meaningful language]] and ''actual physical demonstrations'' that anyone can understand,<ref>{{Cite web| url = https://www.youtube.com/watch?v=9sM44p385Ws| title = Vector Equilibrium | first = R. Buckminster | last = Fuller | author-link=W:Buckminster Fuller | year = 1975 | work= Everything I Know Sessions | place = Philadelphia}}</ref> at least if they have stalled an airplane, or trimmed a submarine's ballast tanks, ''or can imagine doing so''. == History == I was influenced by the works of [[W:Buckminster Fuller|Buckminster Fuller]], whose ''Education Automation''{{Sfn|Fuller|1962}} I discovered in college at [[W:Oberlin college|Oberlin]]. Over the next few years I read everything he published, and built a [[W:Kinematics of the cuboctahedron#Elastic-edge transformation|tensegrity icosahedron]] tree house centered 73.5 feet up between the twin trunks of a white pine tree in Vermont. Once I walked in at the middle of one of Bucky's famous 5-hour lectures about everything, at U.C. Santa Barbara on my first trip to California in January 1971. Later I taught an Experimental College course at Oberlin on Fuller's works, where we built and flew a geodesic hot air balloon that we watched fly away to Canada over Lake Erie. We didn't think it set anything in Canada on fire with its open flame burner, because it didn't appear to start its descent until it had exhausted its fuel. After college I moved to Chicago for a job using my only marketable skill, which was programming in assembly language, for one of the first large (nation-wide) online database transaction processing systems, hosted on a single IBM System/370 mainframe that occupied an entire floor of an office tower in the downtown Chicago loop. From Chicago I led summer-long Wilderness Projects in canoes through the Canadian taiga, straddling the 60th parallel near where the Northwest Territories, Nunavut, Manitoba and Saskatchewan meet clockwise at a four-corners, 1400 miles northwest of Chicago, 400 miles north of the northernmost town you can reach by road, and 500 miles north of our nearest radio contact, in those days before satellite phones. In 1978 I landed a programming job in California working at a tiny microcomputer manufacturer, one of the early S-100 bus start-ups, the year after the Apple II personal computer was introduced, three years before the advent of the IBM PC. In 1982 I reached Silicon Valley, the end of the rainbow for computer programmers, epicenter of the tech emergence, swiftly urbanizing frontier homestead of the digital revolution. We lived in a refurbished cabin in a redwood forest on the wild San Mateo County coast, and I commuted over-the-hill every day to my job at a computer manufacturer, in the same truck I had commuted to Canada in, with 3 canoes on the roof, every summer from Chicago. At [[W:Convergent Technologies|that company]], the job I held longest (7 years) in my peripatetic software engineering career, and learned the most from, they built the first fully concurrent, ethernet-networked office workstations from Intel's newest microprocessors (before the silicon was even dry and [[W:Convergent Technologies#NGEN|fully debugged]]), and I wrote code in the internals of [[w:CTOS|their distributed, message-based operating system]]. At last I had arrived at a long-sought destination, the root systems of the computer. In Silicon Valley I worked for stock options at a series of interesting start-ups that did not work out, until one of them that was starting to work out was bought by [[W:Netscape|Netscape]] (for its engineering talent, not its software product) in the year of the Netscape IPO, 1995. This was a pretty good place to wind up, at the hottest start-up I had ever been early to, growing so fast it made our heads spin just to come to work the next day, at perhaps the most interesting nexus in Silicon Valley history thus far, the birth of the internet. But Netscape did not work out either in the end, as everybody knows. So I retired at the end of 1998 from writing programs other people wanted me to write, to look for work of my own that really interested me. My principal curiosity had become studying the symmetries among computer operating systems{{Sfn|Lauer|Needham|1978|ps=; Historic paper classifying multi-process OS architectures into two dual categories.}} and object-oriented programming languages, which is where you may discover the geometry of non-deterministic computational space. I had hard-won experience with concurrency in operating system internals and programming languages, but I had no mathematics. I had always disliked doing math homework assignments in school, the same way I detested repetitive unoriginal programming tasks at work.{{Efn|They are what computers are for.}} They were both hard for me for some reason.{{Efn|I think I may be algebraically dyslexic. If I don't have a picture of them, even double negatives make me work up a sweat.}} I could barely bring myself to do the grunt work my trade often demanded, and got into trouble at several start-up companies by spending too much time making the assigned task interesting to me, by biggering the design. My formal education in mathematics had ceased back in high school after I had failed the AP calculus exam, by failing to make myself practice doing enough calculus. I am not at all proud of my mathematics illiteracy, and I am inconvenienced by it in my work, but I have adapted to the disability. At Netscape, where I was not a researcher just a programmer, and not of the original Netscape browser (Mosaic/Navigator/Mozilla), I had met the researcher [[W:Ramanathan V. Guha|R.V. Guha]], whose [[W:Meta Content Framework|Meta Content Framework (MCF)]] was in the process of being standardized as [[W:Resource Description Framework|Resource Description Framework (RDF)]], the semantic data representation that would later become a core component of Tim Berners-Lee's [[W:Semantic web|semantic web initiative]]. RDF is a language root system of semantic triples, subject-predicate-object, a very ancient geometry first described by [[w:Hermann_Grassmann|Grassmann]],{{Efn|name=Grassmann}} and essentially the same data model used by the original AI researchers. They sought to construct language models by design, long before modern large language model AIs were invented. LLM AIs are grown, not designed, from machine experience of the symmetries to be found in vast quantities of human speech found in nature. Modern AIs are not built by hand as RDF models by human architects; they are products of Darwinian natural selection, like us, rather than products of design, like the things we build. As a knowledge root system RDF interested me, but it had no operations, only a data model. After leaving Netscape I worked independently{{Efn|"Independently" in every sense: nobody paid me, I had no institutional affiliation of any kind any more, I had no colleagues any more, I published nothing and never even released any open-source software. I was independent in the sense of being completely solitary, invisible and unknowable, such that nobody could possibly have taken notice of my work even if they had been so inclined. I worked like Emily Dickinson during her lifetime, though with much less genius and prolificacy. But I was free, and having fun and didn't care.}} for years programming a kind of symmetry group, consisting of the 3-dimensional RDF triples extended in a temporal 4th dimension like the one in Minkowski spacetime (the 4th field I added to the ''subject, predicate, object'' triple was a creation timestamp called the ''provenance''), and with [[W:David Gelernter|Gelernter]]'s four concurrency group operators rd(), out(), in(), and eval().{{Sfn|Carriero|Gelernter|1989|loc=The C-Linda programming language}} I realized my system as C++ template metaprograms{{Sfn|Stroustrup|2013|loc=''The [[W:C++|C++ Programming Language]]''}} for a nesting set of these operators, implemented as ACID-transactional C++ sequence iterator classes over the progressively more complex spaces traversed by each of Gelernter's operations. To this hierarchy I added an anonymous 5th operator() (operator function call) between in() and eval(). This object-oriented language framework, which I built,{{Efn|My language representation of the semantics of language was provisionally named [[W:Samizdat|Samizdat]]. If it were ever to be developed into a complete computer language, [[w:Hermann Grassmann|Grassmann]] would be an appropriate name for it.{{Efn|[[w:Hermann Grassmann|Hermann Grassmann]] moved on later in life from inventing a theory of mathematics{{Efn|In 1844, [[w:Hermann Grassmann|Hermann Grassmann]] proposed a new foundation for all of mathematics, the idea of vector spaces. He showed that once [[W:geometry|geometry]] is put into the algebraic form he advocated now known as the [[W:Grassmannian|Grassmannian]], the number three has no privileged role as the number of spatial [[W:dimension (mathematics)|dimension]]s; the number of possible dimensions is in fact unbounded. Even deeper than his invention of a language of mathematics was Grassmann's foundational role in the science of all languages.{{Efn|name=Grassmann}}|name=Grassmannian}} to inventing a theory of linguistics. He reached the understanding that the true origin story of human languages is found in their common symmetries, which are intrinsic properties discovered in nature, not invented, rather than in the history of our common human linguistic experience.|name=Grassmann}}}} was intended as the foundation for a distributed graph database transaction processing monitor,{{Sfn|Gray|Reuter|1993|loc=''[[W:Transaction processing|Transaction processing]]''}} which I never completed. None of this schema bore any conscious resemblance to [[wikipedia:Ludwig Schläfli|Schläfli]]'s sequence of six [[polyscheme]]s (hyper-polyhedra) of increasing complexity, with their unprecedented regular object the 24-cell (hyper-anonymous), since I had not yet resumed my college-days' study of geometry and become acquainted with them. I had studied some physics at Oberlin, and knew that Einstein understood relativity to be the geometry of non-Euclidean 4-dimensional [[w:Spacetime|spacetime]]. I had wondered about [[Kinematics of the cuboctahedron#Jitterbug transformations|Fuller's jitterbug transformations]] ever since those days, and I had been pleased to find out Pascal's triangle of the ''n''-simplexes for myself back in Chicago. But I had not read much of [[W:Regular Polytopes|Regular Polytopes]] yet, and had not made the acquaintance of the more astonishing objects Schläfli discovered in 4-dimensional Euclidean space. Particularly not yet the unique [[24-cell|24-cell (hyper-cuboctahedron)]], the radially equilateral vector equilibrium that Bucky Fuller saw the cuboctahedral shadow of. Fuller searched all his life for this 4-dimensional object (the utterly unique realization of the 24-point symmetry group of the tetrahedron), but never quite found it because he was looking for it in the wrong place like everyone else (in Euclidean 3-space). ... == Nature is symmetry == It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[wikipedia:Group (mathematics)|mathematics of groups]].{{Sfn|Conway|Burgiel|Goodman-Strauss|2008|loc=''The Symmetries of Things''}} As I understand [[wikipedia:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[wikipedia:Theory of relativity|Einstein's relativity]] or [[wikipedia:Evolution|Darwin's evolution]] or [[wikipedia:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[wikipedia:symmetry group|symmetry groups]]. [[W:Coxeter group|Coxeter group]] theory did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups and express the principle of relativity. == Poetry is symmetry == [[W:Edna St. Vincent Millay|Edna St. Vincent Millay]] and other poets knew that [[W:Lawrence Ferlinghetti#Poetry|Poetry is the Insurgent Art]] of invoking symmetries, and [[User:Dc.samizdat/Those hours|at its best]] captures a discovery of an intrinsic symmetry found in nature. Poetry is metaphor, which is to say dimensional analogy, and the sonnet is a strict form of it, like the analogy between semi-regular polytopes in three and four dimensions discovered by another woman poet, [[W:Alicia Boole Stott|Alicia Boole Stott]]. Poetry and mathematics have common origins, and their greatest practitioners use the same method, which is simply to look, see, find the symmetry, and express it in precise language. One of Millay's sonnets begins "Euclid alone has looked on beauty bare". When she went off to Paris for her Fatal Interview with [[W:George Dillon (poet)|George Dillon]], perhaps she sensed in him the soul of an earlier Parisian youth who burned brightly, [[W:Évariste Galois|Évariste Galois]] who discovered the mathematics which underlies geometry, inventing [[w:Galois_theory|his symmetry group theory]] before his own fatal interview at 20. Millay's contemporary poet [[W:Emmy Noether|Emmy Noether]], the greatest mathematician of a time which is remembered for the emergence of the great physicists, found that Galois's poetry underlies all physics, too. Noether's theorem, the deepest mathematical finding in physics, is her intricate sonnet that captures how each fundamental formula in physics expresses a conservation law, which in every instance is itself an expression of a distinct symmetry group. These giants knew something about the invention of a precise new language: how it emerges from discovery, or rediscovery, of nature's symmetries. == Justice is symmetry == Anyone should understand some Israelis' unquenchable thirst for vengence for all acts that have attempted to exterminate them. Precisely because it is unquenchable, a survival instinct acquired at immeasurable cost, we must implacably resist, by all nonviolent means available to us, their attempts to slake it. Vengeance is mine, saith the Lord, and an eye for an eye makes the whole world blind. <blockquote> We are deceived into believing that we can get the kind of world we seek by doing the very things we are trying to get rid of. "Just a little more violence to end violence." "Just a little more hatred to end hatred." "Just a little more oppression to end oppression" -- and on and on. We are taken in because good people are doing these things, sincere and brave people. And this is why the finer their qualities, the more dangerous they are, the more thoroughly we are fooled. All the finest qualities in the world cannot change the simple, immutable fact that the ends cannot justify the means, but, on the contrary, the means determine the ends. In all of man's history this stands out clearly and intellectually indisputable; yet it has been perversely, insistently, sentimentally and tragically ignored. In this universe the means always and everywhere, without doubt and without exception, cannot, in the very nature of things, but determine the ends. This cannot be repeated often enough.{{Sfn|Huxley|1937|loc=''Ends and Means: An inquiry into the nature of ideals and into the methods employed for their realization''|ps=; Huxley observed that directed operations determine their objects, not the other way around, because their direction matters; he concluded that since the means ''determine'' the ends, they cannot justify them.}} We get what we do; not what we intend, dream, or desire. We simply get what we do. Recognizing this and applying it would, in a generation, bring about the transformation that alone can put an end to the fear, suspicion and misery which at present hold such terrible sway over all of our lives. If we see and act upon this (I will say again, unabashedly, what it is -- the means determine the ends!), then what the prophets of the ages have wistfully called Utopia will become a reality. “Nation shall no more lift sword against nation” nor unloose napalm, nerve gas or nuclear weapons. “Neither shall they learn war any more. But they shall sit every man under his vine and under his fig tree; and none shall make them afraid.” Because they will have at last understood, because we will all have at least understood, what is required of us. “To do justly and to love mercy, and to walk humbly” with the knowledge that all our means are but temporary ends and that all our ends are but new beginnings. We will have learned what every flower has never forgotten and what all oceans patiently remind us of. : - [[W:Ira Sandperl|Ira Sandperl]]{{Sfn|Sandperl|1974|loc=letter of Saturday, April 3, 1971|pp=13-14}} </blockquote> == Religion isn't symmetry == They say a dog is a man's best friend, but not every man should have a dog. It depends on the man. And the dog. If you want to have a dog, or a religion, as a companion and soulmate to help you answer existential questions outside science's purvue, such as how to pursue happiness without making other people unhappy, have at it, and dog bless you. People who treat their religion as a source of facts about the world, instead of as a source of mystery, haven't received word yet that we have already passed through that revolutionary period in human history a few centuries ago called [[w:Age_of_Enlightenment|the enlightenment]]. Hello, we've discovered that the origin story of the facts is not mythologies, it's science. Just as you musn't let a dog drive your car or let a religion drive your government, you mustn't let a dog advise you on investment decisions or let a dogma dispute the facts that science has discovered. Religion has to stay in its lane. People who drive their religion weaving all over the road are a menace. == Symmetry is my religion == I believe, but I cannot prove, that there is more. Always more! And it always turns out to be simpler than what we thought! Though more complex than what we know now. I believe that is a true theory. I like to think, but of course I do not know, that there is more for people and other creatures whose example I remember every day, and am still following. I like to think I may meet them again, when I discover where they are leading me. I think we should say, au revoir. == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite book|title=Education Automation: Comprehensive Learning for Emergent Humanity|last=Fuller|first=R. Buckminster|author-link=W:Buckminster Fuller|year=1962|editor-last=Snyder|editor-first=Jaime|publisher=Lars Müller|url=https://www.lars-mueller-publishers.com/education-automation}} * {{Cite book | last1=Conway | first1=John H. | author-link=W:John Horton Conway | last2=Burgiel | first2=Heidi | last3=Goodman-Strauss | first3=Chaim | author-link3=W:Chaim Goodman-Strauss | year=2008 | title=The Symmetries of Things | publisher=A K Peters | place=Wellesley, MA | title-link=W:The Symmetries of Things }} * {{Cite book|last=Sandperl|first=Ira|author-link=W:Ira Sandperl|title=A Little Kinder|year=1974|publisher=[[W:Kepler's Books|Kepler's Books]]|place=Menlo Park, CA|isbn=0-8314-0035-8|jstor=73-93870|url=https://www.irasandperl.org/wordpress/index.php}} * {{Cite book|last=Huxley|first=Aldous|author-link=W:Aldous Huxley|title=Ends and Means: An inquiry into the nature of ideals and into the methods employed for their realization|date=1937|publisher=Harper and Brothers|ref={{SfnRef|Huxley|1937}}}} * {{Cite journal|title=On the Duality of Operating System Structures|last1=Lauer|first1=Hugh|last2=Needham|first2=Roger|date=October 1978|journal=Proc. Second International Symposium on Operating Systems|publisher=IRIA|url=https://dl.acm.org/doi/epdf/10.1145/850657.850658}} * {{Cite journal|last2=Gelernter|first2=David|author2-link=W:David Gelernter|last1=Carriero|first1=Nicholas|title=How to Write Parallel Programs: A Guide to the Perplexed|date=1989|journal=ACM Computing Surveys|volume=21|issue=3|url=https://dl.acm.org/doi/pdf/10.1145/72551.72553}} * {{Cite book|last=Stroustrup|first=Bjarne|title=The [[W:C++|C++ Programming Language]]: C++11|edition=4th|date=2013|author-link=W:Bjarne Stroustrup|publisher=Addison-Wesley}} * {{Cite book|last1=Gray|first1=Jim|author-link=W:Jim Gray (computer scientist)|last2=Reuter|first2=Andreas|title=Transaction Processing: Concepts and Techniques|title-link=W:Transaction processing|date=1993|publisher}=Morgan Kaufmann|place=San Mateo, CA}} {{Refend}} feyoagov01lcmtecki2yjp033827bdm 2804210 2804209 2026-04-10T22:01:54Z Dc.samizdat 2856930 /* Justice is symmetry */ 2804210 wikitext text/x-wiki I am David Brooks Christie, born April 3, 1951. <blockquote>He knew that he had about as much chance of understanding such problems as a collie has of understanding how dog food gets into cans.<ref>{{Cite book|title=By His Bootstraps|last=Heinlein|first=Robert|work=The Menace From Earth|publisher=|year=1959|isbn=|location=|pages=|author-link=W:Robert Heinlein}}</ref> </blockquote> and yet... <blockquote>Oh, what good it does the heart, to know it isn't magic!<ref>{{Cite book|url=https://books.google.com/books?id=R1HTBQAAQBAJ&pg=PT43&lpg=PT43&dq=I+used+to+imagine+him+coming+from+his+house,+like+Merlin&source=bl&ots=h707RlOyPN&sig=ACfU3U22OoWoBsZwY2B-Si_jc1jdy-re1w&hl=en&sa=X&ved=2ahUKEwj06-ebwZTiAhVFvZ4KHXVkAaMQ6AEwAHoECAcQAQ#v=onepage&q=I%20used%20to%20imagine%20him%20coming%20from%20his%20house%2C%20like%20Merlin&f=false|title=Stanley Kunitz|last=Oliver|first=Mary|work=Dream Work|publisher=|year=1986|isbn=|location=|pages=|author-link=W:Mary Oliver}}</ref> </blockquote> == Polyscheme project == {{Polyscheme}} The [[Polyscheme|Polyscheme project]] is intended to be a series of wiki-format articles on the [[W:Regular polytope|regular polytope]]s, the [[W:Four-dimensional space|fourth spatial dimension]], and the general dimensional analogy of [[W:Euclidean space|Euclidean]] and [[W:n-sphere|spherical space]]s of any number of [[W:Dimension|dimension]]s. This series of articles expands the corresponding Wikipedia encyclopedia articles to book length, to provide textbook-like treatment of the subject in depth, additional learning resources, and a subject-wide web of cross-linked explanatory footnotes that pop-up in context. Some of what's in [[Polyscheme#Polyscheme project articles|these companion articles]] is the result of original research, and so has the status of opinion, not generally accepted fact, as of this date of publication. == Research articles == Wiki articles I write or contribute to which contain original research or commentary, and so [[wikipedia:No original research|cannot be published as Wikipedia articles]], are hosted here at Wikiversity instead. When complete they may be submitted for peer review, and in some cases for publication elsewhere. Perhaps eventually some will qualify to be cited as sources by Wikipedia articles, or be merged into the Wikipedia article on the same subject. [[WikiJournal Preprints/Kinematics of the cuboctahedron]] [[WikiJournal Preprints/24-cell]] == Expanded versions of Wikipedia articles == The following Wikipedia articles, which I have contributed heavily to, have parallel versions hosted at Wikiversity as part of the [[Polyscheme]] learning project. The Wikiversity versions are intended to be expanded supersets of the Wikipedia encyclopedia articles, with additional content and links to learning resources that cannot be accommodated in an encyclopedia article. [[WikiJournal Preprints/24-cell#Future work|My rationale for their existence is explained here]]. [[5-cell]] [[16-cell]] [[24-cell]] [[600-cell]] [[120-cell]] [[Template:Regular convex 4-polytopes]] == Three mathematicians walk into a bar == A graph theorist, a differential topologist and a Euclidean geometer walk into a bar, in the midst of trying to decide a question about the fourth dimension. The bartender asks, "the usual?" The graph theorist says, "three eigenvectors form isomorphic paths of that diameter." The differential topologist says, "there is no symmetric Clifford torus, but it is a Hopf fibration." The Euclidean geometer says, "several distinct great circle polygons are isoclinic in that left (right) rotation." The wise bartender, who has heard it all, says "that's a yes, then," and pours them all the same drink. == Bucky Fuller and the languages of geometry == It is worth remembering that the ancients who invented geometry did not have physics or mathematics to guide them, only physical experience and imagination. They did not have algebra, much less the [[W:William Kingdon Clifford|Clifford]] algebra, or [[W:William Rowan Hamilton|Hamilton]]'s quaternions, or the [[W:Coxeter|Coxeter]] theory of reflecting groups, or indeed any of the formulas we call the languages of mathematics except the Pythagorean theorem. Every so often, still, there comes a geometer who has not been educated mathematically, and does great works, like [[W:Alicia Boole Stott|Alicia Boole Stott]] or [[W:Thorold Gosset|Thorold Gosset]]. The preeminent recent example of a mathematically illiterate geometer is [[W:Buckminster Fuller|Buckminster Fuller]], who distrusted trigonometry (he thought it might be "inaccurate"), but nonetheless spotted the non-deterministic inflection point in the [[Kinematics of the cuboctahedron|Möbius spinor orbit of the orientable double cover of the octahedron]], without having any of that language for it. So instead he described it precisely with [[Kinematics of the cuboctahedron#Jitterbug transformations|physically meaningful language]] and ''actual physical demonstrations'' that anyone can understand,<ref>{{Cite web| url = https://www.youtube.com/watch?v=9sM44p385Ws| title = Vector Equilibrium | first = R. Buckminster | last = Fuller | author-link=W:Buckminster Fuller | year = 1975 | work= Everything I Know Sessions | place = Philadelphia}}</ref> at least if they have stalled an airplane, or trimmed a submarine's ballast tanks, ''or can imagine doing so''. == History == I was influenced by the works of [[W:Buckminster Fuller|Buckminster Fuller]], whose ''Education Automation''{{Sfn|Fuller|1962}} I discovered in college at [[W:Oberlin college|Oberlin]]. Over the next few years I read everything he published, and built a [[W:Kinematics of the cuboctahedron#Elastic-edge transformation|tensegrity icosahedron]] tree house centered 73.5 feet up between the twin trunks of a white pine tree in Vermont. Once I walked in at the middle of one of Bucky's famous 5-hour lectures about everything, at U.C. Santa Barbara on my first trip to California in January 1971. Later I taught an Experimental College course at Oberlin on Fuller's works, where we built and flew a geodesic hot air balloon that we watched fly away to Canada over Lake Erie. We didn't think it set anything in Canada on fire with its open flame burner, because it didn't appear to start its descent until it had exhausted its fuel. After college I moved to Chicago for a job using my only marketable skill, which was programming in assembly language, for one of the first large (nation-wide) online database transaction processing systems, hosted on a single IBM System/370 mainframe that occupied an entire floor of an office tower in the downtown Chicago loop. From Chicago I led summer-long Wilderness Projects in canoes through the Canadian taiga, straddling the 60th parallel near where the Northwest Territories, Nunavut, Manitoba and Saskatchewan meet clockwise at a four-corners, 1400 miles northwest of Chicago, 400 miles north of the northernmost town you can reach by road, and 500 miles north of our nearest radio contact, in those days before satellite phones. In 1978 I landed a programming job in California working at a tiny microcomputer manufacturer, one of the early S-100 bus start-ups, the year after the Apple II personal computer was introduced, three years before the advent of the IBM PC. In 1982 I reached Silicon Valley, the end of the rainbow for computer programmers, epicenter of the tech emergence, swiftly urbanizing frontier homestead of the digital revolution. We lived in a refurbished cabin in a redwood forest on the wild San Mateo County coast, and I commuted over-the-hill every day to my job at a computer manufacturer, in the same truck I had commuted to Canada in, with 3 canoes on the roof, every summer from Chicago. At [[W:Convergent Technologies|that company]], the job I held longest (7 years) in my peripatetic software engineering career, and learned the most from, they built the first fully concurrent, ethernet-networked office workstations from Intel's newest microprocessors (before the silicon was even dry and [[W:Convergent Technologies#NGEN|fully debugged]]), and I wrote code in the internals of [[w:CTOS|their distributed, message-based operating system]]. At last I had arrived at a long-sought destination, the root systems of the computer. In Silicon Valley I worked for stock options at a series of interesting start-ups that did not work out, until one of them that was starting to work out was bought by [[W:Netscape|Netscape]] (for its engineering talent, not its software product) in the year of the Netscape IPO, 1995. This was a pretty good place to wind up, at the hottest start-up I had ever been early to, growing so fast it made our heads spin just to come to work the next day, at perhaps the most interesting nexus in Silicon Valley history thus far, the birth of the internet. But Netscape did not work out either in the end, as everybody knows. So I retired at the end of 1998 from writing programs other people wanted me to write, to look for work of my own that really interested me. My principal curiosity had become studying the symmetries among computer operating systems{{Sfn|Lauer|Needham|1978|ps=; Historic paper classifying multi-process OS architectures into two dual categories.}} and object-oriented programming languages, which is where you may discover the geometry of non-deterministic computational space. I had hard-won experience with concurrency in operating system internals and programming languages, but I had no mathematics. I had always disliked doing math homework assignments in school, the same way I detested repetitive unoriginal programming tasks at work.{{Efn|They are what computers are for.}} They were both hard for me for some reason.{{Efn|I think I may be algebraically dyslexic. If I don't have a picture of them, even double negatives make me work up a sweat.}} I could barely bring myself to do the grunt work my trade often demanded, and got into trouble at several start-up companies by spending too much time making the assigned task interesting to me, by biggering the design. My formal education in mathematics had ceased back in high school after I had failed the AP calculus exam, by failing to make myself practice doing enough calculus. I am not at all proud of my mathematics illiteracy, and I am inconvenienced by it in my work, but I have adapted to the disability. At Netscape, where I was not a researcher just a programmer, and not of the original Netscape browser (Mosaic/Navigator/Mozilla), I had met the researcher [[W:Ramanathan V. Guha|R.V. Guha]], whose [[W:Meta Content Framework|Meta Content Framework (MCF)]] was in the process of being standardized as [[W:Resource Description Framework|Resource Description Framework (RDF)]], the semantic data representation that would later become a core component of Tim Berners-Lee's [[W:Semantic web|semantic web initiative]]. RDF is a language root system of semantic triples, subject-predicate-object, a very ancient geometry first described by [[w:Hermann_Grassmann|Grassmann]],{{Efn|name=Grassmann}} and essentially the same data model used by the original AI researchers. They sought to construct language models by design, long before modern large language model AIs were invented. LLM AIs are grown, not designed, from machine experience of the symmetries to be found in vast quantities of human speech found in nature. Modern AIs are not built by hand as RDF models by human architects; they are products of Darwinian natural selection, like us, rather than products of design, like the things we build. As a knowledge root system RDF interested me, but it had no operations, only a data model. After leaving Netscape I worked independently{{Efn|"Independently" in every sense: nobody paid me, I had no institutional affiliation of any kind any more, I had no colleagues any more, I published nothing and never even released any open-source software. I was independent in the sense of being completely solitary, invisible and unknowable, such that nobody could possibly have taken notice of my work even if they had been so inclined. I worked like Emily Dickinson during her lifetime, though with much less genius and prolificacy. But I was free, and having fun and didn't care.}} for years programming a kind of symmetry group, consisting of the 3-dimensional RDF triples extended in a temporal 4th dimension like the one in Minkowski spacetime (the 4th field I added to the ''subject, predicate, object'' triple was a creation timestamp called the ''provenance''), and with [[W:David Gelernter|Gelernter]]'s four concurrency group operators rd(), out(), in(), and eval().{{Sfn|Carriero|Gelernter|1989|loc=The C-Linda programming language}} I realized my system as C++ template metaprograms{{Sfn|Stroustrup|2013|loc=''The [[W:C++|C++ Programming Language]]''}} for a nesting set of these operators, implemented as ACID-transactional C++ sequence iterator classes over the progressively more complex spaces traversed by each of Gelernter's operations. To this hierarchy I added an anonymous 5th operator() (operator function call) between in() and eval(). This object-oriented language framework, which I built,{{Efn|My language representation of the semantics of language was provisionally named [[W:Samizdat|Samizdat]]. If it were ever to be developed into a complete computer language, [[w:Hermann Grassmann|Grassmann]] would be an appropriate name for it.{{Efn|[[w:Hermann Grassmann|Hermann Grassmann]] moved on later in life from inventing a theory of mathematics{{Efn|In 1844, [[w:Hermann Grassmann|Hermann Grassmann]] proposed a new foundation for all of mathematics, the idea of vector spaces. He showed that once [[W:geometry|geometry]] is put into the algebraic form he advocated now known as the [[W:Grassmannian|Grassmannian]], the number three has no privileged role as the number of spatial [[W:dimension (mathematics)|dimension]]s; the number of possible dimensions is in fact unbounded. Even deeper than his invention of a language of mathematics was Grassmann's foundational role in the science of all languages.{{Efn|name=Grassmann}}|name=Grassmannian}} to inventing a theory of linguistics. He reached the understanding that the true origin story of human languages is found in their common symmetries, which are intrinsic properties discovered in nature, not invented, rather than in the history of our common human linguistic experience.|name=Grassmann}}}} was intended as the foundation for a distributed graph database transaction processing monitor,{{Sfn|Gray|Reuter|1993|loc=''[[W:Transaction processing|Transaction processing]]''}} which I never completed. None of this schema bore any conscious resemblance to [[wikipedia:Ludwig Schläfli|Schläfli]]'s sequence of six [[polyscheme]]s (hyper-polyhedra) of increasing complexity, with their unprecedented regular object the 24-cell (hyper-anonymous), since I had not yet resumed my college-days' study of geometry and become acquainted with them. I had studied some physics at Oberlin, and knew that Einstein understood relativity to be the geometry of non-Euclidean 4-dimensional [[w:Spacetime|spacetime]]. I had wondered about [[Kinematics of the cuboctahedron#Jitterbug transformations|Fuller's jitterbug transformations]] ever since those days, and I had been pleased to find out Pascal's triangle of the ''n''-simplexes for myself back in Chicago. But I had not read much of [[W:Regular Polytopes|Regular Polytopes]] yet, and had not made the acquaintance of the more astonishing objects Schläfli discovered in 4-dimensional Euclidean space. Particularly not yet the unique [[24-cell|24-cell (hyper-cuboctahedron)]], the radially equilateral vector equilibrium that Bucky Fuller saw the cuboctahedral shadow of. Fuller searched all his life for this 4-dimensional object (the utterly unique realization of the 24-point symmetry group of the tetrahedron), but never quite found it because he was looking for it in the wrong place like everyone else (in Euclidean 3-space). ... == Nature is symmetry == It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[wikipedia:Group (mathematics)|mathematics of groups]].{{Sfn|Conway|Burgiel|Goodman-Strauss|2008|loc=''The Symmetries of Things''}} As I understand [[wikipedia:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[wikipedia:Theory of relativity|Einstein's relativity]] or [[wikipedia:Evolution|Darwin's evolution]] or [[wikipedia:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[wikipedia:symmetry group|symmetry groups]]. [[W:Coxeter group|Coxeter group]] theory did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups and express the principle of relativity. == Poetry is symmetry == [[W:Edna St. Vincent Millay|Edna St. Vincent Millay]] and other poets knew that [[W:Lawrence Ferlinghetti#Poetry|Poetry is the Insurgent Art]] of invoking symmetries, and [[User:Dc.samizdat/Those hours|at its best]] captures a discovery of an intrinsic symmetry found in nature. Poetry is metaphor, which is to say dimensional analogy, and the sonnet is a strict form of it, like the analogy between semi-regular polytopes in three and four dimensions discovered by another woman poet, [[W:Alicia Boole Stott|Alicia Boole Stott]]. Poetry and mathematics have common origins, and their greatest practitioners use the same method, which is simply to look, see, find the symmetry, and express it in precise language. One of Millay's sonnets begins "Euclid alone has looked on beauty bare". When she went off to Paris for her Fatal Interview with [[W:George Dillon (poet)|George Dillon]], perhaps she sensed in him the soul of an earlier Parisian youth who burned brightly, [[W:Évariste Galois|Évariste Galois]] who discovered the mathematics which underlies geometry, inventing [[w:Galois_theory|his symmetry group theory]] before his own fatal interview at 20. Millay's contemporary poet [[W:Emmy Noether|Emmy Noether]], the greatest mathematician of a time which is remembered for the emergence of the great physicists, found that Galois's poetry underlies all physics, too. Noether's theorem, the deepest mathematical finding in physics, is her intricate sonnet that captures how each fundamental formula in physics expresses a conservation law, which in every instance is itself an expression of a distinct symmetry group. These giants knew something about the invention of a precise new language: how it emerges from discovery, or rediscovery, of nature's symmetries. == Justice is symmetry == Anyone should understand some Israelis' unquenchable thirst for vengence for all acts that have attempted to exterminate them. Precisely because it is unquenchable, a survival instinct acquired at immeasurable cost, we must implacably resist, by all nonviolent means available to us, their attempts to slake it. Vengeance is mine, saith the Lord, and an eye for an eye makes the whole world blind. <blockquote> We are deceived into believing that we can get the kind of world we seek by doing the very things we are trying to get rid of. "Just a little more violence to end violence." "Just a little more hatred to end hatred." "Just a little more oppression to end oppression" -- and on and on. We are taken in because good people are doing these things, sincere and brave people. And this is why the finer their qualities, the more dangerous they are, the more thoroughly we are fooled. All the finest qualities in the world cannot change the simple, immutable fact that the ends cannot justify the means, but, on the contrary, the means determine the ends. In all of man's history this stands out clearly and intellectually indisputable; yet it has been perversely, insistently, sentimentally and tragically ignored. In this universe the means always and everywhere, without doubt and without exception, cannot, in the very nature of things, but determine the ends. This cannot be repeated often enough.{{Sfn|Huxley|1937|loc=''Ends and Means: An Inquiry into the Nature of Ideals and into the methods employed for their realization''|ps=; Sandperl and [[Aldous Huxley]] were close friends, and Sandperl cites Huxley at this point in his book; Huxley observed that directed operations logically determine their objects, not the other way around, because their direction matters; Huxley concluded that since the means determine the ends, they cannot justify them.}} We get what we do; not what we intend, dream, or desire. We simply get what we do. Recognizing this and applying it would, in a generation, bring about the transformation that alone can put an end to the fear, suspicion and misery which at present hold such terrible sway over all of our lives. If we see and act upon this (I will say again, unabashedly, what it is -- the means determine the ends!), then what the prophets of the ages have wistfully called Utopia will become a reality. “Nation shall no more lift sword against nation” nor unloose napalm, nerve gas or nuclear weapons. “Neither shall they learn war any more. But they shall sit every man under his vine and under his fig tree; and none shall make them afraid.” Because they will have at last understood, because we will all have at least understood, what is required of us. “To do justly and to love mercy, and to walk humbly” with the knowledge that all our means are but temporary ends and that all our ends are but new beginnings. We will have learned what every flower has never forgotten and what all oceans patiently remind us of. : - [[W:Ira Sandperl|Ira Sandperl]]{{Sfn|Sandperl|1974|loc=letter of Saturday, April 3, 1971|pp=13-14}} </blockquote> == Religion isn't symmetry == They say a dog is a man's best friend, but not every man should have a dog. It depends on the man. And the dog. If you want to have a dog, or a religion, as a companion and soulmate to help you answer existential questions outside science's purvue, such as how to pursue happiness without making other people unhappy, have at it, and dog bless you. People who treat their religion as a source of facts about the world, instead of as a source of mystery, haven't received word yet that we have already passed through that revolutionary period in human history a few centuries ago called [[w:Age_of_Enlightenment|the enlightenment]]. Hello, we've discovered that the origin story of the facts is not mythologies, it's science. Just as you musn't let a dog drive your car or let a religion drive your government, you mustn't let a dog advise you on investment decisions or let a dogma dispute the facts that science has discovered. Religion has to stay in its lane. People who drive their religion weaving all over the road are a menace. == Symmetry is my religion == I believe, but I cannot prove, that there is more. Always more! And it always turns out to be simpler than what we thought! Though more complex than what we know now. I believe that is a true theory. I like to think, but of course I do not know, that there is more for people and other creatures whose example I remember every day, and am still following. I like to think I may meet them again, when I discover where they are leading me. I think we should say, au revoir. == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite book|title=Education Automation: Comprehensive Learning for Emergent Humanity|last=Fuller|first=R. Buckminster|author-link=W:Buckminster Fuller|year=1962|editor-last=Snyder|editor-first=Jaime|publisher=Lars Müller|url=https://www.lars-mueller-publishers.com/education-automation}} * {{Cite book | last1=Conway | first1=John H. | author-link=W:John Horton Conway | last2=Burgiel | first2=Heidi | last3=Goodman-Strauss | first3=Chaim | author-link3=W:Chaim Goodman-Strauss | year=2008 | title=The Symmetries of Things | publisher=A K Peters | place=Wellesley, MA | title-link=W:The Symmetries of Things }} * {{Cite book|last=Sandperl|first=Ira|author-link=W:Ira Sandperl|title=A Little Kinder|year=1974|publisher=[[W:Kepler's Books|Kepler's Books]]|place=Menlo Park, CA|isbn=0-8314-0035-8|jstor=73-93870|url=https://www.irasandperl.org/wordpress/index.php}} * {{Cite book|last=Huxley|first=Aldous|author-link=W:Aldous Huxley|title=Ends and Means: An inquiry into the nature of ideals and into the methods employed for their realization|date=1937|publisher=Harper and Brothers|ref={{SfnRef|Huxley|1937}}}} * {{Cite journal|title=On the Duality of Operating System Structures|last1=Lauer|first1=Hugh|last2=Needham|first2=Roger|date=October 1978|journal=Proc. Second International Symposium on Operating Systems|publisher=IRIA|url=https://dl.acm.org/doi/epdf/10.1145/850657.850658}} * {{Cite journal|last2=Gelernter|first2=David|author2-link=W:David Gelernter|last1=Carriero|first1=Nicholas|title=How to Write Parallel Programs: A Guide to the Perplexed|date=1989|journal=ACM Computing Surveys|volume=21|issue=3|url=https://dl.acm.org/doi/pdf/10.1145/72551.72553}} * {{Cite book|last=Stroustrup|first=Bjarne|title=The [[W:C++|C++ Programming Language]]: C++11|edition=4th|date=2013|author-link=W:Bjarne Stroustrup|publisher=Addison-Wesley}} * {{Cite book|last1=Gray|first1=Jim|author-link=W:Jim Gray (computer scientist)|last2=Reuter|first2=Andreas|title=Transaction Processing: Concepts and Techniques|title-link=W:Transaction processing|date=1993|publisher}=Morgan Kaufmann|place=San Mateo, CA}} {{Refend}} 8c82q8b88inbpg2f4iegwpu9ospnwzn 2804211 2804210 2026-04-10T22:02:41Z Dc.samizdat 2856930 2804211 wikitext text/x-wiki I am David Brooks Christie, born April 3, 1951. <blockquote>He knew that he had about as much chance of understanding such problems as a collie has of understanding how dog food gets into cans.<ref>{{Cite book|title=By His Bootstraps|last=Heinlein|first=Robert|work=The Menace From Earth|publisher=|year=1959|isbn=|location=|pages=|author-link=W:Robert Heinlein}}</ref> </blockquote> and yet... <blockquote>Oh, what good it does the heart, to know it isn't magic!<ref>{{Cite book|url=https://books.google.com/books?id=R1HTBQAAQBAJ&pg=PT43&lpg=PT43&dq=I+used+to+imagine+him+coming+from+his+house,+like+Merlin&source=bl&ots=h707RlOyPN&sig=ACfU3U22OoWoBsZwY2B-Si_jc1jdy-re1w&hl=en&sa=X&ved=2ahUKEwj06-ebwZTiAhVFvZ4KHXVkAaMQ6AEwAHoECAcQAQ#v=onepage&q=I%20used%20to%20imagine%20him%20coming%20from%20his%20house%2C%20like%20Merlin&f=false|title=Stanley Kunitz|last=Oliver|first=Mary|work=Dream Work|publisher=|year=1986|isbn=|location=|pages=|author-link=W:Mary Oliver}}</ref> </blockquote> == Polyscheme project == {{Polyscheme}} The [[Polyscheme|Polyscheme project]] is intended to be a series of wiki-format articles on the [[W:Regular polytope|regular polytope]]s, the [[W:Four-dimensional space|fourth spatial dimension]], and the general dimensional analogy of [[W:Euclidean space|Euclidean]] and [[W:n-sphere|spherical space]]s of any number of [[W:Dimension|dimension]]s. This series of articles expands the corresponding Wikipedia encyclopedia articles to book length, to provide textbook-like treatment of the subject in depth, additional learning resources, and a subject-wide web of cross-linked explanatory footnotes that pop-up in context. Some of what's in [[Polyscheme#Polyscheme project articles|these companion articles]] is the result of original research, and so has the status of opinion, not generally accepted fact, as of this date of publication. == Research articles == Wiki articles I write or contribute to which contain original research or commentary, and so [[wikipedia:No original research|cannot be published as Wikipedia articles]], are hosted here at Wikiversity instead. When complete they may be submitted for peer review, and in some cases for publication elsewhere. Perhaps eventually some will qualify to be cited as sources by Wikipedia articles, or be merged into the Wikipedia article on the same subject. [[WikiJournal Preprints/Kinematics of the cuboctahedron]] [[WikiJournal Preprints/24-cell]] == Expanded versions of Wikipedia articles == The following Wikipedia articles, which I have contributed heavily to, have parallel versions hosted at Wikiversity as part of the [[Polyscheme]] learning project. The Wikiversity versions are intended to be expanded supersets of the Wikipedia encyclopedia articles, with additional content and links to learning resources that cannot be accommodated in an encyclopedia article. [[WikiJournal Preprints/24-cell#Future work|My rationale for their existence is explained here]]. [[5-cell]] [[16-cell]] [[24-cell]] [[600-cell]] [[120-cell]] [[Template:Regular convex 4-polytopes]] == Three mathematicians walk into a bar == A graph theorist, a differential topologist and a Euclidean geometer walk into a bar, in the midst of trying to decide a question about the fourth dimension. The bartender asks, "the usual?" The graph theorist says, "three eigenvectors form isomorphic paths of that diameter." The differential topologist says, "there is no symmetric Clifford torus, but it is a Hopf fibration." The Euclidean geometer says, "several distinct great circle polygons are isoclinic in that left (right) rotation." The wise bartender, who has heard it all, says "that's a yes, then," and pours them all the same drink. == Bucky Fuller and the languages of geometry == It is worth remembering that the ancients who invented geometry did not have physics or mathematics to guide them, only physical experience and imagination. They did not have algebra, much less the [[W:William Kingdon Clifford|Clifford]] algebra, or [[W:William Rowan Hamilton|Hamilton]]'s quaternions, or the [[W:Coxeter|Coxeter]] theory of reflecting groups, or indeed any of the formulas we call the languages of mathematics except the Pythagorean theorem. Every so often, still, there comes a geometer who has not been educated mathematically, and does great works, like [[W:Alicia Boole Stott|Alicia Boole Stott]] or [[W:Thorold Gosset|Thorold Gosset]]. The preeminent recent example of a mathematically illiterate geometer is [[W:Buckminster Fuller|Buckminster Fuller]], who distrusted trigonometry (he thought it might be "inaccurate"), but nonetheless spotted the non-deterministic inflection point in the [[Kinematics of the cuboctahedron|Möbius spinor orbit of the orientable double cover of the octahedron]], without having any of that language for it. So instead he described it precisely with [[Kinematics of the cuboctahedron#Jitterbug transformations|physically meaningful language]] and ''actual physical demonstrations'' that anyone can understand,<ref>{{Cite web| url = https://www.youtube.com/watch?v=9sM44p385Ws| title = Vector Equilibrium | first = R. Buckminster | last = Fuller | author-link=W:Buckminster Fuller | year = 1975 | work= Everything I Know Sessions | place = Philadelphia}}</ref> at least if they have stalled an airplane, or trimmed a submarine's ballast tanks, ''or can imagine doing so''. == History == I was influenced by the works of [[W:Buckminster Fuller|Buckminster Fuller]], whose ''Education Automation''{{Sfn|Fuller|1962}} I discovered in college at [[W:Oberlin college|Oberlin]]. Over the next few years I read everything he published, and built a [[W:Kinematics of the cuboctahedron#Elastic-edge transformation|tensegrity icosahedron]] tree house centered 73.5 feet up between the twin trunks of a white pine tree in Vermont. Once I walked in at the middle of one of Bucky's famous 5-hour lectures about everything, at U.C. Santa Barbara on my first trip to California in January 1971. Later I taught an Experimental College course at Oberlin on Fuller's works, where we built and flew a geodesic hot air balloon that we watched fly away to Canada over Lake Erie. We didn't think it set anything in Canada on fire with its open flame burner, because it didn't appear to start its descent until it had exhausted its fuel. After college I moved to Chicago for a job using my only marketable skill, which was programming in assembly language, for one of the first large (nation-wide) online database transaction processing systems, hosted on a single IBM System/370 mainframe that occupied an entire floor of an office tower in the downtown Chicago loop. From Chicago I led summer-long Wilderness Projects in canoes through the Canadian taiga, straddling the 60th parallel near where the Northwest Territories, Nunavut, Manitoba and Saskatchewan meet clockwise at a four-corners, 1400 miles northwest of Chicago, 400 miles north of the northernmost town you can reach by road, and 500 miles north of our nearest radio contact, in those days before satellite phones. In 1978 I landed a programming job in California working at a tiny microcomputer manufacturer, one of the early S-100 bus start-ups, the year after the Apple II personal computer was introduced, three years before the advent of the IBM PC. In 1982 I reached Silicon Valley, the end of the rainbow for computer programmers, epicenter of the tech emergence, swiftly urbanizing frontier homestead of the digital revolution. We lived in a refurbished cabin in a redwood forest on the wild San Mateo County coast, and I commuted over-the-hill every day to my job at a computer manufacturer, in the same truck I had commuted to Canada in, with 3 canoes on the roof, every summer from Chicago. At [[W:Convergent Technologies|that company]], the job I held longest (7 years) in my peripatetic software engineering career, and learned the most from, they built the first fully concurrent, ethernet-networked office workstations from Intel's newest microprocessors (before the silicon was even dry and [[W:Convergent Technologies#NGEN|fully debugged]]), and I wrote code in the internals of [[w:CTOS|their distributed, message-based operating system]]. At last I had arrived at a long-sought destination, the root systems of the computer. In Silicon Valley I worked for stock options at a series of interesting start-ups that did not work out, until one of them that was starting to work out was bought by [[W:Netscape|Netscape]] (for its engineering talent, not its software product) in the year of the Netscape IPO, 1995. This was a pretty good place to wind up, at the hottest start-up I had ever been early to, growing so fast it made our heads spin just to come to work the next day, at perhaps the most interesting nexus in Silicon Valley history thus far, the birth of the internet. But Netscape did not work out either in the end, as everybody knows. So I retired at the end of 1998 from writing programs other people wanted me to write, to look for work of my own that really interested me. My principal curiosity had become studying the symmetries among computer operating systems{{Sfn|Lauer|Needham|1978|ps=; Historic paper classifying multi-process OS architectures into two dual categories.}} and object-oriented programming languages, which is where you may discover the geometry of non-deterministic computational space. I had hard-won experience with concurrency in operating system internals and programming languages, but I had no mathematics. I had always disliked doing math homework assignments in school, the same way I detested repetitive unoriginal programming tasks at work.{{Efn|They are what computers are for.}} They were both hard for me for some reason.{{Efn|I think I may be algebraically dyslexic. If I don't have a picture of them, even double negatives make me work up a sweat.}} I could barely bring myself to do the grunt work my trade often demanded, and got into trouble at several start-up companies by spending too much time making the assigned task interesting to me, by biggering the design. My formal education in mathematics had ceased back in high school after I had failed the AP calculus exam, by failing to make myself practice doing enough calculus. I am not at all proud of my mathematics illiteracy, and I am inconvenienced by it in my work, but I have adapted to the disability. At Netscape, where I was not a researcher just a programmer, and not of the original Netscape browser (Mosaic/Navigator/Mozilla), I had met the researcher [[W:Ramanathan V. Guha|R.V. Guha]], whose [[W:Meta Content Framework|Meta Content Framework (MCF)]] was in the process of being standardized as [[W:Resource Description Framework|Resource Description Framework (RDF)]], the semantic data representation that would later become a core component of Tim Berners-Lee's [[W:Semantic web|semantic web initiative]]. RDF is a language root system of semantic triples, subject-predicate-object, a very ancient geometry first described by [[w:Hermann_Grassmann|Grassmann]],{{Efn|name=Grassmann}} and essentially the same data model used by the original AI researchers. They sought to construct language models by design, long before modern large language model AIs were invented. LLM AIs are grown, not designed, from machine experience of the symmetries to be found in vast quantities of human speech found in nature. Modern AIs are not built by hand as RDF models by human architects; they are products of Darwinian natural selection, like us, rather than products of design, like the things we build. As a knowledge root system RDF interested me, but it had no operations, only a data model. After leaving Netscape I worked independently{{Efn|"Independently" in every sense: nobody paid me, I had no institutional affiliation of any kind any more, I had no colleagues any more, I published nothing and never even released any open-source software. I was independent in the sense of being completely solitary, invisible and unknowable, such that nobody could possibly have taken notice of my work even if they had been so inclined. I worked like Emily Dickinson during her lifetime, though with much less genius and prolificacy. But I was free, and having fun and didn't care.}} for years programming a kind of symmetry group, consisting of the 3-dimensional RDF triples extended in a temporal 4th dimension like the one in Minkowski spacetime (the 4th field I added to the ''subject, predicate, object'' triple was a creation timestamp called the ''provenance''), and with [[W:David Gelernter|Gelernter]]'s four concurrency group operators rd(), out(), in(), and eval().{{Sfn|Carriero|Gelernter|1989|loc=The C-Linda programming language}} I realized my system as C++ template metaprograms{{Sfn|Stroustrup|2013|loc=''The [[W:C++|C++ Programming Language]]''}} for a nesting set of these operators, implemented as ACID-transactional C++ sequence iterator classes over the progressively more complex spaces traversed by each of Gelernter's operations. To this hierarchy I added an anonymous 5th operator() (operator function call) between in() and eval(). This object-oriented language framework, which I built,{{Efn|My language representation of the semantics of language was provisionally named [[W:Samizdat|Samizdat]]. If it were ever to be developed into a complete computer language, [[w:Hermann Grassmann|Grassmann]] would be an appropriate name for it.{{Efn|[[w:Hermann Grassmann|Hermann Grassmann]] moved on later in life from inventing a theory of mathematics{{Efn|In 1844, [[w:Hermann Grassmann|Hermann Grassmann]] proposed a new foundation for all of mathematics, the idea of vector spaces. He showed that once [[W:geometry|geometry]] is put into the algebraic form he advocated now known as the [[W:Grassmannian|Grassmannian]], the number three has no privileged role as the number of spatial [[W:dimension (mathematics)|dimension]]s; the number of possible dimensions is in fact unbounded. Even deeper than his invention of a language of mathematics was Grassmann's foundational role in the science of all languages.{{Efn|name=Grassmann}}|name=Grassmannian}} to inventing a theory of linguistics. He reached the understanding that the true origin story of human languages is found in their common symmetries, which are intrinsic properties discovered in nature, not invented, rather than in the history of our common human linguistic experience.|name=Grassmann}}}} was intended as the foundation for a distributed graph database transaction processing monitor,{{Sfn|Gray|Reuter|1993|loc=''[[W:Transaction processing|Transaction processing]]''}} which I never completed. None of this schema bore any conscious resemblance to [[wikipedia:Ludwig Schläfli|Schläfli]]'s sequence of six [[polyscheme]]s (hyper-polyhedra) of increasing complexity, with their unprecedented regular object the 24-cell (hyper-anonymous), since I had not yet resumed my college-days' study of geometry and become acquainted with them. I had studied some physics at Oberlin, and knew that Einstein understood relativity to be the geometry of non-Euclidean 4-dimensional [[w:Spacetime|spacetime]]. I had wondered about [[Kinematics of the cuboctahedron#Jitterbug transformations|Fuller's jitterbug transformations]] ever since those days, and I had been pleased to find out Pascal's triangle of the ''n''-simplexes for myself back in Chicago. But I had not read much of [[W:Regular Polytopes|Regular Polytopes]] yet, and had not made the acquaintance of the more astonishing objects Schläfli discovered in 4-dimensional Euclidean space. Particularly not yet the unique [[24-cell|24-cell (hyper-cuboctahedron)]], the radially equilateral vector equilibrium that Bucky Fuller saw the cuboctahedral shadow of. Fuller searched all his life for this 4-dimensional object (the utterly unique realization of the 24-point symmetry group of the tetrahedron), but never quite found it because he was looking for it in the wrong place like everyone else (in Euclidean 3-space). ... == Nature is symmetry == It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[wikipedia:Group (mathematics)|mathematics of groups]].{{Sfn|Conway|Burgiel|Goodman-Strauss|2008|loc=''The Symmetries of Things''}} As I understand [[wikipedia:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[wikipedia:Theory of relativity|Einstein's relativity]] or [[wikipedia:Evolution|Darwin's evolution]] or [[wikipedia:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[wikipedia:symmetry group|symmetry groups]]. [[W:Coxeter group|Coxeter group]] theory did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups and express the principle of relativity. == Poetry is symmetry == [[W:Edna St. Vincent Millay|Edna St. Vincent Millay]] and other poets knew that [[W:Lawrence Ferlinghetti#Poetry|Poetry is the Insurgent Art]] of invoking symmetries, and [[User:Dc.samizdat/Those hours|at its best]] captures a discovery of an intrinsic symmetry found in nature. Poetry is metaphor, which is to say dimensional analogy, and the sonnet is a strict form of it, like the analogy between semi-regular polytopes in three and four dimensions discovered by another woman poet, [[W:Alicia Boole Stott|Alicia Boole Stott]]. Poetry and mathematics have common origins, and their greatest practitioners use the same method, which is simply to look, see, find the symmetry, and express it in precise language. One of Millay's sonnets begins "Euclid alone has looked on beauty bare". When she went off to Paris for her Fatal Interview with [[W:George Dillon (poet)|George Dillon]], perhaps she sensed in him the soul of an earlier Parisian youth who burned brightly, [[W:Évariste Galois|Évariste Galois]] who discovered the mathematics which underlies geometry, inventing [[w:Galois_theory|his symmetry group theory]] before his own fatal interview at 20. Millay's contemporary poet [[W:Emmy Noether|Emmy Noether]], the greatest mathematician of a time which is remembered for the emergence of the great physicists, found that Galois's poetry underlies all physics, too. Noether's theorem, the deepest mathematical finding in physics, is her intricate sonnet that captures how each fundamental formula in physics expresses a conservation law, which in every instance is itself an expression of a distinct symmetry group. These giants knew something about the invention of a precise new language: how it emerges from discovery, or rediscovery, of nature's symmetries. == Justice is symmetry == Anyone should understand some Israelis' unquenchable thirst for vengence for all acts that have attempted to exterminate them. Precisely because it is unquenchable, a survival instinct acquired at immeasurable cost, we must implacably resist, by all nonviolent means available to us, their attempts to slake it. Vengeance is mine, saith the Lord, and an eye for an eye makes the whole world blind. <blockquote> We are deceived into believing that we can get the kind of world we seek by doing the very things we are trying to get rid of. "Just a little more violence to end violence." "Just a little more hatred to end hatred." "Just a little more oppression to end oppression" -- and on and on. We are taken in because good people are doing these things, sincere and brave people. And this is why the finer their qualities, the more dangerous they are, the more thoroughly we are fooled. All the finest qualities in the world cannot change the simple, immutable fact that the ends cannot justify the means, but, on the contrary, the means determine the ends. In all of man's history this stands out clearly and intellectually indisputable; yet it has been perversely, insistently, sentimentally and tragically ignored. In this universe the means always and everywhere, without doubt and without exception, cannot, in the very nature of things, but determine the ends. This cannot be repeated often enough.{{Sfn|Huxley|1937|loc=''Ends and Means: An Inquiry into the Nature of Ideals and into the methods employed for their realization''|ps=; Sandperl and [[W:Aldous Huxley|Aldous Huxley]] were close friends, and Sandperl cites Huxley at this point in his book; Huxley observed that directed operations logically determine their objects, not the other way around, because their direction matters; Huxley concluded that since the means determine the ends, they cannot justify them.}} We get what we do; not what we intend, dream, or desire. We simply get what we do. Recognizing this and applying it would, in a generation, bring about the transformation that alone can put an end to the fear, suspicion and misery which at present hold such terrible sway over all of our lives. If we see and act upon this (I will say again, unabashedly, what it is -- the means determine the ends!), then what the prophets of the ages have wistfully called Utopia will become a reality. “Nation shall no more lift sword against nation” nor unloose napalm, nerve gas or nuclear weapons. “Neither shall they learn war any more. But they shall sit every man under his vine and under his fig tree; and none shall make them afraid.” Because they will have at last understood, because we will all have at least understood, what is required of us. “To do justly and to love mercy, and to walk humbly” with the knowledge that all our means are but temporary ends and that all our ends are but new beginnings. We will have learned what every flower has never forgotten and what all oceans patiently remind us of. : - [[W:Ira Sandperl|Ira Sandperl]]{{Sfn|Sandperl|1974|loc=letter of Saturday, April 3, 1971|pp=13-14}} </blockquote> == Religion isn't symmetry == They say a dog is a man's best friend, but not every man should have a dog. It depends on the man. And the dog. If you want to have a dog, or a religion, as a companion and soulmate to help you answer existential questions outside science's purvue, such as how to pursue happiness without making other people unhappy, have at it, and dog bless you. People who treat their religion as a source of facts about the world, instead of as a source of mystery, haven't received word yet that we have already passed through that revolutionary period in human history a few centuries ago called [[w:Age_of_Enlightenment|the enlightenment]]. Hello, we've discovered that the origin story of the facts is not mythologies, it's science. Just as you musn't let a dog drive your car or let a religion drive your government, you mustn't let a dog advise you on investment decisions or let a dogma dispute the facts that science has discovered. Religion has to stay in its lane. People who drive their religion weaving all over the road are a menace. == Symmetry is my religion == I believe, but I cannot prove, that there is more. Always more! And it always turns out to be simpler than what we thought! Though more complex than what we know now. I believe that is a true theory. I like to think, but of course I do not know, that there is more for people and other creatures whose example I remember every day, and am still following. I like to think I may meet them again, when I discover where they are leading me. I think we should say, au revoir. == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite book|title=Education Automation: Comprehensive Learning for Emergent Humanity|last=Fuller|first=R. Buckminster|author-link=W:Buckminster Fuller|year=1962|editor-last=Snyder|editor-first=Jaime|publisher=Lars Müller|url=https://www.lars-mueller-publishers.com/education-automation}} * {{Cite book | last1=Conway | first1=John H. | author-link=W:John Horton Conway | last2=Burgiel | first2=Heidi | last3=Goodman-Strauss | first3=Chaim | author-link3=W:Chaim Goodman-Strauss | year=2008 | title=The Symmetries of Things | publisher=A K Peters | place=Wellesley, MA | title-link=W:The Symmetries of Things }} * {{Cite book|last=Sandperl|first=Ira|author-link=W:Ira Sandperl|title=A Little Kinder|year=1974|publisher=[[W:Kepler's Books|Kepler's Books]]|place=Menlo Park, CA|isbn=0-8314-0035-8|jstor=73-93870|url=https://www.irasandperl.org/wordpress/index.php}} * {{Cite book|last=Huxley|first=Aldous|author-link=W:Aldous Huxley|title=Ends and Means: An inquiry into the nature of ideals and into the methods employed for their realization|date=1937|publisher=Harper and Brothers|ref={{SfnRef|Huxley|1937}}}} * {{Cite journal|title=On the Duality of Operating System Structures|last1=Lauer|first1=Hugh|last2=Needham|first2=Roger|date=October 1978|journal=Proc. Second International Symposium on Operating Systems|publisher=IRIA|url=https://dl.acm.org/doi/epdf/10.1145/850657.850658}} * {{Cite journal|last2=Gelernter|first2=David|author2-link=W:David Gelernter|last1=Carriero|first1=Nicholas|title=How to Write Parallel Programs: A Guide to the Perplexed|date=1989|journal=ACM Computing Surveys|volume=21|issue=3|url=https://dl.acm.org/doi/pdf/10.1145/72551.72553}} * {{Cite book|last=Stroustrup|first=Bjarne|title=The [[W:C++|C++ Programming Language]]: C++11|edition=4th|date=2013|author-link=W:Bjarne Stroustrup|publisher=Addison-Wesley}} * {{Cite book|last1=Gray|first1=Jim|author-link=W:Jim Gray (computer scientist)|last2=Reuter|first2=Andreas|title=Transaction Processing: Concepts and Techniques|title-link=W:Transaction processing|date=1993|publisher}=Morgan Kaufmann|place=San Mateo, CA}} {{Refend}} a0u236mg6qfj540l2r3qb0jtoq51c5e 2804213 2804211 2026-04-10T22:15:47Z Dc.samizdat 2856930 /* Polyscheme project */ 2804213 wikitext text/x-wiki I am David Brooks Christie, born April 3, 1951. <blockquote>He knew that he had about as much chance of understanding such problems as a collie has of understanding how dog food gets into cans.<ref>{{Cite book|title=By His Bootstraps|last=Heinlein|first=Robert|work=The Menace From Earth|publisher=|year=1959|isbn=|location=|pages=|author-link=W:Robert Heinlein}}</ref> </blockquote> and yet... <blockquote>Oh, what good it does the heart, to know it isn't magic!<ref>{{Cite book|url=https://books.google.com/books?id=R1HTBQAAQBAJ&pg=PT43&lpg=PT43&dq=I+used+to+imagine+him+coming+from+his+house,+like+Merlin&source=bl&ots=h707RlOyPN&sig=ACfU3U22OoWoBsZwY2B-Si_jc1jdy-re1w&hl=en&sa=X&ved=2ahUKEwj06-ebwZTiAhVFvZ4KHXVkAaMQ6AEwAHoECAcQAQ#v=onepage&q=I%20used%20to%20imagine%20him%20coming%20from%20his%20house%2C%20like%20Merlin&f=false|title=Stanley Kunitz|last=Oliver|first=Mary|work=Dream Work|publisher=|year=1986|isbn=|location=|pages=|author-link=W:Mary Oliver}}</ref> </blockquote> == Polyscheme project == {{Polyscheme}} The [[Polyscheme|Polyscheme project]] is intended to be a series of wiki-format articles on the [[W:Regular polytope|regular polytope]]s, the [[W:Four-dimensional space|fourth spatial dimension]], and the general dimensional analogy of [[W:Euclidean space|Euclidean]] and [[W:n-sphere|spherical space]]s of any number of [[W:Dimension|dimension]]s. This series of articles expands the corresponding Wikipedia encyclopedia articles to book length, to provide textbook-like treatment of the subject in depth, additional learning resources, and a subject-wide web of cross-linked explanatory footnotes that pop up in context. Some of what's in [[Polyscheme#Polyscheme project articles|these companion articles]] is the result of original research, and so has the status of opinion, not generally accepted fact, as of this date of publication. == Research articles == Wiki articles I write or contribute to which contain original research or commentary, and so [[wikipedia:No original research|cannot be published as Wikipedia articles]], are hosted here at Wikiversity instead. When complete they may be submitted for peer review, and in some cases for publication elsewhere. Perhaps eventually some will qualify to be cited as sources by Wikipedia articles, or be merged into the Wikipedia article on the same subject. [[WikiJournal Preprints/Kinematics of the cuboctahedron]] [[WikiJournal Preprints/24-cell]] == Expanded versions of Wikipedia articles == The following Wikipedia articles, which I have contributed heavily to, have parallel versions hosted at Wikiversity as part of the [[Polyscheme]] learning project. The Wikiversity versions are intended to be expanded supersets of the Wikipedia encyclopedia articles, with additional content and links to learning resources that cannot be accommodated in an encyclopedia article. [[WikiJournal Preprints/24-cell#Future work|My rationale for their existence is explained here]]. [[5-cell]] [[16-cell]] [[24-cell]] [[600-cell]] [[120-cell]] [[Template:Regular convex 4-polytopes]] == Three mathematicians walk into a bar == A graph theorist, a differential topologist and a Euclidean geometer walk into a bar, in the midst of trying to decide a question about the fourth dimension. The bartender asks, "the usual?" The graph theorist says, "three eigenvectors form isomorphic paths of that diameter." The differential topologist says, "there is no symmetric Clifford torus, but it is a Hopf fibration." The Euclidean geometer says, "several distinct great circle polygons are isoclinic in that left (right) rotation." The wise bartender, who has heard it all, says "that's a yes, then," and pours them all the same drink. == Bucky Fuller and the languages of geometry == It is worth remembering that the ancients who invented geometry did not have physics or mathematics to guide them, only physical experience and imagination. They did not have algebra, much less the [[W:William Kingdon Clifford|Clifford]] algebra, or [[W:William Rowan Hamilton|Hamilton]]'s quaternions, or the [[W:Coxeter|Coxeter]] theory of reflecting groups, or indeed any of the formulas we call the languages of mathematics except the Pythagorean theorem. Every so often, still, there comes a geometer who has not been educated mathematically, and does great works, like [[W:Alicia Boole Stott|Alicia Boole Stott]] or [[W:Thorold Gosset|Thorold Gosset]]. The preeminent recent example of a mathematically illiterate geometer is [[W:Buckminster Fuller|Buckminster Fuller]], who distrusted trigonometry (he thought it might be "inaccurate"), but nonetheless spotted the non-deterministic inflection point in the [[Kinematics of the cuboctahedron|Möbius spinor orbit of the orientable double cover of the octahedron]], without having any of that language for it. So instead he described it precisely with [[Kinematics of the cuboctahedron#Jitterbug transformations|physically meaningful language]] and ''actual physical demonstrations'' that anyone can understand,<ref>{{Cite web| url = https://www.youtube.com/watch?v=9sM44p385Ws| title = Vector Equilibrium | first = R. Buckminster | last = Fuller | author-link=W:Buckminster Fuller | year = 1975 | work= Everything I Know Sessions | place = Philadelphia}}</ref> at least if they have stalled an airplane, or trimmed a submarine's ballast tanks, ''or can imagine doing so''. == History == I was influenced by the works of [[W:Buckminster Fuller|Buckminster Fuller]], whose ''Education Automation''{{Sfn|Fuller|1962}} I discovered in college at [[W:Oberlin college|Oberlin]]. Over the next few years I read everything he published, and built a [[W:Kinematics of the cuboctahedron#Elastic-edge transformation|tensegrity icosahedron]] tree house centered 73.5 feet up between the twin trunks of a white pine tree in Vermont. Once I walked in at the middle of one of Bucky's famous 5-hour lectures about everything, at U.C. Santa Barbara on my first trip to California in January 1971. Later I taught an Experimental College course at Oberlin on Fuller's works, where we built and flew a geodesic hot air balloon that we watched fly away to Canada over Lake Erie. We didn't think it set anything in Canada on fire with its open flame burner, because it didn't appear to start its descent until it had exhausted its fuel. After college I moved to Chicago for a job using my only marketable skill, which was programming in assembly language, for one of the first large (nation-wide) online database transaction processing systems, hosted on a single IBM System/370 mainframe that occupied an entire floor of an office tower in the downtown Chicago loop. From Chicago I led summer-long Wilderness Projects in canoes through the Canadian taiga, straddling the 60th parallel near where the Northwest Territories, Nunavut, Manitoba and Saskatchewan meet clockwise at a four-corners, 1400 miles northwest of Chicago, 400 miles north of the northernmost town you can reach by road, and 500 miles north of our nearest radio contact, in those days before satellite phones. In 1978 I landed a programming job in California working at a tiny microcomputer manufacturer, one of the early S-100 bus start-ups, the year after the Apple II personal computer was introduced, three years before the advent of the IBM PC. In 1982 I reached Silicon Valley, the end of the rainbow for computer programmers, epicenter of the tech emergence, swiftly urbanizing frontier homestead of the digital revolution. We lived in a refurbished cabin in a redwood forest on the wild San Mateo County coast, and I commuted over-the-hill every day to my job at a computer manufacturer, in the same truck I had commuted to Canada in, with 3 canoes on the roof, every summer from Chicago. At [[W:Convergent Technologies|that company]], the job I held longest (7 years) in my peripatetic software engineering career, and learned the most from, they built the first fully concurrent, ethernet-networked office workstations from Intel's newest microprocessors (before the silicon was even dry and [[W:Convergent Technologies#NGEN|fully debugged]]), and I wrote code in the internals of [[w:CTOS|their distributed, message-based operating system]]. At last I had arrived at a long-sought destination, the root systems of the computer. In Silicon Valley I worked for stock options at a series of interesting start-ups that did not work out, until one of them that was starting to work out was bought by [[W:Netscape|Netscape]] (for its engineering talent, not its software product) in the year of the Netscape IPO, 1995. This was a pretty good place to wind up, at the hottest start-up I had ever been early to, growing so fast it made our heads spin just to come to work the next day, at perhaps the most interesting nexus in Silicon Valley history thus far, the birth of the internet. But Netscape did not work out either in the end, as everybody knows. So I retired at the end of 1998 from writing programs other people wanted me to write, to look for work of my own that really interested me. My principal curiosity had become studying the symmetries among computer operating systems{{Sfn|Lauer|Needham|1978|ps=; Historic paper classifying multi-process OS architectures into two dual categories.}} and object-oriented programming languages, which is where you may discover the geometry of non-deterministic computational space. I had hard-won experience with concurrency in operating system internals and programming languages, but I had no mathematics. I had always disliked doing math homework assignments in school, the same way I detested repetitive unoriginal programming tasks at work.{{Efn|They are what computers are for.}} They were both hard for me for some reason.{{Efn|I think I may be algebraically dyslexic. If I don't have a picture of them, even double negatives make me work up a sweat.}} I could barely bring myself to do the grunt work my trade often demanded, and got into trouble at several start-up companies by spending too much time making the assigned task interesting to me, by biggering the design. My formal education in mathematics had ceased back in high school after I had failed the AP calculus exam, by failing to make myself practice doing enough calculus. I am not at all proud of my mathematics illiteracy, and I am inconvenienced by it in my work, but I have adapted to the disability. At Netscape, where I was not a researcher just a programmer, and not of the original Netscape browser (Mosaic/Navigator/Mozilla), I had met the researcher [[W:Ramanathan V. Guha|R.V. Guha]], whose [[W:Meta Content Framework|Meta Content Framework (MCF)]] was in the process of being standardized as [[W:Resource Description Framework|Resource Description Framework (RDF)]], the semantic data representation that would later become a core component of Tim Berners-Lee's [[W:Semantic web|semantic web initiative]]. RDF is a language root system of semantic triples, subject-predicate-object, a very ancient geometry first described by [[w:Hermann_Grassmann|Grassmann]],{{Efn|name=Grassmann}} and essentially the same data model used by the original AI researchers. They sought to construct language models by design, long before modern large language model AIs were invented. LLM AIs are grown, not designed, from machine experience of the symmetries to be found in vast quantities of human speech found in nature. Modern AIs are not built by hand as RDF models by human architects; they are products of Darwinian natural selection, like us, rather than products of design, like the things we build. As a knowledge root system RDF interested me, but it had no operations, only a data model. After leaving Netscape I worked independently{{Efn|"Independently" in every sense: nobody paid me, I had no institutional affiliation of any kind any more, I had no colleagues any more, I published nothing and never even released any open-source software. I was independent in the sense of being completely solitary, invisible and unknowable, such that nobody could possibly have taken notice of my work even if they had been so inclined. I worked like Emily Dickinson during her lifetime, though with much less genius and prolificacy. But I was free, and having fun and didn't care.}} for years programming a kind of symmetry group, consisting of the 3-dimensional RDF triples extended in a temporal 4th dimension like the one in Minkowski spacetime (the 4th field I added to the ''subject, predicate, object'' triple was a creation timestamp called the ''provenance''), and with [[W:David Gelernter|Gelernter]]'s four concurrency group operators rd(), out(), in(), and eval().{{Sfn|Carriero|Gelernter|1989|loc=The C-Linda programming language}} I realized my system as C++ template metaprograms{{Sfn|Stroustrup|2013|loc=''The [[W:C++|C++ Programming Language]]''}} for a nesting set of these operators, implemented as ACID-transactional C++ sequence iterator classes over the progressively more complex spaces traversed by each of Gelernter's operations. To this hierarchy I added an anonymous 5th operator() (operator function call) between in() and eval(). This object-oriented language framework, which I built,{{Efn|My language representation of the semantics of language was provisionally named [[W:Samizdat|Samizdat]]. If it were ever to be developed into a complete computer language, [[w:Hermann Grassmann|Grassmann]] would be an appropriate name for it.{{Efn|[[w:Hermann Grassmann|Hermann Grassmann]] moved on later in life from inventing a theory of mathematics{{Efn|In 1844, [[w:Hermann Grassmann|Hermann Grassmann]] proposed a new foundation for all of mathematics, the idea of vector spaces. He showed that once [[W:geometry|geometry]] is put into the algebraic form he advocated now known as the [[W:Grassmannian|Grassmannian]], the number three has no privileged role as the number of spatial [[W:dimension (mathematics)|dimension]]s; the number of possible dimensions is in fact unbounded. Even deeper than his invention of a language of mathematics was Grassmann's foundational role in the science of all languages.{{Efn|name=Grassmann}}|name=Grassmannian}} to inventing a theory of linguistics. He reached the understanding that the true origin story of human languages is found in their common symmetries, which are intrinsic properties discovered in nature, not invented, rather than in the history of our common human linguistic experience.|name=Grassmann}}}} was intended as the foundation for a distributed graph database transaction processing monitor,{{Sfn|Gray|Reuter|1993|loc=''[[W:Transaction processing|Transaction processing]]''}} which I never completed. None of this schema bore any conscious resemblance to [[wikipedia:Ludwig Schläfli|Schläfli]]'s sequence of six [[polyscheme]]s (hyper-polyhedra) of increasing complexity, with their unprecedented regular object the 24-cell (hyper-anonymous), since I had not yet resumed my college-days' study of geometry and become acquainted with them. I had studied some physics at Oberlin, and knew that Einstein understood relativity to be the geometry of non-Euclidean 4-dimensional [[w:Spacetime|spacetime]]. I had wondered about [[Kinematics of the cuboctahedron#Jitterbug transformations|Fuller's jitterbug transformations]] ever since those days, and I had been pleased to find out Pascal's triangle of the ''n''-simplexes for myself back in Chicago. But I had not read much of [[W:Regular Polytopes|Regular Polytopes]] yet, and had not made the acquaintance of the more astonishing objects Schläfli discovered in 4-dimensional Euclidean space. Particularly not yet the unique [[24-cell|24-cell (hyper-cuboctahedron)]], the radially equilateral vector equilibrium that Bucky Fuller saw the cuboctahedral shadow of. Fuller searched all his life for this 4-dimensional object (the utterly unique realization of the 24-point symmetry group of the tetrahedron), but never quite found it because he was looking for it in the wrong place like everyone else (in Euclidean 3-space). ... == Nature is symmetry == It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[wikipedia:Group (mathematics)|mathematics of groups]].{{Sfn|Conway|Burgiel|Goodman-Strauss|2008|loc=''The Symmetries of Things''}} As I understand [[wikipedia:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[wikipedia:Theory of relativity|Einstein's relativity]] or [[wikipedia:Evolution|Darwin's evolution]] or [[wikipedia:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[wikipedia:symmetry group|symmetry groups]]. [[W:Coxeter group|Coxeter group]] theory did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups and express the principle of relativity. == Poetry is symmetry == [[W:Edna St. Vincent Millay|Edna St. Vincent Millay]] and other poets knew that [[W:Lawrence Ferlinghetti#Poetry|Poetry is the Insurgent Art]] of invoking symmetries, and [[User:Dc.samizdat/Those hours|at its best]] captures a discovery of an intrinsic symmetry found in nature. Poetry is metaphor, which is to say dimensional analogy, and the sonnet is a strict form of it, like the analogy between semi-regular polytopes in three and four dimensions discovered by another woman poet, [[W:Alicia Boole Stott|Alicia Boole Stott]]. Poetry and mathematics have common origins, and their greatest practitioners use the same method, which is simply to look, see, find the symmetry, and express it in precise language. One of Millay's sonnets begins "Euclid alone has looked on beauty bare". When she went off to Paris for her Fatal Interview with [[W:George Dillon (poet)|George Dillon]], perhaps she sensed in him the soul of an earlier Parisian youth who burned brightly, [[W:Évariste Galois|Évariste Galois]] who discovered the mathematics which underlies geometry, inventing [[w:Galois_theory|his symmetry group theory]] before his own fatal interview at 20. Millay's contemporary poet [[W:Emmy Noether|Emmy Noether]], the greatest mathematician of a time which is remembered for the emergence of the great physicists, found that Galois's poetry underlies all physics, too. Noether's theorem, the deepest mathematical finding in physics, is her intricate sonnet that captures how each fundamental formula in physics expresses a conservation law, which in every instance is itself an expression of a distinct symmetry group. These giants knew something about the invention of a precise new language: how it emerges from discovery, or rediscovery, of nature's symmetries. == Justice is symmetry == Anyone should understand some Israelis' unquenchable thirst for vengence for all acts that have attempted to exterminate them. Precisely because it is unquenchable, a survival instinct acquired at immeasurable cost, we must implacably resist, by all nonviolent means available to us, their attempts to slake it. Vengeance is mine, saith the Lord, and an eye for an eye makes the whole world blind. <blockquote> We are deceived into believing that we can get the kind of world we seek by doing the very things we are trying to get rid of. "Just a little more violence to end violence." "Just a little more hatred to end hatred." "Just a little more oppression to end oppression" -- and on and on. We are taken in because good people are doing these things, sincere and brave people. And this is why the finer their qualities, the more dangerous they are, the more thoroughly we are fooled. All the finest qualities in the world cannot change the simple, immutable fact that the ends cannot justify the means, but, on the contrary, the means determine the ends. In all of man's history this stands out clearly and intellectually indisputable; yet it has been perversely, insistently, sentimentally and tragically ignored. In this universe the means always and everywhere, without doubt and without exception, cannot, in the very nature of things, but determine the ends. This cannot be repeated often enough.{{Sfn|Huxley|1937|loc=''Ends and Means: An Inquiry into the Nature of Ideals and into the methods employed for their realization''|ps=; Sandperl and [[W:Aldous Huxley|Aldous Huxley]] were close friends, and Sandperl cites Huxley at this point in his book; Huxley observed that directed operations logically determine their objects, not the other way around, because their direction matters; Huxley concluded that since the means determine the ends, they cannot justify them.}} We get what we do; not what we intend, dream, or desire. We simply get what we do. Recognizing this and applying it would, in a generation, bring about the transformation that alone can put an end to the fear, suspicion and misery which at present hold such terrible sway over all of our lives. If we see and act upon this (I will say again, unabashedly, what it is -- the means determine the ends!), then what the prophets of the ages have wistfully called Utopia will become a reality. “Nation shall no more lift sword against nation” nor unloose napalm, nerve gas or nuclear weapons. “Neither shall they learn war any more. But they shall sit every man under his vine and under his fig tree; and none shall make them afraid.” Because they will have at last understood, because we will all have at least understood, what is required of us. “To do justly and to love mercy, and to walk humbly” with the knowledge that all our means are but temporary ends and that all our ends are but new beginnings. We will have learned what every flower has never forgotten and what all oceans patiently remind us of. : - [[W:Ira Sandperl|Ira Sandperl]]{{Sfn|Sandperl|1974|loc=letter of Saturday, April 3, 1971|pp=13-14}} </blockquote> == Religion isn't symmetry == They say a dog is a man's best friend, but not every man should have a dog. It depends on the man. And the dog. If you want to have a dog, or a religion, as a companion and soulmate to help you answer existential questions outside science's purvue, such as how to pursue happiness without making other people unhappy, have at it, and dog bless you. People who treat their religion as a source of facts about the world, instead of as a source of mystery, haven't received word yet that we have already passed through that revolutionary period in human history a few centuries ago called [[w:Age_of_Enlightenment|the enlightenment]]. Hello, we've discovered that the origin story of the facts is not mythologies, it's science. Just as you musn't let a dog drive your car or let a religion drive your government, you mustn't let a dog advise you on investment decisions or let a dogma dispute the facts that science has discovered. Religion has to stay in its lane. People who drive their religion weaving all over the road are a menace. == Symmetry is my religion == I believe, but I cannot prove, that there is more. Always more! And it always turns out to be simpler than what we thought! Though more complex than what we know now. I believe that is a true theory. I like to think, but of course I do not know, that there is more for people and other creatures whose example I remember every day, and am still following. I like to think I may meet them again, when I discover where they are leading me. I think we should say, au revoir. == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite book|title=Education Automation: Comprehensive Learning for Emergent Humanity|last=Fuller|first=R. Buckminster|author-link=W:Buckminster Fuller|year=1962|editor-last=Snyder|editor-first=Jaime|publisher=Lars Müller|url=https://www.lars-mueller-publishers.com/education-automation}} * {{Cite book | last1=Conway | first1=John H. | author-link=W:John Horton Conway | last2=Burgiel | first2=Heidi | last3=Goodman-Strauss | first3=Chaim | author-link3=W:Chaim Goodman-Strauss | year=2008 | title=The Symmetries of Things | publisher=A K Peters | place=Wellesley, MA | title-link=W:The Symmetries of Things }} * {{Cite book|last=Sandperl|first=Ira|author-link=W:Ira Sandperl|title=A Little Kinder|year=1974|publisher=[[W:Kepler's Books|Kepler's Books]]|place=Menlo Park, CA|isbn=0-8314-0035-8|jstor=73-93870|url=https://www.irasandperl.org/wordpress/index.php}} * {{Cite book|last=Huxley|first=Aldous|author-link=W:Aldous Huxley|title=Ends and Means: An inquiry into the nature of ideals and into the methods employed for their realization|date=1937|publisher=Harper and Brothers|ref={{SfnRef|Huxley|1937}}}} * {{Cite journal|title=On the Duality of Operating System Structures|last1=Lauer|first1=Hugh|last2=Needham|first2=Roger|date=October 1978|journal=Proc. Second International Symposium on Operating Systems|publisher=IRIA|url=https://dl.acm.org/doi/epdf/10.1145/850657.850658}} * {{Cite journal|last2=Gelernter|first2=David|author2-link=W:David Gelernter|last1=Carriero|first1=Nicholas|title=How to Write Parallel Programs: A Guide to the Perplexed|date=1989|journal=ACM Computing Surveys|volume=21|issue=3|url=https://dl.acm.org/doi/pdf/10.1145/72551.72553}} * {{Cite book|last=Stroustrup|first=Bjarne|title=The [[W:C++|C++ Programming Language]]: C++11|edition=4th|date=2013|author-link=W:Bjarne Stroustrup|publisher=Addison-Wesley}} * {{Cite book|last1=Gray|first1=Jim|author-link=W:Jim Gray (computer scientist)|last2=Reuter|first2=Andreas|title=Transaction Processing: Concepts and Techniques|title-link=W:Transaction processing|date=1993|publisher}=Morgan Kaufmann|place=San Mateo, CA}} {{Refend}} rslbg2tv3rjx2p2x3i4ffk12dqo7z59 0 249667 2804219 2799325 2026-04-10T23:13:41Z Dc.samizdat 2856930 /* Geodesic rectangles */ 2804219 wikitext text/x-wiki {{Short description|Four-dimensional analog of the dodecahedron}} {{Polyscheme|radius=an '''expanded version''' of|active=is the focus of active research}} {{Infobox 4-polytope | Name=120-cell | Image_File=Schlegel wireframe 120-cell.png | Image_Caption=[[W:Schlegel diagram|Schlegel diagram]]<br>(vertices and edges) | Type=[[W:Convex regular 4-polytope|Convex regular 4-polytope]] | Last=[[W:Snub 24-cell|31]] | Index=32 | Next=[[W:Rectified 120-cell|33]] | Schläfli={5,3,3}| CD={{Coxeter–Dynkin diagram|node_1|5|node|3|node|3|node}}| Cell_List=120 [[W:Dodecahedron|{5,3}]] [[Image:Dodecahedron.png|20px]]| Face_List=720 [[W:Pentagon|{5}]] [[File:Regular pentagon.svg|20px]]| Edge_Count=1200| Vertex_Count= 600| Petrie_Polygon=[[W:Triacontagon|30-gon]]| Coxeter_Group=H₄, [3,3,5]| Vertex_Figure=[[File:120-cell verf.svg|80px]]<br>[[W:Tetrahedron|tetrahedron]]| Dual=[[600-cell]]| Property_List=[[W:Convex set|convex]], [[W:Isogonal figure|isogonal]], [[W:Isotoxal figure|isotoxal]], [[W:Isohedral figure|isohedral]] }} {{maths}} [[File:120-cell net.png|thumb|right|[[W:Net (polyhedron)|Net]]]] In [[W:Geometry|geometry]], the '''120-cell''' is the [[W:Convex regular 4-polytope|convex regular 4-polytope]] (four-dimensional analogue of a [[W:Platonic solid|Platonic solid]]) with [[W:Schläfli symbol|Schläfli symbol]] {5,3,3}. It is also called a '''C₁₂₀''', '''dodecaplex''' (short for "dodecahedral complex"), '''hyperdodecahedron''', '''polydodecahedron''', '''hecatonicosachoron''', '''dodecacontachoron'''<ref>[[W:Norman Johnson (mathematician)|N.W. Johnson]]: ''Geometries and Transformations'', (2018) {{ISBN|978-1-107-10340-5}} Chapter 11: ''Finite Symmetry Groups'', 11.5 ''Spherical Coxeter groups'', p.249</ref> and '''hecatonicosahedroid'''.<ref>Matila Ghyka, ''The Geometry of Art and Life'' (1977), p.68</ref> The boundary of the 120-cell is composed of 120 dodecahedral [[W:Cell (mathematics)|cells]] with 4 meeting at each vertex. Together they form 720 [[W:Pentagon|pentagonal]] faces, 1200 edges, and 600 vertices. It is the 4-[[W:Four-dimensional space#Dimensional analogy|dimensional analogue]] of the [[W:Regular dodecahedron|regular dodecahedron]], since just as a dodecahedron has 12 pentagonal facets, with 3 around each vertex, the ''dodecaplex'' has 120 dodecahedral facets, with 3 around each edge.{{Efn|In the 120-cell, 3 dodecahedra and 3 pentagons meet at every edge. 4 dodecahedra, 6 pentagons, and 4 edges meet at every vertex. The dihedral angle (between dodecahedral hyperplanes) is 144°.{{Sfn|Coxeter|1973|loc=Table I(ii); "120-cell"|pp=292-293}}|name=dihedral}} Its dual polytope is the [[600-cell]]. == Geometry == The 120-cell incorporates the geometries of every convex regular polytope in the first four dimensions (except the polygons {7} and above).{{Efn|name=elements}} As the sixth and largest regular convex 4-polytope,{{Efn|name=4-polytopes ordered by size and complexity}} it contains inscribed instances of its four predecessors (recursively). It also contains 120 inscribed instances of the first in the sequence, the [[5-cell|5-cell]],{{Efn|name=inscribed 5-cells}} which is not found in any of the others.{{Sfn|Dechant|2021|p=18|loc=''Remark 5.7''|ps=, explains why not.{{Efn|name=rotated 4-simplexes are completely disjoint}}}} The 120-cell is a four-dimensional [[W:Swiss Army knife|Swiss Army knife]]: it contains one of everything. It is daunting but instructive to study the 120-cell, because it contains examples of ''every'' relationship among ''all'' the convex regular polytopes found in the first four dimensions. Conversely, it can only be understood by first understanding each of its predecessors, and the sequence of increasingly complex symmetries they exhibit.{{Sfn|Dechant|2021|loc=Abstract|ps=; "[E]very 3D root system allows the construction of a corresponding 4D root system via an ‘induction theorem’. In this paper, we look at the icosahedral case of H3 → H4 in detail and perform the calculations explicitly. Clifford algebra is used to perform group theoretic calculations based on the versor theorem and the Cartan-Dieudonné theorem ... shed[ding] light on geometric aspects of the H4 root system (the 600-cell) as well as other related polytopes and their symmetries ... including the construction of the Coxeter plane, which is used for visualising the complementary pairs of invariant polytopes.... This approach therefore constitutes a more systematic and general way of performing calculations concerning groups, in particular reflection groups and root systems, in a Clifford algebraic framework."}} That is why [[W:John Stillwell|Stillwell]] titled his paper on the 4-polytopes and the history of mathematics<ref>''Mathematics and Its History'', John Stillwell, 1989, 3rd edition 2010, {{isbn|0-387-95336-1}}</ref> of more than 3 dimensions ''The Story of the 120-cell''.{{Sfn|Stillwell|2001}} {{Regular convex 4-polytopes|wiki=W:|radius=1}} ===Cartesian coordinates=== Natural Cartesian coordinates for a 4-polytope centered at the origin of 4-space occur in different frames of reference, depending on the long radius (center-to-vertex) chosen. ==== √8 radius coordinates ==== The 120-cell with long radius {{Radic|8}} = 2{{Radic|2}} ≈ 2.828 has edge length 4−2φ = 3−{{radic|5}} ≈ 0.764. In this frame of reference, its 600 vertex coordinates are the {[[W:Permutations|permutations]]} and {{bracket|[[W:Even permutation|even permutation]]s}} of the following:{{Sfn|Coxeter|1973|loc=§8.7 Cartesian coordinates|pp=156-157}} {| class=wikitable |- !24 | ({0, 0, ±2, ±2}) | [[24-cell#Great squares|24-cell]] | rowspan=7 | 600-point 120-cell |- !64 | ({±φ, ±φ, ±φ, ±φ⁻²}) | |- !64 | ({±1, ±1, ±1, ±{{radic|5}}<nowiki />}) | |- !64 | ({±φ⁻¹, ±φ⁻¹, ±φ⁻¹, ±φ²}) | |- !96 | ([0, ±φ⁻¹, ±φ, ±{{radic|5}}]) | [[W:Snub 24-cell#Coordinates|Snub 24-cell]] |- !96 | ([0, ±φ⁻², ±1, ±φ²]) | [[W:Snub 24-cell#Coordinates|Snub 24-cell]] |- !192 | ([±φ⁻¹, ±1, ±φ, ±2]) | |} where φ (also called 𝝉){{Efn|{{Harv|Coxeter|1973}} uses the greek letter 𝝓 (phi) to represent one of the three ''characteristic angles'' 𝟀, 𝝓, 𝟁 of a regular polytope. Because 𝝓 is commonly used to represent the [[W:Golden ratio|golden ratio]] constant ≈ 1.618, for which Coxeter uses 𝝉 (tau), we reverse Coxeter's conventions, and use 𝝉 to represent the characteristic angle.|name=reversed greek symbols}} is the [[W:Golden ratio|golden ratio]], {{sfrac|1 + {{radic|5}}|2}} ≈ 1.618. ==== Unit radius coordinates ==== The unit-radius 120-cell has edge length {{Sfrac|1|φ²{{Radic|2}}}} ≈ 0.270. In this frame of reference the 120-cell lies vertex up in standard orientation, and its coordinates{{Sfn|Mamone, Pileio & Levitt|2010|p=1442|loc=Table 3}} are the {[[W:Permutations|permutations]]} and {{bracket|[[W:Even permutation|even permutation]]s}} in the left column below: {| class="wikitable" style=width:720px |- !rowspan=3|120 !8 |style="white-space: nowrap;"|({±1, 0, 0, 0}) |[[16-cell#Coordinates|16-cell]] | rowspan="2" |[[24-cell#Great hexagons|24-cell]] | rowspan="3" |[[600-cell#Coordinates|600-cell]] | rowspan="10" style="white-space: nowrap;"|120-cell |- !16 |style="white-space: nowrap;"|({±1, ±1, ±1, ±1}) / 2 |[[W:Tesseract#Radial equilateral symmetry|Tesseract]] |- !96 |style="white-space: nowrap;"|([0, ±φ⁻¹, ±1, ±φ]) / 2 |colspan=2|[[W:Snub 24-cell#Coordinates|Snub 24-cell]] |- !rowspan=7|480 !colspan=2|[[#Tetrahedrally diminished 120-cell|Diminished 120-cell]] !5-point [[5-cell#Coordinates|5-cell]] ![[24-cell#Great squares|24-cell]] ![[600-cell#Coordinates|600-cell]] |- !32 |style="white-space: nowrap;"|([±φ, ±φ, ±φ, ±φ⁻²]) / {{radic|8}} |rowspan=6 style="white-space: nowrap;"|(1, 0, 0, 0)<br> (−1,{{spaces|2}}{{radic|5}},{{spaces|2}}{{radic|5}},{{spaces|2}}{{radic|5}}) / 4<br> (−1,−{{radic|5}},−{{radic|5}},{{spaces|2}}{{radic|5}}) / 4<br> (−1,−{{radic|5}},{{spaces|2}}{{radic|5}},−{{radic|5}}) / 4<br> (−1,{{spaces|2}}{{radic|5}},−{{radic|5}},−{{radic|5}}) / 4 |rowspan=6 style="white-space: nowrap;"|({±{{radic|1/2}}, ±{{radic|1/2}}, 0, 0}) |rowspan=6 style="white-space: nowrap;"|({±1, 0, 0, 0})<br> ({±1, ±1, ±1, ±1}) / 2<br> ([0, ±φ⁻¹, ±1, ±φ]) / 2 |- !32 |style="white-space: nowrap;"|([±1, ±1, ±1, ±{{radic|5}}]) / {{radic|8}} |- !32 |style="white-space: nowrap;"|([±φ⁻¹, ±φ⁻¹, ±φ⁻¹, ±φ²]) / {{radic|8}} |- !96 |style="white-space: nowrap;"|([0, ±φ⁻¹, ±φ, ±{{radic|5}}]) / {{radic|8}} |- !96 |style="white-space: nowrap;"|([0, ±φ⁻², ±1, ±φ²]) / {{radic|8}} |- !192 |style="white-space: nowrap;"|([±φ⁻¹, ±1, ±φ, ±2]) / {{radic|8}} |- |colspan=7|The unit-radius coordinates of uniform convex 4-polytopes are related by [[W:Quaternion|quaternion]] multiplication. Since the regular 4-polytopes are compounds of each other, their sets of Cartesian 4-coordinates (quaternions) are set products of each other. The unit-radius coordinates of the 600 vertices of the 120-cell (in the left column above) are all the possible [[W:Quaternion#Multiplication of basis elements|quaternion products]]{{Sfn|Mamone, Pileio & Levitt|2010|p=1433|loc=§4.1|ps=; A Cartesian 4-coordinate point (w,x,y,z) is a vector in 4D space from (0,0,0,0). Four-dimensional real space is a vector space: any two vectors can be added or multiplied by a scalar to give another vector. Quaternions extend the vectorial structure of 4D real space by allowing the multiplication of two 4D vectors <small><math>\left(w,x,y,z\right)_1</math></small> and <small><math>\left(w,x,y,z\right)_2</math></small> according to<br> <small><math display=block>\begin{pmatrix} w_2\\ x_2\\ y_2\\ z_2 \end{pmatrix} * \begin{pmatrix} w_1\\ x_1\\ y_1\\ z_1 \end{pmatrix} = \begin{pmatrix} {w_2 w_1 - x_2 x_1 - y_2 y_1 - z_2 z_1}\\ {w_2 x_1 + x_2 w_1 + y_2 z_1 - z_2 y_1}\\ {w_2 y_1 - x_2 z_1 + y_2 w_1 + z_2 x_1}\\ {w_2 z_1 + x_2 y_1 - y_2 x_1 + z_2 w_1} \end{pmatrix} </math></small>}} of the 5 vertices of the 5-cell, the 24 vertices of the 24-cell, and the 120 vertices of the 600-cell (in the other three columns above).{{Efn|To obtain all 600 coordinates by quaternion cross-multiplication of these three 4-polytopes' coordinates with less redundancy, it is sufficient to include just one vertex of the 24-cell: ({{radic|1/2}}, {{radic|1/2}}, 0, 0).{{Sfn|Mamone, Pileio & Levitt|2010|loc=Table 3|p=1442}}}} |} The table gives the coordinates of at least one instance of each 4-polytope, but the 120-cell contains multiples-of-five inscribed instances of each of its precursor 4-polytopes, occupying different subsets of its vertices. The (600-point) 120-cell is the convex hull of 5 disjoint (120-point) 600-cells. Each (120-point) 600-cell is the convex hull of 5 disjoint (24-point) 24-cells, so the 120-cell is the convex hull of 25 disjoint 24-cells. Each 24-cell is the convex hull of 3 disjoint (8-point) 16-cells, so the 120-cell is the convex hull of 75 disjoint 16-cells. Uniquely, the (600-point) 120-cell is the convex hull of 120 disjoint (5-point) 5-cells.{{Efn|The 120-cell can be constructed as a compound of '''{{red|5}}''' disjoint 600-cells,{{Efn|name=2 ways to get 5 disjoint 600-cells}} or '''{{red|25}}''' disjoint 24-cells, or '''{{red|75}}''' disjoint 16-cells, or '''{{red|120}}''' disjoint 5-cells. Except in the case of the 120 5-cells,{{Efn|Multiple instances of each of the regular convex 4-polytopes can be inscribed in any of their larger successor 4-polytopes, except for the smallest, the regular 5-cell, which occurs inscribed only in the largest, the 120-cell.{{Efn|name=simplex-orthoplex-cube relation}} To understand the way in which the 4-polytopes nest within each other, it is necessary to carefully distinguish ''disjoint'' multiple instances from merely ''distinct'' multiple instances of inscribed 4-polytopes. For example, the 600-point 120-cell is the convex hull of a compound of 75 8-point 16-cells that are completely disjoint: they share no vertices, and 75 * 8 {{=}} 600. But it is also possible to pick out 675 distinct 16-cells within the 120-cell, most pairs of which share some vertices, because two concentric equal-radius 16-cells may be rotated with respect to each other such that they share 2 vertices (an axis), or even 4 vertices (a great square plane), while their remaining vertices are not coincident.{{Efn|name=rays and bases}} In 4-space, any two congruent regular 4-polytopes may be concentric but rotated with respect to each other such that they share only a common subset of their vertices. Only in the case of the 4-simplex (the 5-point regular 5-cell) that common subset of vertices must always be empty, unless it is all 5 vertices. It is impossible to rotate two concentric 4-simplexes with respect to each other such that some, but not all, of their vertices are coincident: they may only be completely coincident, or completely disjoint. Only the 4-simplex has this property; the 16-cell, and by extension any larger regular 4-polytope, may lie rotated with respect to itself such that the pair shares some, but not all, of their vertices. Intuitively we may see how this follows from the fact that only the 4-simplex does not possess any opposing vertices (any 2-vertex central axes) which might be invariant after a rotation. The 120-cell contains 120 completely disjoint regular 5-cells, which are its only distinct inscribed regular 5-cells, but every other nesting of regular 4-polytopes features some number of disjoint inscribed 4-polytopes and a larger number of distinct inscribed 4-polytopes.|name=rotated 4-simplexes are completely disjoint}} these are not counts of ''all'' the distinct regular 4-polytopes which can be found inscribed in the 120-cell, only the counts of ''completely disjoint'' inscribed 4-polytopes which when compounded form the convex hull of the 120-cell. The 120-cell contains '''{{green|10}}''' distinct 600-cells, '''{{green|225}}''' distinct 24-cells, and '''{{green|675}}''' distinct 16-cells.{{Efn|name=rays and bases}}|name=inscribed counts}} ===Chords=== [[File:Great polygons of the 120-cell.png|thumb|300px|Great circle polygons of the 120-cell, which lie in the invariant central planes of its isoclinic{{Efn|Two angles are required to specify the separation between two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; "In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)".}} If the two angles are identical, the two planes are called isoclinic (also [[W:Clifford parallel|Clifford parallel]]) and they intersect in a single point. In [[W:Rotations in 4-dimensional Euclidean space#Double rotations|double rotations]], points rotate within invariant central planes of rotation by some angle, and the entire invariant central plane of rotation also tilts sideways (in an orthogonal invariant central plane of rotation) by some angle. Therefore each vertex traverses a ''helical'' smooth curve called an ''isocline''{{Efn|An '''isocline''' is a closed, curved, helical great circle through all four dimensions. Unlike an ordinary great circle it does not lie in a single central plane, but like any great circle, when viewed within the curved 3-dimensional space of the 4-polytope's boundary surface it is a ''straight line'', a [[W:Geodesic|geodesic]]. Both ordinary great circles and isocline great circles are helical in the sense that parallel bundles of great circles are [[W:Link (knot theory)|linked]] and spiral around each other, but neither are actually twisted (they have no inherent torsion). Their curvature is not their own, but a property of the 3-sphere's natural curvature, within which curved space they are finite (closed) straight line segments.{{Efn|All 3-sphere isoclines of the same circumference are directly congruent circles. An ordinary great circle is an isocline of circumference <math>2\pi r</math>; simple rotations of unit-radius polytopes take place on 2𝝅 isoclines. Double rotations may have isoclines of other than <math>2\pi r</math> circumference. The ''characteristic rotation'' of a regular 4-polytope is the isoclinic rotation in which the central planes containing its edges are invariant planes of rotation. The 16-cell and 24-cell edge-rotate on isoclines of 4𝝅 circumference. The 600-cell edge-rotates on isoclines of 5𝝅 circumference.|name=isocline circumference}} To avoid confusion, we always refer to an ''isocline'' as such, and reserve the term ''[[W:Great circle|great circle]]'' for an ordinary great circle in the plane.|name=isocline}} between two points in different central planes, while traversing an ordinary great circle in each of two orthogonal central planes (as the planes tilt relative to their original planes). If the two orthogonal angles are identical, the distance traveled along each great circle is the same, and the double rotation is called isoclinic (also a [[W:SO(4)#Isoclinic rotations|Clifford displacement]]). A rotation which takes isoclinic central planes to each other is an isoclinic rotation.{{Efn|name=isoclinic rotation}}|name=isoclinic}} rotations. The 120-cell edges of length {{Color|red|𝜁}} ≈ 0.270 occur only in the {{Color|red|red}} irregular great hexagon, which also has 5-cell edges of length {{Color|red|{{radic|2.5}}}}. The 120-cell's 1200 edges do not form great circle polygons by themselves, but by alternating with {{radic|2.5}} edges of inscribed regular 5-cells{{Efn|name=inscribed 5-cells}} they form 400 irregular great hexagons.{{Efn|name=irregular great hexagon}} The 120-cell also contains an irregular great dodecagon compound of several of these great circle polygons in the same central plane, [[#Compound of five 600-cells|illustrated below]].]] {{see also|600-cell#Golden chords}} The 600-point 120-cell has all 8 of the 120-point 600-cell's distinct chord lengths, plus two additional important chords: its own shorter edges, and the edges of its 120 inscribed regular 5-cells.{{Efn|[[File:Regular_star_figure_6(5,2).svg|thumb|200px|In [[W:Triacontagon#Triacontagram|triacontagram {30/12}=6{5/2}]],<br> six of the 120 disjoint regular 5-cells of edge-length {{radic|2.5}} which are inscribed in the 120-cell appear as six pentagrams, the [[5-cell#Boerdijk–Coxeter helix|Clifford polygon of the 5-cell]]. The 30 vertices comprise a Petrie polygon of the 120-cell,{{Efn|name=two coaxial Petrie 30-gons}} with 30 zig-zag edges (not shown), and 3 inscribed great decagons (edges not shown) which lie Clifford parallel to the projection plane.{{Efn|Inscribed in the 3 Clifford parallel great decagons of each helical Petrie polygon of the 120-cell{{Efn|name=inscribed 5-cells}} are 6 great pentagons{{Efn|In [[600-cell#Decagons and pentadecagrams|600-cell § Decagons and pentadecagrams]], see the illustration of [[W:Triacontagon#Triacontagram|triacontagram {30/6}=6{5}]].}} in which the 6 pentagrams (regular 5-cells) appear to be inscribed, but the pentagrams are skew (not parallel to the projection plane); each 5-cell actually has vertices in 5 different decagon-pentagon central planes in 5 completely disjoint 600-cells.|name=great pentagon}}]]Inscribed in the unit-radius 120-cell are 120 disjoint regular 5-cells,{{Sfn|Coxeter|1973|loc=Table VI (iv): 𝐈𝐈 = {5,3,3}|p=304}} of edge-length {{radic|2.5}}. No regular 4-polytopes except the 5-cell and the 120-cell contain {{radic|2.5}} chords (the #8 chord).{{Efn|name=rotated 4-simplexes are completely disjoint}} The 120-cell contains 10 distinct inscribed 600-cells which can be taken as 5 disjoint 600-cells two different ways. Each {{radic|2.5}} chord connects two vertices in disjoint 600-cells, and hence in disjoint 24-cells, 8-cells, and 16-cells.{{Efn|name=simplex-orthoplex-cube relation}} Both the 5-cell edges and the 120-cell edges connect vertices in disjoint 600-cells. Corresponding polytopes of the same kind in disjoint 600-cells are Clifford parallel and {{radic|2.5}} apart. Each 5-cell contains one vertex from each of 5 disjoint 600-cells.{{Efn|The 120 regular 5-cells are completely disjoint. Each 5-cell contains two distinct Petrie pentagons of its #8 edges, [[5-cell#Geodesics and rotations|pentagonal circuits]] each binding 5 disjoint 600-cells together in a distinct isoclinic rotation characteristic of the 5-cell. But the vertices of two ''disjoint 5-cells'' are not linked by 5-cell edges, so each distinct circuit of #8 chords is confined to a single 5-cell, and there are no other circuits of 5-cell edges (#8 chords) in the 120-cell.|name=distinct circuits of the 5-cell}}.|name=inscribed 5-cells}} These two additional chords give the 120-cell its characteristic [[W:SO(4)#Isoclinic rotations|isoclinic rotation]],{{Efn|[[File:Regular_star_figure_2(15,4).svg|thumb|200px|In [[W:Triacontagon#Triacontagram|triacontagram {30/8}=2{15/4}]],<br>2 disjoint [[W:Pentadecagram|pentadecagram]] isoclines are visible: a black and a white isocline (shown here as orange and faint yellow) of the 120-cell's characteristic isoclinic rotation.{{Efn|Each black or white pentadecagram isocline acts as both a right isocline in a distinct right isoclinic rotation and as a left isocline in a distinct left isoclinic rotation, but isoclines do not have inherent chirality.{{Efn|name=isocline}} No isocline is both a right and left isocline of the ''same'' discrete left-right rotation (the same fibration).}} The pentadecagram edges are #4 chords{{Efn|name=#4 isocline chord}} joining vertices which are 8 vertices apart on the 30-vertex circumference of this projection, the zig-zag Petrie polygon.{{Efn|name=pentadecagram isoclines}}]]The characteristic isoclinic rotation{{Efn|name=characteristic rotation}} of the 120-cell takes place in the invariant planes of its 1200 edges{{Efn|name=non-planar geodesic circle}} and [[5-cell#Geodesics and rotations|its inscribed regular 5-cells' opposing 1200 edges]].{{Efn|The invariant central plane of the 120-cell's characteristic isoclinic rotation{{Efn|name=120-cell characteristic rotation}} contains an irregular great hexagon {6} with alternating edges of two different lengths: 3 120-cell edges of length 𝜁 {{=}} {{radic|𝜀}} (#1 chords), and 3 inscribed regular 5-cell edges of length {{radic|2.5}} (#8 chords). These are, respectively, the shortest and longest edges of any regular 4-polytope. {{Efn|Each {{radic|2.5}} chord is spanned by 8 zig-zag edges of a Petrie 30-gon,{{Efn|name=120-cell Petrie {30}-gon}} none of which lie in the great circle of the irregular great hexagon. Alternately the {{radic|2.5}} chord is spanned by 9 zig-zag edges, one of which (over its midpoint) does lie in the same great circle.{{Efn|name=irregular great hexagon}}|name=spanned by 8 or 9 edges}} Each irregular great hexagon lies completely orthogonal to another irregular great hexagon.{{Efn|name=perpendicular and parallel}} The 120-cell contains 400 distinct irregular great hexagons (200 completely orthogonal pairs), which can be partitioned into 100 disjoint irregular great hexagons (a discrete fibration of the 120-cell) in four different ways. Each fibration has its distinct left (and right) isoclinic rotation in 50 pairs of completely orthogonal invariant central planes. Two irregular great hexagons occupy the same central plane, in alternate positions, just as two great pentagons occupy a great decagon plane. The two irregular great hexagons form an [[#Compound of five 600-cells|irregular great dodecagon]], a compound [[#Chords|great circle polygon of the 120-cell]].|name=irregular great hexagon}} There are four distinct characteristic right (and left) isoclinic rotations, each left-right pair corresponding to a discrete [[W:Hopf fibration|Hopf fibration]].{{Sfn|Mamone, Pileio & Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes, Table 2, Symmetry operations|pp=1438-1439|ps=; in symmetry group 𝛢₄ the operation [15]𝑹_q3,q3 is the 15 distinct rotational displacements which comprise the class of [[5-cell#Geodesics and rotations|pentadecagram isoclinic rotations of an individual 5-cell]]; in symmetry group 𝛨₄ the operation [1200]𝑹_q3,q13 is the 1200 distinct rotational displacements which comprise the class of pentadecagram isoclinic rotations of the 120-cell, the 120-cell's characteristic rotation.}} In each rotation all 600 vertices circulate on helical isoclines of 15 vertices, following a geodesic circle{{Efn|name=isocline}} with 15 chords that form a {15/4} pentadecagram.{{Efn|The characteristic isocline{{Efn|name=isocline}} of the 120-cell is a skew pentadecagram of 15 #4 chords. Successive #4 chords of each pentadecagram lie in different △ central planes which are inclined isoclinically to each other at 12°, which is 1/30 of a great circle (but not the arc of a 120-cell edge, the #1 chord).{{Efn|name=12° rotation angle}} This means that the two planes are separated by two equal 12° angles,{{Efn|name=isoclinic}} and they are occupied by adjacent [[W:Clifford parallel|Clifford parallel]] great polygons (irregular great hexagons) whose corresponding vertices are joined by oblique #4 chords. Successive vertices of each pentadecagram are vertices in completely disjoint 5-cells. Each pentadecagram is a #4 chord-path{{Efn|name=non-planar geodesic circle}} visiting 15 vertices belonging to three different 5-cells. The two pentadecagrams shown in the {30/8}{{=}}2{15/4} projection{{Efn|name=120-cell characteristic rotation}} visit the six 5-cells that appear as six disjoint pentagrams in the {30/12}{{=}}6{5/2} projection.{{Efn|name=inscribed 5-cells}}|name=pentadecagram isoclines}}|name=120-cell characteristic rotation}} in addition to all the rotations of the other regular 4-polytopes which it inherits.{{Sfn|Mamone, Pileio & Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes, Table 2, Symmetry group 𝛨₄|pp=1438-1439|ps=; the 120-cell has 7200 distinct rotational displacements (and 7200 reflections), which can be grouped as 25 distinct ''isoclinic'' rotations.{{Efn|name=distinct rotations}}}} They also give the 120-cell a characteristic great circle polygon: an ''irregular'' great hexagon in which three 120-cell edges alternate with three 5-cell edges.{{Efn|name=irregular great hexagon}} The 120-cell's edges do not form regular great circle polygons in a single central plane the way the edges of the 600-cell, 24-cell, and 16-cell do. Like the edges of the [[5-cell#Geodesics and rotations|5-cell]] and the [[W:8-cell|8-cell tesseract]], they form zig-zag [[W:Petrie polygon|Petrie polygon]]s instead.{{Efn|The 5-cell, 8-cell and 120-cell all have tetrahedral vertex figures. In a 4-polytope with a tetrahedral vertex figure, a path along edges does not lie on an ordinary great circle in a single central plane: each successive edge lies in a different central plane than the previous edge. In the 120-cell the 30-edge circumferential path along edges follows a zig-zag skew Petrie polygon, which is not a great circle. However, there exists a 15-chord circumferential path that is a true geodesic great circle through those 15 vertices: but it is not an ordinary "flat" great circle of circumference 2𝝅𝑟, it is a helical ''isocline''{{Efn|name=isocline}} that bends in a circle in two completely orthogonal central planes at once, circling through four dimensions rather than confined to a two dimensional plane.{{Efn|name=pentadecagram isoclines}} The skew chord set of an isocline is called its ''Clifford polygon''.{{Efn|name=Clifford polygon}}|name=non-planar geodesic circle}} The [[W:Petrie polygon#The Petrie polygon of regular polychora (4-polytopes)|120-cell's Petrie polygon]] is a [[W:Triacontagon|triacontagon]] {30} zig-zag [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].{{Efn|[[File:Regular polygon 30.svg|thumb|200px|The Petrie polygon of the 120-cell is a [[W:Skew polygon|skew]] regular [[W:Triacontagon|triacontagon]] {30}.{{Efn|name=15 distinct chord lengths}} The 30 #1 chord edges do not all lie on the same {30} great circle polygon, but they lie in groups of 6 (equally spaced around the circumference) in 5 Clifford parallel [[#Compound of five 600-cells|{12} great circle polygons]].]] The 120-cell contains 80 distinct [[W:30-gon|30-gon]] Petrie polygons of its 1200 edges, and can be partitioned into 20 disjoint 30-gon Petrie polygons.{{Efn|name=Petrie polygons of the 120-cell}} The Petrie 30-gon twists around its 0-gon great circle axis 9 times in the course of one circular orbit, and can be seen as a compound [[W:Triacontagon#Triacontagram|triacontagram {30/9}{{=}}3{10/3}]] of 600-cell edges (#3 chords) linking pairs of vertices that are 9 vertices apart on the Petrie polygon.{{Efn|name=two coaxial Petrie 30-gons}} The {30/9}-gram (with its #3 chord edges) is an alternate sequence of the same 30 vertices as the Petrie 30-gon (with its #1 chord edges).|name=120-cell Petrie {30}-gon}} Since the 120-cell has a circumference of 30 edges, it has 15 distinct chord lengths, ranging from its edge length to its diameter.{{Efn|The 30-edge circumference of the 120-cell follows a skew Petrie polygon, not a great circle polygon. The Petrie polygon of any 4-polytope is a zig-zag helix spiraling through the curved 3-space of the 4-polytope's surface.{{Efn|The Petrie polygon of a 3-polytope (polyhedron) with triangular faces (e.g. an icosahedron) can be seen as a linear strip of edge-bonded faces bent into a ring. Within that circular strip of edge-bonded triangles (10 in the case of the icosahedron) the [[W:Petrie polygon|Petrie polygon]] can be picked out as a [[W:Skew polygon|skew polygon]] of edges zig-zagging (not circling) through the 2-space of the polyhedron's surface: alternately bending left and right, and slaloming around a great circle axis that passes through the triangles but does not intersect any vertices. The Petrie polygon of a 4-polytope (polychoron) with tetrahedral cells (e.g. a 600-cell) can be seen as a linear helix of face-bonded cells bent into a ring: a [[600-cell#Boerdijk–Coxeter helix rings|Boerdijk–Coxeter helix ring]]. Within that circular helix of face-bonded tetrahedra (30 in the case of the 600-cell) the skew Petrie polygon can be picked out as a helix of edges zig-zagging (not circling) through the 3-space of the polychoron's surface: alternately bending left and right, and spiraling around a great circle axis that passes through the tetrahedra but does not intersect any vertices.}} The 15 numbered [[#Chords|chords]] of the 120-cell occur as the distance between two vertices in that 30-vertex helical ring.{{Efn|name=additional 120-cell chords}} Those 15 distinct [[W:Pythagorean distance|Pythagorean distance]]s through 4-space range from the 120-cell edge-length which links any two nearest vertices in the ring (the #1 chord), to the 120-cell axis-length (diameter) which links any two antipodal (most distant) vertices in the ring (the #15 chord).|name=15 distinct chord lengths}} Every regular convex 4-polytope is inscribed in the 120-cell, and the 15 chords enumerated in the rows of the following table are all the distinct chords that make up the regular 4-polytopes and their great circle polygons.{{Efn|The 120-cell itself contains more chords than the 15 chords numbered #1 - #15, but the additional chords occur only in the interior of 120-cell, not as edges of any of the six regular convex 4-polytopes or their characteristic great circle rings. The 15 ''[[#Chords|major chords]]'' are so numbered because the #''n'' chord is the {30/''n''} polygram chord, which connects two vertices that are ''n'' edge lengths apart on a Petrie polygon of the 120-cell. The 15 major chords lie on great circles in central planes that contain regular and irregular polygons of {4}, {10}, or {12} vertices. There are [[#Geodesic rectangles|30 distinct 4-space chordal distances]] between vertices of the 120-cell (15 pairs of 180° complements), including #15 the 180° diameter (and its complement the 0° chord). The 15 ''minor chords'' lie on rectangular {4} great circles and do not occur anywhere except inside the 120-cell. In this article, we refer to the 15 minor chords by reference to their arc-angles, e.g. 41.4~° #3⁺ with length {{radic|0.5}} falls between the #3 and #4 chords.|name=additional 120-cell chords}} The first thing to notice about this table is that it has eight columns, not six; in addition to the six regular convex 4-polytopes, two irregular 4-polytopes occur naturally in the sequence of nested 4-polytopes: the 96-point [[W:Snub 24-cell|snub 24-cell]] and the 480-point [[#Tetrahedrally diminished 120-cell|diminished 120-cell]].{{Efn|name=4-polytopes ordered by size and complexity}} The second thing to notice is that each numbered row (each chord) is marked with a triangle <small>△</small>, square ☐, phi symbol 𝜙 or pentagram ✩. The 15 chords form polygons of four kinds: great squares ☐ [[16-cell#Coordinates|characteristic of the 16-cell]], great hexagons and great triangles △ [[24-cell#Great hexagons|characteristic of the 24-cell]], great decagons and great pentagons 𝜙 [[600-cell#Hopf spherical coordinates|characteristic of the 600-cell]], and skew pentagrams ✩ [[5-cell#Geodesics and rotations|characteristic of the 5-cell]] which circle through a set of central planes and form face polygons but not great polygons.{{Efn|The {{radic|2}} edges and 4𝝅 characteristic rotations{{Efn|name=isocline circumference}} of the [[16-cell#Coordinates|16-cell]] lie in the great square ☐ central planes; rotations of this type are an expression of the [[W:Hyperoctahedral group|symmetry group <math>B_4</math>]]. The {{radic|1}} edges, {{radic|3}} chords and 4𝝅 characteristic rotations of the [[24-cell#Great hexagons|24-cell]] lie in the great triangle (great hexagon) △ central planes; rotations of this type are an expression of the [[W:F4 (mathematics)|<math>F_4</math>]] symmetry group. The edges and 5𝝅 characteristic rotations of the [[600-cell#Hopf spherical coordinates|600-cell]] lie in the great pentagon (great decagon) 𝜙 central planes; these chords are functions of {{radic|5}}, and rotations of this type are an expression of the [[W:H4 polytope|symmetry group <math>H_4</math>]]. The polygons and characteristic rotations of the regular [[5-cell#Geodesics and rotations|5-cell]] do not lie in a single central plane; they describe a skew pentagram ✩ or larger skew polygram and only form face polygons, not central polygons; rotations of this type are expressions of the [[W:Tetrahedral symmetry|<math>A_4</math>]] symmetry group.|name=edge rotation planes}} {| class=wikitable style="white-space:nowrap;text-align:center" !colspan=15|Chords of the 120-cell and its inscribed 4-polytopes{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex|ps=; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀, polyhedra whose successively increasing "radii" on the 3-sphere (in column 2''la'') are the following chords in our notation:{{Efn|name=additional 120-cell chords}} #1, #2, #3, 41.4~°, #4, 49.1~°, 56.0~°, #5, 66.1~°, 69.8~°, #6, 75.5~°, 81.1~°, 84.5~°, #7, 95.5~°, ..., #15. The remaining distinct chords occur as the longer "radii" of the second set of 16 opposing polyhedral sections (in column ''a'' for (30−''i'')₀) which lists #15, #14, #13, #12, 138.6~°, #11, 130.1~°, 124~°, #10, 113.9~°, 110.2~°, #9, #8, 98.9~°, 95.5~°, #7, 84.5~°, ..., or at least they occur among the 180° complements of all those Coxeter-listed chords. The complete ordered set of 30 distinct chords is 0°, #1, #2, #3, 41.4~°, #4, 49.1~°, 56~°, #5, 66.1~°, 69.8~°, #6, 75.5~°, 81.1~°, 84.5~°, #7, 95.5~°, #8, #9, 110.2°, 113.9°, #10, 124°, 130.1°, #11, 138.6°, #12, #13, #14, #15. The chords also occur among the edge-lengths of the polyhedral sections (in column 2''lb'', which lists only: #2, .., #3, .., 69.8~°, .., .., #3, .., .., #5, #8, .., .., .., #7, ... because the multiple edge-lengths of irregular polyhedral sections are not given).}} |- !colspan=6|Inscribed{{Efn|"At a point of contact, [elements of a regular polytope and elements of its dual in which it is inscribed in some manner] lie in completely orthogonal subspaces of the tangent hyperplane to the sphere [of reciprocation], so their only common point is the point of contact itself.... In fact, the [various] radii ₀𝑹, ₁𝑹, ₂𝑹, ... determine the polytopes ... whose vertices are the centers of elements 𝐈𝐈₀, 𝐈𝐈₁, 𝐈𝐈₂, ... of the original polytope."{{Sfn|Coxeter|1973|p=147|loc=§8.1 The simple truncations of the general regular polytope}}|name=Coxeter on orthogonal dual pairs}} ![[5-cell|5-cell]] ![[16-cell|16-cell]] ![[W:8-cell|8-cell]] ![[24-cell|24-cell]] ![[W:Snub 24-cell|Snub]] ![[600-cell]] ![[#Tetrahedrally diminished 120-cell|Dimin]] ! style="border-right: none;"|120-cell ! style="border-left: none;"| |- !colspan=6|Vertices | style="background: seashell;"|5 | style="background: paleturquoise;"|8 | style="background: paleturquoise;"|16 | style="background: paleturquoise;"|24 | style="background: yellow;"|96 | style="background: yellow;"|120 | style="background: seashell;"|480 | style="background: seashell; border-right: none;"|600{{Efn|name=rays and bases}} |rowspan=6 style="background: seashell; border: none;"| |- !colspan=6|Edges | style="background: seashell;"|10{{Efn|name=irregular great hexagon}} | style="background: paleturquoise;"|24 | style="background: paleturquoise;"|32 | style="background: paleturquoise;"|96 | style="background: yellow;"|432 | style="background: yellow;"|720 | style="background: seashell;"|1200 | style="background: seashell;"|1200{{Efn|name=irregular great hexagon}} |- !colspan=6|Edge chord | style="background: seashell;{{text color default}};"|#8{{Efn|name=inscribed 5-cells}} | style="background: paleturquoise;"|#7 | style="background: paleturquoise;"|#5 | style="background: paleturquoise;"|#5 | style="background: yellow;"|#3 | style="background: yellow;"|#3{{Efn|[[File:Regular_star_figure_3(10,3).svg|180px|thumb|In [[W:Triacontagon#Triacontagram|triacontagram {30/9}{{=}}3{10/3}]] we see the 120-cell Petrie polygon (on the circumference of the 30-gon, with 120-cell edges not shown) as a compound of three Clifford parallel 600-cell great decagons (seen as three disjoint {10/3} decagrams) that spiral around each other. The 600-cell edges (#3 chords) connect vertices which are 3 600-cell edges apart (on a great circle), and 9 120-cell edges apart (on a Petrie polygon). The three disjoint {10/3} great decagons of 600-cell edges delineate a single [[600-cell#Boerdijk–Coxeter helix rings|Boerdijk–Coxeter helix 30-tetrahedron ring]] of an inscribed 600-cell.]] The 120-cell and 600-cell both have 30-gon Petrie polygons.{{Efn|The [[W:Skew polygon#Regular skew polygons in four dimensions|regular skew 30-gon]] is the [[W:Petrie polygon|Petrie polygon]] of the [[600-cell]] and its dual the 120-cell. The Petrie polygons of the 120-cell occur in the 600-cell as duals of the 30-cell [[600-cell#Boerdijk–Coxeter helix rings|Boerdijk–Coxeter helix rings]] (the Petrie polygons of the 600-cell):{{Efn|[[File:Regular_star_polygon_30-11.svg|180px|thumb|The Petrie polygon of the inscribed 600-cells can be seen in this projection to the plane of a triacontagram {30/11}, a 30-gram of #11 chords. The 600-cell Petrie is a helical ring which winds around its own axis 11 times. This projection along the axis of the ring cylinder shows the 30 vertices 12° apart around the cylinder's circular cross section, with #11 chords connecting every 11th vertex on the circle. The 600-cell edges (#3 chords) which are the Petrie polygon edges are not shown in this illustration, but they could be drawn around the circumference, connecting every 3rd vertex.]]The [[600-cell#Boerdijk–Coxeter helix rings|600-cell Petrie polygon is a helical ring]] which twists around its 0-gon great circle axis 11 times in the course of one circular orbit. Projected to the plane completely orthogonal to the 0-gon plane, the 600-cell Petrie polygon can be seen to be a [[W:Triacontagon#Triacontagram|triacontagram {30/11}]] of 30 #11 chords linking pairs of vertices that are 11 vertices apart on the circumference of the projection.{{Sfn|Sadoc|2001|pp=577-578|loc=§2.5 The 30/11 symmetry: an example of other kind of symmetries}} The {30/11}-gram (with its #11 chord edges) is an alternate sequence of the same 30 vertices as the Petrie 30-gon (with its #3 chord edges).|name={30/11}-gram}} connecting their 30 tetrahedral cell centers together produces the Petrie polygons of the dual 120-cell, as noticed by Rolfdieter Frank (circa 2001). Thus he discovered that the vertex set of the 120-cell partitions into 20 non-intersecting Petrie polygons. This set of 20 disjoint Clifford parallel skew polygons is a discrete [[W:Hopf fibration|Hopf fibration]] of the 120-cell (just as their 20 dual 30-cell rings are a [[600-cell#Decagons|discrete fibration of the 600-cell]]).{{Efn|name=two coaxial Petrie 30-gons}}|name=Petrie polygons of the 120-cell}} They are two distinct skew 30-gon helices, composed of 30 120-cell edges (#1 chords) and 30 600-cell edges (#3 chords) respectively, but they occur in completely orthogonal pairs that spiral around the same 0-gon great circle axis. The 120-cell's Petrie helix winds closer to the axis than the [[600-cell#Boerdijk–Coxeter helix rings|600-cell's Petrie helix]] does, because its 30 edges are shorter than the 600-cell's 30 edges (and they zig-zag at less acute angles). A dual pair{{Efn|name=Petrie polygons of the 120-cell}} of these Petrie helices of different radii sharing an axis do not have any vertices in common; they are completely disjoint.{{Efn|name=Coxeter on orthogonal dual pairs}} The 120-cell Petrie helix (versus the 600-cell Petrie helix) twists around the 0-gon axis 9 times (versus 11 times) in the course of one circular orbit, forming a skew [[W:Triacontagon#Triacontagram|{30/9}{{=}}3{10/3} polygram]] (versus a skew [[W:Triacontagon#Triacontagram|{30/11} polygram]]).{{Efn|name={30/11}-gram}}|name=two coaxial Petrie 30-gons}} | style="background: seashell;"|#1 | style="background: seashell;"|#1{{Efn|name=120-cell Petrie {30}-gon}} |- !colspan=6|[[600-cell#Rotations on polygram isoclines|Isocline chord]]{{Efn|An isoclinic{{Efn|name=isoclinic}} rotation is an equi-rotation-angled [[W:SO(4)#Double rotations|double rotation]] in two completely orthogonal invariant central planes of rotation at the same time. Every discrete isoclinic rotation has two characteristic arc-angles (chord lengths), its ''rotation angle'' and its ''isocline angle''.{{Efn|name=characteristic rotation}} In each incremental rotation step from vertex to neighboring vertex, each invariant rotation plane rotates by the rotation angle, and also tilts sideways (like a coin flipping) by an equal rotation angle.{{Efn|In an ''isoclinic'' rotation each invariant plane is Clifford parallel to the plane it moves to, and they do not intersect at any time (except at the central point). In a ''simple'' rotation the invariant plane intersects the plane it moves to in a line, and moves to it by rotating around that line.|name=plane movement in rotations}} Thus each vertex rotates on a great circle by one rotation angle increment, while simultaneously the whole great circle rotates with the completely orthogonal great circle by an equal rotation angle increment.{{Efn|It is easiest to visualize this ''incorrectly'', because the completely orthogonal great circles are Clifford parallel and do not intersect (except at the central point). Neither do the invariant plane and the plane it moves to. An invariant plane tilts sideways in an orthogonal central plane which is not its ''completely'' orthogonal plane, but Clifford parallel to it. It rotates ''with'' its completely orthogonal plane, but not ''in'' it. It is Clifford parallel to its completely orthogonal plane ''and'' to the plane it is moving to, and does not intersect them; the plane that it rotates ''in'' is orthogonal to all these planes and intersects them all.{{Efn|The plane in which an entire invariant plane rotates (tilts sideways) is (incompletely) orthogonal to both completely orthogonal invariant planes, and also Clifford parallel to both of them.{{Efn|Although perpendicular and linked (like adjacent links in a taught chain), completely orthogonal great polygons are also parallel, and lie exactly opposite each other in the 4-polytope, in planes that do not intersect except at one point, the common center of the two linked circles.|name=perpendicular and parallel}}}} In the 120-cell's characteristic rotation,{{Efn|name=120-cell characteristic rotation}} each invariant rotation plane is Clifford parallel to its completely orthogonal plane, but not adjacent to it; it reaches some other (nearest) parallel plane first. But if the isoclinic rotation taking it through successive Clifford parallel planes is continued through 90°, the vertices will have moved 180° and the tilting rotation plane will reach its (original) completely orthogonal plane.{{Efn|The 90 degree isoclinic rotation of two completely orthogonal planes takes them to each other. In such a rotation of a rigid 4-polytope, [[16-cell#Rotations|all 6 orthogonal planes]] rotate by 90 degrees, and also tilt sideways by 90 degrees to their completely orthogonal (Clifford parallel) plane.{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} The corresponding vertices of the two completely orthogonal great polygons are {{radic|4}} (180°) apart; the great polygons (Clifford parallel polytopes) are {{radic|4}} (180°) apart; but the two completely orthogonal ''planes'' are 90° apart, in the ''two'' orthogonal angles that separate them.{{Efn|name=isoclinic}} If the isoclinic rotation is continued through another 90°, each vertex completes a 360° rotation and each great polygon returns to its original plane, but in a different [[W:Orientation entanglement|orientation]] (axes swapped): it has been turned "upside down" on the surface of the 4-polytope (which is now "inside out"). Continuing through a second 360° isoclinic rotation (through four 90° by 90° isoclinic steps, a 720° rotation) returns everything to its original place and orientation.|name=exchange of completely orthogonal planes}}|name=rotating with the completely orthogonal rotation plane}} The product of these two simultaneous and equal great circle rotation increments is an overall displacement of each vertex by the isocline angle increment (the isocline chord length). Thus the rotation angle measures the vertex displacement in the reference frame of a moving great circle, and also the sideways displacement of the moving great circle (the distance between the great circle polygon and the adjacent Clifford parallel great circle polygon the rotation takes it to) in the stationary reference frame. The isocline chord length is the total vertex displacement in the stationary reference frame, which is an oblique chord between the two great circle polygons (the distance between their corresponding vertices in the rotation).|name=isoclinic rotation}} | style="background: seashell;"|[[5-cell#Geodesics and rotations|#8]] | style="background: paleturquoise;"|[[16-cell#Helical construction|#15]] | style="background: paleturquoise;"|#10 | style="background: paleturquoise;"|[[24-cell#Helical hexagrams and their isoclines|#10]] | style="background: yellow;"|#5 | style="background: yellow;"|[[600-cell#Decagons and pentadecagrams|#5]] | style="background: seashell;"|#4 | style="background: seashell;"|#4{{Efn|The characteristic isoclinic rotation of the 120-cell, in the invariant planes in which its edges (#1 chords) lie, takes those edges to similar edges in Clifford parallel central planes. Since an isoclinic rotation{{Efn|name=isoclinic rotation}} is a double rotation (in two completely orthogonal invariant central planes at once), in each incremental rotation step from vertex to neighboring vertex the vertices travel between central planes on helical great circle isoclines, not on ordinary great circles,{{Efn|name=isocline}} over an isocline chord which in this particular rotation is a #4 chord of 44.5~° arc-length.{{Efn|The isocline chord of the 120-cell's characteristic rotation{{Efn|name=120-cell characteristic rotation}} is the #4 chord of 44.5~° arc-angle (the larger edge of the irregular great dodecagon), because in that isoclinic rotation by two equal 12° rotation angles{{Efn|name=12° rotation angle}} each vertex moves to another vertex 4 edge-lengths away on a Petrie polygon, and the circular geodesic path it rotates on (its isocline){{Efn|name=isocline}} does not intersect any nearer vertices.|name=120-cell rotation angle}}|name=#4 isocline chord}} |- !colspan=6|Clifford polygon{{Efn|The chord-path of an isocline{{Efn|name=isocline}} may be called the 4-polytope's ''Clifford polygon'', as it is the skew polygram shape of the rotational circles traversed by the 4-polytope's vertices in its characteristic [[W:Clifford displacement|Clifford displacement]].{{Efn|name=isoclinic}}|name=Clifford polygon}} | style="background: seashell;"|[[5-cell#Boerdijk–Coxeter helix|{5/2}]] | style="background: paleturquoise;"|[[16-cell#Helical construction|{8/3}]] | style="background: paleturquoise;"| | style="background: paleturquoise;"|[[24-cell#Helical hexagrams and their isoclines|{6/2}]] | style="background: yellow;"| | style="background: yellow;"|[[600-cell#Decagons and pentadecagrams|{15/2}]] | style="background: seashell;"| | style="background: seashell;"|[[W:Pentadecagram|{15/4}]]{{Efn|name=120-cell characteristic rotation}} |- !colspan=3|Chord !Arc !colspan=2|Edge | style="background: seashell;"| | style="background: paleturquoise;"| | style="background: paleturquoise;"| | style="background: paleturquoise;"| | style="background: yellow;"| | style="background: yellow;"| | style="background: seashell;"| | style="background: seashell;"| |- style="background: seashell;"| |rowspan=2|#1<br>△ |rowspan=2|[[File:Regular_polygon_30.svg|50px|{30}]] |rowspan=2|30 |{{Efn|name=120-cell Petrie {30}-gon}} |colspan=2|120-cell edge <big>𝛇</big> |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2|{{red|<big>'''1'''</big>}}<br>1200{{Efn|name=120-cell characteristic rotation}} |rowspan=2|{{blue|<big>'''4'''</big>}}<br>{3,3} |- style="background: seashell;"| |15.5~° |{{radic|𝜀}}{{Efn|1=The fractional square root chord lengths are given as decimal fractions where: {{indent|7}}𝚽 ≈ 0.618 is the inverse golden ratio <small>{{sfrac|1|φ}}</small> {{indent|7}}𝚫 = 1 - 𝚽 = 𝚽² = <small>{{sfrac|1|φ²}}</small> ≈ 0.382 {{indent|7}}𝜀 = 𝚫²/2 = <small>{{sfrac|1|2φ⁴}}</small> ≈ 0.073<br> and the 120-cell edge-length is: {{indent|7}}𝛇 = {{radic|𝜀}} = {{sfrac|1|φ²{{radic|2}}}} ≈ 0.270<br> For example: {{indent|7}}𝛇 = {{radic|𝜀}} = {{radic|0.073~}} ≈ 0.270|name=fractional square roots|group=}} |0.270~ |- style="background: seashell;"| |rowspan=2|#2<br><big>☐</big> |rowspan=2|[[File:Regular_star_figure_2(15,1).svg|50px|{30/2}=2{15}]] |rowspan=2|15 | |colspan=2|face diagonal{{Efn|The #2 chord joins vertices which are 2 edge lengths apart: the vertices of the 120-cell's tetrahedral vertex figure, the second section of the 120-cell beginning with a vertex, denoted 1₀. The #2 chords are the edges of this tetrahedron, and the #1 chords are its long radii. The #2 chords are also diagonal chords of the 120-cell's pentagon faces.{{Efn|The face [[W:Pentagon#Regular pentagons|pentagon diagonal]] (the #2 chord) is in the [[W:Golden ratio|golden ratio]] φ ≈ 1.618 to the face pentagon edge (the 120-cell edge, the #1 chord).{{Efn|name=dodecahedral cell metrics}}|name=face pentagon chord}}|name=#2 chord}} |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2|<br>3600<br> |rowspan=2|{{blue|<big>'''12'''</big>}}<br>2{3,4} |- style="background: seashell;"| |25.2~° |{{radic|0.19~}} |0.437~ |- style="background: yellow;"| |rowspan=2|#3<br><big>𝜙</big> |rowspan=2|[[File:Regular_star_figure_3(10,1).svg|50px|{30/3}=3{10}]] |rowspan=2|10 |𝝅/5 |colspan=2|[[600-cell#Decagons|great decagon]] <math>\phi^{-1}</math> |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2|{{green|<big>'''10'''</big>}}{{Efn|name=inscribed counts}}<br>720 |rowspan=2| |rowspan=2|<br>7200 |rowspan=2|{{blue|<big>'''24'''</big>}}<br>2{3,5} |- style="background: yellow;"| |36° |{{radic|0.𝚫}} |0.618~ |- style="background: seashell;"| |rowspan=2|#4<br>△ |rowspan=2|[[File:Regular_star_figure_2(15,2).svg|50px|{30/4}=2{15/2}]] |rowspan=2|{{sfrac|15|2}} | |colspan=2|cell diameter{{Efn||name=dodecahedral cell metrics}} |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2|<br>1200 |rowspan=2|{{blue|<big>'''4'''</big>}}<br>{3,3} |- style="background: seashell;"| |44.5~° |{{radic|0.57~}} |0.757~ |- style="background: paleturquoise;"| |rowspan=2|#5<br>△ |rowspan=2|[[File:Regular_star_figure_5(6,1).svg|50px|{30/5}=5{6}]] |rowspan=2|6 |𝝅/3 |colspan=2|[[600-cell#Hexagons|great hexagon]]{{Efn|[[File:Regular_star_figure_5(6,1).svg|thumb|180px|[[W:Triacontagon#Triacontagram|Triacontagram {30/5}=5{6}]], the 120-cell's skew Petrie 30-gon as a compound of 5 great hexagons.]] Each great hexagon edge is the axis of a zig-zag of 5 120-cell edges. The 120-cell's Petrie polygon is a helical zig-zag of 30 120-cell edges, spiraling around a [[W:0-gon|0-gon]] great circle axis that does not intersect any vertices.{{Efn|name=two coaxial Petrie 30-gons}} There are 5 great hexagons inscribed in each Petrie polygon, in five different [[#Compound of five 600-cells|central planes]].|name=great hexagon}} |rowspan=2| |rowspan=2| |rowspan=2|<br>32 |rowspan=2|{{green|<big>'''225'''</big>}}{{Efn|name=inscribed counts}}<br>96 |rowspan=2|{{green|<big>'''225'''</big>}}<br><br> |rowspan=2|{{red|<big>'''5'''</big>}}{{Efn|name=inscribed counts}}<br>1200 |rowspan=2| |rowspan=2|<br>2400 |rowspan=2|{{blue|<big>'''32'''</big>}}<br>4{4,3} |- style="background: paleturquoise;"| |60° |{{radic|1}} |1 |- style="background: yellow;"| |rowspan=2|#6<br><big>𝜙</big> |rowspan=2|[[File:Regular_star_figure_6(5,1).svg|50px|{30/6}=6{5}]] |rowspan=2|5 |2𝝅/5 |colspan=2|[[600-cell#Decagons and pentadecagrams|great pentagon]]{{Efn|name=great pentagon}} |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2|<br>720 |rowspan=2| |rowspan=2|<br>7200 |rowspan=2|{{blue|<big>'''24'''</big>}}<br>2{3,5} |- style="background: yellow;"| |72° |{{radic|1.𝚫}} |1.175~ |- style="background: paleturquoise;"| |rowspan=2|#7<br><big>☐</big> |rowspan=2|[[File:Regular_star_polygon_30-7.svg|50px|{30/7}]] |rowspan=2|{{sfrac|30|7}} |𝝅/2 |colspan=2|[[600-cell#Squares|great square]]{{Efn|name=rays and bases}} |rowspan=2| |rowspan=2|{{green|<big>'''675'''</big>}}{{Efn|name=rays and bases}}<br>24 |rowspan=2|{{green|<big>'''675'''</big>}}<br>48 |rowspan=2|<br>72 |rowspan=2| |rowspan=2|<br>1800 |rowspan=2|<br> |rowspan=2|<br>9000 |rowspan=2|{{blue|<big>'''54'''</big>}}<br>9{3,4} |- style="background: paleturquoise;"| |90° |{{radic|2}} |1.414~ |- style="background: #FFCCCC;"| |rowspan=2|#8<br><big>✩</big> |rowspan=2|[[File:Regular_star_figure_2(15,4).svg|50px|{30/8}=2{15/4}]] |rowspan=2|{{sfrac|15|4}} | |colspan=2|[[5-cell#Boerdijk–Coxeter helix|5-cell]]{{Efn|The [[5-cell#Boerdijk–Coxeter helix|Petrie polygon of the 5-cell]] is the pentagram {5/2}. The Petrie polygon of the 120-cell is the [[W:Triacontagon|triacontagon]] {30}, and one of its many projections to the plane is the triacontagram {30/12}{{=}}6{5/2}.{{Efn|name=120-cell Petrie {30}-gon}} Each 120-cell Petrie 6{5/2}-gram lies completely orthogonal to six 5-cell Petrie {5/2}-grams, which belong to six of the 120 disjoint regular 5-cells inscribed in the 120-cell.{{Efn|name=inscribed 5-cells}}|name=orthogonal Petrie polygons}} |rowspan=2|{{red|<big>'''120'''</big>}}{{Efn|name=inscribed 5-cells}}<br>10 |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2|<br>720 |rowspan=2|<br>1200{{Efn|name=120-cell characteristic rotation}} |rowspan=2|{{blue|<big>'''4'''</big>}}<br>{3,3} |- style="background: #FFCCCC;"| |104.5~° |{{radic|2.5}} |1.581~ |- style="background: yellow;"| |rowspan=2|#9<br><big>𝜙</big> |rowspan=2|[[File:Regular_star_figure_3(10,3).svg|50px|{30/9}=3{10/3}]] |rowspan=2|{{sfrac|10|3}} |3𝝅/5 |colspan=2|[[W:Golden section|golden section]] <math>\phi</math> |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2|<br>720 |rowspan=2| |rowspan=2|<br>7200 |rowspan=2|{{blue|<big>'''24'''</big>}}<br>2{3,5} |- style="background: yellow;"| |108° |{{radic|2.𝚽}} |1.618~ |- style="background: paleturquoise;"| |rowspan=2|#10<br>△ |rowspan=2|[[File:Regular_star_figure_10(3,1).svg|50px|{30/10}=10{3}]] |rowspan=2|3 |2𝝅/3 |colspan=2|[[24-cell#Great triangles|great triangle]] |rowspan=2| |rowspan=2| |rowspan=2|<br>32 |rowspan=2|{{red|<big>'''25'''</big>}}{{Efn|name=inscribed counts}}<br>96 |rowspan=2| |rowspan=2|<br>1200 |rowspan=2| |rowspan=2|<br>2400 |rowspan=2|{{blue|<big>'''32'''</big>}}<br>4{4,3} |- style="background: paleturquoise;"| |120° |{{radic|3}} |1.732~ |- style="background: seashell;"| |rowspan=2|#11<br><big>✩</big> |rowspan=2|[[File:Regular_star_polygon_30-11.svg|50px|{30/11}]] |rowspan=2|{{sfrac|30|11}} | |colspan=2|[[600-cell#Boerdijk–Coxeter helix rings|{30/11}-gram]]{{Efn|name={30/11}-gram}} |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2|<br>1200 |rowspan=2|{{blue|<big>'''4'''</big>}}<br>{3,3} |- style="background: seashell;"| |135.5~° |{{radic|3.43~}} |1.851~ |- style="background: yellow;"| |rowspan=2|#12<br><big>𝜙</big> |rowspan=2|[[File:Regular_star_figure_6(5,2).svg|50px|{30/12}=6{5/2}]] |rowspan=2|{{sfrac|5|2}} |4𝝅/5 |colspan=2|great [[W:Pentagon#Regular pentagons|pent diag]]{{Efn|name=orthogonal Petrie polygons}} |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2|<br>720 |rowspan=2| |rowspan=2|<br>7200 |rowspan=2|{{blue|<big>'''24'''</big>}}<br>2{3,5} |- style="background: yellow;"| |144°{{Efn|name=dihedral}} |{{radic|3.𝚽}} |1.902~ |- style="background: seashell;"| |rowspan=2|#13<br><big>✩</big> |rowspan=2|[[File:Regular_star_polygon_30-13.svg|50px|{30/13}]] |rowspan=2|{{sfrac|30|13}} | |colspan=2|[[W:Triacontagon#Triacontagram|{30/13}-gram]] |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2|<br>3600<br> |rowspan=2|{{blue|<big>'''12'''</big>}}<br>2{3,4} |- style="background: seashell;"| |154.8~° |{{radic|3.81~}} |1.952~ |- style="background: seashell;"| |rowspan=2|#14<br>△ |rowspan=2|[[File:Regular_star_figure_2(15,7).svg|50px|{30/14}=2{15/7}]] |rowspan=2|{{sfrac|15|7}} | |colspan=2|[[W:Triacontagon#Triacontagram|{30/14}=2{15/7}]] |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2| |rowspan=2|<br>1200<br> |rowspan=2|{{blue|<big>'''4'''</big>}}<br>{3,3} |- style="background: seashell;"| |164.5~° |{{radic|3.93~}} |1.982~ |- style="background: paleturquoise;"| |rowspan=2|#15<br><small>△☐𝜙</small> |rowspan=2|[[File:Regular_star_figure_15(2,1).svg|50px|30/15}=15{2}]] |rowspan=2|2 |𝝅 |colspan=2|[[W:Diameter|diameter]] |rowspan=2| |rowspan=2|{{red|<big>'''75'''</big>}}{{Efn|name=inscribed counts}}<br>4 |rowspan=2|<br>8 |rowspan=2|<br>12 |rowspan=2|<br>48 |rowspan=2|<br>60 |rowspan=2|<br>240 |rowspan=2|<br>300{{Efn|name=rays and bases}} |rowspan=2|{{blue|<big>'''1'''</big>}}<br><br> |- style="background: paleturquoise;"| |180° |{{radic|4}} |2 |- !colspan=6|Squared lengths total{{Efn|The sum of the squared lengths of all the distinct chords of any regular convex n-polytope of unit radius is the square of the number of vertices.{{Sfn|Copher|2019|loc=§3.2 Theorem 3.4|p=6}}}} | style="background: seashell;"|25 | style="background: paleturquoise;"|64 | style="background: paleturquoise;"|256 | style="background: paleturquoise;"|576 | style="background: yellow;"| | style="background: yellow;"|14400 | style="background: seashell;"| | style="background: seashell;"|360000{{Efn|name=additional 120-cell chords}} !<big>{{blue|'''300'''}}</big> |} [[File:15 major chords.png|thumb|300px|The major{{Efn|name=additional 120-cell chords}} chords #1 - #15 join vertex pairs which are 1 - 15 edges apart on a Petrie polygon.{{Efn|Drawing the fan of chords with #1 and #11 at a different origin than all the others is an artistic choice, since all the chords are incident at every vertex. We could just as well have drawn all the chords from the same origin vertex, but this arrangement notices the parallel relationship between #8 and #11.|name=fan of 15 major chords}} The 15 minor chords (not shown) fall between two major chords, and their length is the sum of two other major chords; e.g. the 41.4° minor chord of length {30/1}+{30/2} falls between the 36° {30/3} and 44.5° {30/4} chords.]] The annotated chord table is a complete [[W:Bill of materials|bill of materials]] for constructing the 120-cell. All of the 2-polytopes, 3-polytopes and 4-polytopes in the 120-cell are made from the 15 1-polytopes in the table. The black integers in table cells are incidence counts of the row's chord in the column's 4-polytope. For example, in the '''#3''' chord row, the 600-cell's 72 great decagons contain 720 '''#3''' chords in all. The '''{{red|red}}''' integers are the number of disjoint 4-polytopes above (the column label) which compounded form a 120-cell. For example, the 120-cell is a compound of <big>{{red|'''25'''}}</big> disjoint 24-cells (25 * 24 vertices = 600 vertices). The '''{{green|green}}''' integers are the number of distinct 4-polytopes above (the column label) which can be picked out in the 120-cell. For example, the 120-cell contains <big>{{green|'''225'''}}</big> distinct 24-cells which share components. The '''{{blue|blue}}''' integers in the right column are incidence counts of the row's chord at each 120-cell vertex. For example, in the '''#3''' chord row, <big>{{blue|'''24'''}}</big> '''#3''' chords converge at each of the 120-cell's 600 vertices, forming a double icosahedral [[W:Vertex figure|vertex figure]] 2{3,5}. In total <big>{{blue|'''300'''}}</big> major chords{{Efn|name=additional 120-cell chords}} of 15 distinct lengths meet at each vertex of the 120-cell. === Relationships among interior polytopes === The 120-cell is the compound of all five of the other regular convex 4-polytopes.{{Sfn|Coxeter|1973|p=269|loc=Compounds|ps=; "It is remarkable that the vertices of {5, 3, 3} include the vertices of all the other fifteen regular polytopes in four dimensions."}} All the relationships among the regular 1-, 2-, 3- and 4-polytopes occur in the 120-cell.{{Efn|The 120-cell contains instances of all of the regular convex 1-polytopes, 2-polytopes, 3-polytopes and 4-polytopes, ''except'' for the regular polygons {7} and above, most of which do not occur. {10} is a notable exception which ''does'' occur. Various regular [[W:Skew polygon|skew polygon]]s {7} and above occur in the 120-cell, notably {11},{{Efn|name={30/11}-gram}} {15}{{Efn|name=120-cell characteristic rotation}} and {30}.{{Efn|name=two coaxial Petrie 30-gons}}|name=elements}} It is a four-dimensional [[W:Jigsaw puzzle|jigsaw puzzle]] in which all those polytopes are the parts.{{Sfn|Schleimer & Segerman|2013}} Although there are many sequences in which to construct the 120-cell by putting those parts together, ultimately they only fit together one way. The 120-cell is the unique solution to the combination of all these polytopes.{{Sfn|Stillwell|2001}} The regular 1-polytope occurs in only [[#Chords|15 distinct lengths]] in any of the component polytopes of the 120-cell.{{Efn|name=additional 120-cell chords}} By [[W:Alexandrov's uniqueness theorem|Alexandrov's uniqueness theorem]], convex polyhedra with shapes distinct from each other also have distinct [[W:Metric spaces|metric spaces]] of surface distances, so each regular 4-polytope has its own unique subset of these 15 chords. Only 4 of those 15 chords occur in the 16-cell, 8-cell and 24-cell. The four {{background color|paleturquoise|[[24-cell#Hypercubic chords|hypercubic chords]]}} {{radic|1}}, {{radic|2}}, {{radic|3}} and {{radic|4}} are sufficient to build the 24-cell and all its component parts. The 24-cell is the unique solution to the combination of these 4 chords and all the regular polytopes that can be built solely from them. {{see also|W:24-cell#Relationships among interior polytopes|label 1=24-cell § Relationships among interior polytopes}} An additional 4 of the 15 chords are required to build the 600-cell. The four {{background color|yellow|[[600-cell#Golden chords|golden chords]]}} are square roots of irrational fractions that are functions of {{radic|5}}. The 600-cell is the unique solution to the combination of these 8 chords and all the regular polytopes that can be built solely from them. Notable among the new parts found in the 600-cell which do not occur in the 24-cell are pentagons, and icosahedra. {{see also|W:600-cell#Icosahedra|label 1=600-cell § Icosahedra}} All 15 major chords, and 15 other distinct chordal distances (the minor chords [[120-cell#Geodesic rectangles|enumerated below]]), occur in the 120-cell. Notable among the new parts found in the 120-cell which do not occur in the 600-cell are {{background color|#FFCCCC|[[5-cell#Boerdijk–Coxeter helix|regular 5-cells and {{radic|5/2}} chords]].}}{{Efn|Dodecahedra emerge as ''visible'' features in the 120-cell, but they also occur in the 600-cell as ''interior'' polytopes.{{Sfn|Coxeter|1973|p=298|loc=Table V: (iii) Sections of {3,3,5} beginning with a vertex}}}} The relationships between the ''regular'' 5-cell (the [[W:Simplex|simplex]] regular 4-polytope) and the other regular 4-polytopes are manifest directly only in the 120-cell.{{Efn|There is a geometric relationship between the regular 5-cell (4-simplex) and the regular 16-cell (4-orthoplex), but it is manifest only indirectly through the [[W:Tetrahedron|3-simplex]] and [[W:5-orthoplex|5-orthoplex]]. An [[W:simplex|<math>n</math>-simplex]] is bounded by <math>n+1</math> vertices and <math>n+1</math> (<math>n</math>-1)-simplex facets, and has <math>z+1</math> long diameters (its edges) of length <math>\sqrt{n+1}/\sqrt{n}</math> radii. An [[W:orthoplex|<math>n</math>-orthoplex]] is bounded by <math>2n</math> vertices and <math>2^n</math> (<math>n</math>-1)-simplex facets, and has <math>n</math> long diameters (its orthogonal axes) of length <math>2</math> radii. An [[W:hypercube|<math>n</math>-cube]] is bounded by <math>2^n</math> vertices and <math>2n</math> (<math>n</math>-1)-cube facets, and has <math>2^{n-1}</math> long diameters of length <math>\sqrt{n}</math> radii.{{Efn|The <math>n</math>-simplex's facets are larger than the <math>n</math>-orthoplex's facets. For <math>n=4</math>, the edge lengths of the 5-cell and 16-cell and 8-cell are in the ratio of <math>\sqrt{5}</math> to <math>\sqrt{4}</math> to <math>\sqrt{2}</math>.|name=root 5/root 4/root 2}} The <math>\sqrt{3}</math> long diameters of the 3-cube are shorter than the <math>\sqrt{4}</math> axes of the 3-orthoplex. The [[16-cell#Coordinates|coordinates of the 4-orthoplex]] are the permutations of <math>(0,0,0,\pm 1)</math>, and the 4-space coordinates of one of its 16 facets (a 3-simplex) are the permutations of <math>(0,0,0,1)</math>.{{Efn|Each 3-facet of the 4-orthoplex, a tetrahedron permuting <math>(0,0,0,1)</math>, and its completely orthogonal 3-facet permuting <math>(0,0,0,-1)</math>, comprise all 8 vertices of the 4-orthoplex. Uniquely, the 4-orthoplex is also the 4-[[W:demihypercube|demicube]], half the vertices of the 4-cube. This relationship among the 4-simplex, 4-orthoplex and 4-cube is unique to <math>n=4</math>. The 4-orthoplex's completely orthogonal 3-simplex facets are a pair of 3-demicubes which occupy alternate vertices of completely orthogonal 3-cubes in the same 4-cube. Projected orthogonally into the same 3-hyperplane, the two 3-facets would be two tetrahedra inscribed in the same 3-cube. (More generally, completely orthogonal polytopes are mirror reflections of each other.)|name=4-simplex-orthoplex-cube relation}} The <math>\sqrt{4}</math> long diameters of the 4-cube are the same length as the <math>\sqrt{4}</math> axes of the 4-orthoplex. The [[W:5-orthoplex#Cartesian coordinates|coordinates of the 5-orthoplex]] are the permutations of <math>(0,0,0,0,\pm 1)</math>, and the 5-space coordinates of one of its 32 facets (a 4-simplex) are the permutations of <math>(0,0,0,0,1)</math>.{{Efn|Each 4-facet of the 5-orthoplex, a 4-simplex (5-cell) permuting <math>(0,0,0,0,1)</math>, and its completely orthogonal 4-facet permuting <math>(0,0,0,0,-1)</math>, comprise all 10 vertices of the 5-orthoplex.}} The <math>\sqrt{5}</math> long diameters of the 5-cube are longer than the <math>\sqrt{4}</math> axes of the 5-orthoplex.|name=simplex-orthoplex-cube relation}} The 600-point 120-cell is a compound of 120 disjoint 5-point 5-cells, and it is also a compound of 5 disjoint 120-point 600-cells (two different ways). Each 5-cell has one vertex in each of 5 disjoint 600-cells, and therefore in each of 5 disjoint 24-cells, 5 disjoint 8-cells, and 5 disjoint 16-cells.{{Efn|No vertex pair of any of the 120 5-cells (no [[5-cell#Geodesics and rotations|great digon central plane of a 5-cell]]) occurs in any of the 675 16-cells (the 675 [[16-cell#Coordinates|Cartesian basis sets of 6 orthogonal central planes]]).{{Efn|name=rays and bases}}}} Each 5-cell is a ring (two different ways) joining 5 disjoint instances of each of the other regular 4-polytopes.{{Efn|name=distinct circuits of the 5-cell}} {{see also|W:5-cell#Geodesics and rotations|label 1=5-cell § Geodesics and rotations}} === Compound of five 600-cells === [[File:Great dodecagon of the 120-cell.png|thumb|300px|The 120-cell has 200 central planes that each intersect 12 vertices, forming an irregular dodecagon with alternating edges of two different lengths. Inscribed in the dodecagon are two regular great hexagons (black),{{Efn|name=great hexagon}} two irregular great hexagons ({{Color|red|red}}),{{Efn|name=irregular great hexagon}} and four equilateral great triangles (only one is shown, in {{Color|green|green}}).]] The 120-cell contains ten 600-cells which can be partitioned into five completely disjoint 600-cells two different ways.{{Efn|name=2 ways to get 5 disjoint 600-cells}} As a consequence of being a compound of five disjoint 600-cells, the 120-cell has 200 irregular great dodecagon {12} central planes, which are compounds of several of its great circle polygons that share the same central plane, as illustrated. The 200 {12} central planes originate as the compounds of the hexagonal central planes of the 25 disjoint inscribed 24-cells and the digon central planes of the 120 disjoint inscribed regular 5-cells; they contain all the 24-cell and 5-cell edges, and also the 120-cell edges. Thus the edges and characteristic rotations{{Efn|Every class of discrete isoclinic rotation{{Efn|name=isoclinic rotation}} is characterized by its rotation and isocline angles and by which set of Clifford parallel central planes are its invariant planes of rotation. The '''characteristic isoclinic rotation of a 4-polytope''' is the class of discrete isoclinic rotation in which the set of invariant rotation planes contains the 4-polytope's edges; there is a distinct left (and right) rotation for each such set of Clifford parallel central planes (each [[W:Hopf fibration|Hopf fibration]] of the edge planes). If the edges of the 4-polytope form regular great circles, the rotation angle of the characteristic rotation is simply the edge arc-angle (the edge chord is simply the rotation chord). But in a regular 4-polytope with a tetrahedral vertex figure{{Efn|name=non-planar geodesic circle}} the edges do not form regular great circles, they form irregular great circles in combination with another chord. For example, the #1 chord edges of the 120-cell are edges of an [[#Compound of five 600-cells|irregular great dodecagon]] which also has #4 chord edges. In such a 4-polytope, the rotation angle is not the edge arc-angle; in fact it is not necessarily the arc of any vertex chord.{{Efn|name=12° rotation angle}}|name=characteristic rotation}} of the regular 5-cell, the 8-cell hypercube, the 24-cell, and the 120-cell all lie in these same 200 rotation planes.{{Efn|name=edge rotation planes}} Each of the ten 600-cells occupies the entire set of 200 planes. The 120-cell's irregular [[#Other great circle constructs|dodecagon {12} great circle polygon]] has 6 short edges (#1 [[#Chords|chords]] marked {{Color|red|𝜁}}) alternating with 6 longer dodecahedron cell-diameters ({{Color|magenta|#4}} chords).{{Efn|name=dodecahedral cell metrics}} Inscribed in the irregular great dodecagon are two irregular great hexagons ({{color|red|red}}) in alternate positions.{{Efn|name=irregular great hexagon}} Two ''regular'' great hexagons with edges of a third size ({{radic|1}}, the #5 chord) are also inscribed in the dodecagon.{{Efn|name=great hexagon}} The 120-cell's irregular great dodecagon planes, its irregular great hexagon planes, its regular great hexagon planes, and its equilateral great triangle planes, are the same set of 200 dodecagon planes. They occur as 100 completely orthogonal pairs, and they are the ''same'' 200 central planes each containing a [[600-cell#Hexagons|hexagon]] that are found in ''each'' of the 10 inscribed 600-cells. There are exactly 400 regular hexagons in the 120-cell (two in each dodecagon central plane), and each of the ten 600-cells contains its own distinct subset of 200 of them (one from each dodecagon central plane). Each 600-cell contains only one of the two opposing regular hexagons inscribed in any dodecagon central plane, just as it contains only one of two opposing tetrahedra inscribed in any dodecahedral cell. Each 600-cell is disjoint from 4 other 600-cells, and shares regular hexagons with 5 other 600-cells.{{Efn|Each regular great hexagon is shared by two 24-cells in the same 600-cell,{{Efn|1=A 24-cell contains 16 hexagons. In the 600-cell, with 25 24-cells, each 24-cell is disjoint from 8 24-cells and intersects each of the other 16 24-cells in six vertices that form a hexagon.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|p=438}} A 600-cell contains 25・16/2 = 200 such hexagons.|name=disjoint from 8 and intersects 16}} and each 24-cell is shared by two 600-cells.{{Efn|name=two 600-cells share a 24-cell}} Each regular hexagon is shared by four 600-cells.|name=hexagons 24-cells and 600-cells}} Each disjoint pair of 600-cells occupies the opposing pair of disjoint regular hexagons in every dodecagon central plane. Each non-disjoint pair of 600-cells intersects in 16 hexagons that comprise a 24-cell. The 120-cell contains 9 times as many distinct 24-cells (225) as disjoint 24-cells (25).{{Efn|name=rays and bases}} Each 24-cell occurs in 9 600-cells, is absent from just one 600-cell, and is shared by two 600-cells. ===Concentric hulls=== [[File:120-Cell showing the individual 8 concentric hulls and in combination.svg|thumb|left|640px| Orthogonal projection of the 120-cell using any 3 of these Cartesian coordinate dimensions forms an Overall Hull that is a [[W:Chamfered dodecahedron|chamfered dodecahedron]] of Norm={{radic|8}}.<br /> Hulls 1 - 8 are the 8 sections of the 120-cell beginning with a cell (Hull 1).<br /> Hulls 1, 2, & 7 are each pairs of [[W:Dodecahedron|dodecahedron]]s.<br /> Hull 3 is a pair of [[W:Icosidodecahedron|icosidodecahedron]]s.<br /> Hulls 4 & 5 are each pairs of [[W:Truncated icosahedron|truncated icosahedron]]s.<br /> Hull 6 is a pair of semi-regular [[W:Rhombicosidodecahedron|rhombicosidodecahedron]]s.<br /> Hull 8 is a single non-uniform [[W:Rhombicosidodecahedron#Names|rhombicosidodecahedron]], the central section.<br /> A more detailed visualization of these 15 simplified sections, with subgroup sections where the inscribed solid has more than one permutation in its orbit, is available [https://commons.wikimedia.org/wiki/File:Cell_First_533_120-Cell_Sections.svg here].]] {{Clear}} These hulls illustrate Coxeter's sections 1₃ - 8₃ of the 120-cell, the sections beginning with a cell (hull #1).{{Sfn|Coxeter|1973|p=299|loc=Table V (iv) Sections of {5,3,3} beginning with a cell (right half of table)}} A ''section'' is a flat 3-dimensional hyperplane slice through the [[W:3-sphere|3-sphere]]: a 2-sphere (ordinary sphere). It is dimensionally analogous to a flat 2-dimensional plane slice through a 2-sphere: a 1-sphere (ordinary circle). The hulls are illustrated as if they were all the same size, but actually they increase in radius as numbered: they are concentric 2-spheres that nest inside each other. Every cell of the 120-cell is the smallest hull in its own set of 8 concentric hulls. There are 120 distinct sets of 8 hulls. The 120-cell actually has 15 sections beginning with a cell, numbered 1 - 15 with number 8 in the center. After increasing in size from 1 to 8, the hulls get smaller again. Sections 1 and 15 are both a hull #1, the smallest hull, a dodecahedral cell of the 120-cell. Section 8 is the central section, the largest hull, with the same radius as the 120-cell. Except for the central section 8, the sections occur in parallel pairs, on either side of the central section. Hull #8 is dimensionally analogous to the equator, while hulls #1 - #7 are dimensionally analogous to lines of latitude. There are 120 of each kind of hull #1 - #7 in the 120-cell, but only 60 of the central hull #8. {{Clear}} The 120-cell also has 30 sections beginning with a vertex, illustrated below. Like the sections beginning with a cell illustrated above, the vertex-first sections are also flat 3-dimensional hyperplane slices through the 3-sphere, polyhedra that nest inside each other as concentric 2-spheres. Section 0₀ is the vertex itself. Section 1₀ is the 120-cell's tetrahedral vertex figure. Sections 1₀ - 29₀ are described in more detail in [[120-cell#Geodesic rectangles|§Geodesic rectangles]] below. {{Clear}} [[File:Vertex_First_533_120-Cell_Sections.svg|thumb|left|640px| Coxeter's sections 0₀ - 30₀ of the 120-cell, the sections beginning with a vertex, showing the orbit sections and subgroup sections (when the inscribed solid has more than one permutation in its orbit), as well as the convex hull of each orbit on the right.]] {{Clear}} === Geodesic rectangles === The 30 distinct chords{{Efn|name=additional 120-cell chords}} found in the 120-cell occur as 15 pairs of 180° complements. They form 15 distinct kinds of great circle polygon that lie in central planes of several kinds: {{Background color|palegreen|△ planes that intersect {12} vertices}} in an [[#Compound of five 600-cells|irregular great dodecagon]], {{Background color|yellow|<big>𝜙</big> planes that intersect {10} vertices}} in a regular decagon, and <big>☐</big> planes that intersect {4} vertices in several kinds of {{Background color|gainsboro|rectangle}}, including a {{Background color|seashell|square}}. Each great circle polygon is characterized by its pair of 180° complementary chords. The chord pairs form great circle polygons with parallel opposing edges, so each great polygon is either a rectangle or a compound of a rectangle, with the two chords as the rectangle's edges. Each of the 15 complementary chord pairs corresponds to a distinct pair of opposing [[#Concentric hulls|polyhedral sections]] of the 120-cell beginning with a vertex (the 0₀ section), as illustrated above. The correspondence is that each 120-cell vertex is surrounded in curved 3-space <math>S_3</math> by each polyhedral section's vertices at a uniform distance (the chord length), the way a polyhedron's vertices surround its center at the distance of its long radius in Euclidean 3-space <math>R_3</math>.{{Efn|In the curved 3-dimensional space <math>S_3</math> of the 120-cell's surface, each of the 600 vertices is surrounded by 15 pairs of polyhedral sections, each section at the "radial" distance of one of the 30 distinct chords. The vertex is not actually at the center of the polyhedron, because it is displaced in the fourth dimension out of the section's hyperplane, so that the ''apex'' vertex and its surrounding ''base'' polyhedron form a [[W:Polyhedral pyramid|polyhedral pyramid]]. The characteristic chord is radial around the apex, as the pyramid's lateral edges.}} There are 600 distinct sets of 15 hulls. The #1 chord is the radius in <math>S_3</math> of the 1₀ section, the tetrahedral vertex figure of the 120-cell.{{Efn|name=#2 chord}} The #14 chord is the radius in <math>S_3</math> of its congruent opposing 29₀ section. The #7 chord is the radius in <math>S_3</math> of the central vertex-first section of the 120-cell, in which two opposing 15₀ sections are coincident. Each vertex is surrounded by two instances of each polyhedron, at the near and far radial distances of the polyhedron's 180° complementary chords, but because curved space <math>S_3</math> begins to close back up on itself after the #7 90° chord, the near and far concentric polyhedra are the same size. Each chord length is given three ways (on successive lines): for the unit-radius 120-cell as a square root, for the unit-radius 120-cell, and for the unit-edge 120-cell.{{Efn|We give chord lengths as unit-radius square roots in these articles, even when they are integers (e.g. the long diameter is {{radic|4}}). Our usual metric is unit-radius, which reveals relationships among successive 4-polytopes,{{Efn|name=4-polytopes ordered by size and complexity}} but Coxeter{{Sfn|Coxeter|1973|pp=292-293|loc=Table I(ii): The sixteen regular polytopes {''p,q,r''} in four dimensions|ps=; An invaluable table providing all 20 metrics of each 4-polytope in edge length units. They must be algebraically converted to compare polytopes of unit radius.}} and Steinbach{{Sfn|Steinbach|1997|ps=; Steinbach derived a formula relating the diagonals and edge lengths of successive regular polygons, and illustrated it with "fan of chords" diagrams.|p=23|loc=Figure 3}} use unit-edge, which reveals relationships among successive chords.|name=metrics}} To the left of this last unit-edge metric, its reciprocal^-1 is given. The reciprocal is the long radius of a regular ''n''₀-polygon with unit-radius 120-cell edges (#1 chords) as its edges; but this does not imply that the section ''n''₀ polyhedron contains any ''n''₀ polygons.{{Efn|The 120-cell contains no regular {30} central polygons, although its Petrie polygon is a skew regular {30}. Therefore the edge of the regular triacontagon {30} is not a chord of the 120-cell represented in this table. Nevertheless these metrics of the {30} are relevant:<br> :Unit-radius {30}: ::Edge <small><math>E = 2 \sin{\pi/30} \approx \sqrt{0.0437} \approx 0.209</math></small> :Unit-edge {30}: ::Radius <small><math>R_{ue} = 1/E \approx 4.783</math></small> :{30} with 120-cell edges: ::Edge <small><math>\zeta \approx 0.270~</math></small> ::<small><math>E \approx 0.774 \times \zeta</math></small> ::Radius <small><math>R_\zeta \approx 1.292</math></small> |name=triacontagon metrics}} {| class="wikitable" style="white-space:nowrap;text-align:center" ! colspan="11" |30 chords (15 180° pairs) make 15 kinds of great circle polygons and vertex-first polyhedral sections{{Sfn|Coxeter|1973|pp=300-301|loc=Table V:(v) Simplified sections of {5,3,3} (edge 2φ⁻²√2 [radius 4]) beginning with a vertex; Coxeter's table lists 16 non-point sections labelled 1₀ − 16₀|ps=, but 14₀ and 16₀ are congruent opposing sections and 15₀ opposes itself; there are 29 non-point sections, denoted 1₀ − 29₀, in 15 opposing pairs.}} |- ! colspan="4" |Short chord ! colspan="2" |Great circle polygons !Rotation ! colspan="4" |Long chord |- style="background: palegreen;" | | rowspan="3" |#0<br><br>0₀ | |{{radic|0}} |{{radic|0}} | rowspan="3" | | rowspan="3" |600 vertices<br>(300 axes) | rowspan="3" | |<math>\pi</math> |{{radic|4}} |{{radic|4}} | rowspan="3" |#15<br><br>30₀ |- style="background: palegreen;" | |0° |0 |0 |180° |2 |2 |- style="background: palegreen;" | | |0 |<small><math>0\times\zeta</math></small> |0.135~^-1 |7.405~ |<small><math>2\phi^2\sqrt{2}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |#1<br><br>1₀ |𝞯 |{{radic|0.𝜀}}{{Efn|name=fractional square roots}} |<small><math>\sqrt{1/2\phi^4}</math></small> | rowspan="3" |[[File:Irregular great hexagons of the 120-cell.png|100px]] | rowspan="3" |400 irregular great hexagons<br> (600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Triacontagon#Triacontagram|{15/4}]]{{Efn|name=#4 isocline chord}} | |{{radic|3.93~}} |<small><math>\sqrt{3\phi^2/2}</math></small> | rowspan="3" |#14<br><br>29₀ |- style="background: palegreen;" | |15.5~°{{Efn|In the 120-cell's isoclinic rotations the rotation arc-angle is 12° (1/30 of a circle), not the 15.5~° arc of the #1 edge chord. Regardless of which central planes are the invariant rotation planes, any 120-cell isoclinic rotation by 12° will take the great polygon in ''every'' central plane to a congruent great polygon in a Clifford parallel central plane that is 12° away. Adjacent Clifford parallel great polygons (of every kind) are completely disjoint, and their nearest vertices are connected by ''two'' 120-cell edges (#1 chords of arc-length 15.5~°). The 12° rotation angle is not the arc of any vertex-to-vertex chord in the 120-cell. It occurs only as the two equal angles between adjacent Clifford parallel central ''planes'',{{Efn|name=isoclinic}} and it is the separation between adjacent rotation planes in ''all'' the 120-cell's various isoclinic rotations (not only in its characteristic rotation).|name=12° rotation angle}} |0.270~ |<small><math>1 / \phi^2\sqrt{2}</math></small> |164.5~° |1.982~ |<small><math>\phi\sqrt{1.5}</math></small> |- style="background: palegreen;" | |1^-1 |1 |<small><math>1\times\zeta</math></small> |0.136~^-1 |7.337~ |<small><math>\phi^3\sqrt{3}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |#2<br><br>2₀ |{{Efn|name=#2 chord}} |{{radic|0.19~}} |<small><math>\sqrt{1/2\phi^2}</math></small> | rowspan="3" |[[File:25.2° × 154.8° chords great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:Triacontagon#Triacontagram|{30/13}]]<br>#13 | |{{radic|3.81~}} | | rowspan="3" |#13<br><br>28₀ |- style="background: gainsboro;" | |25.2~° |0.437~ |<small><math>1 / \phi\sqrt{2}</math></small> |154.8~° |1.952~ | |- style="background: gainsboro;" | |0.618~^-1 |1.618~ |<small><math>\phi\times\zeta</math></small> |0.138~^-1 |7.226~ |<small><math>\text{‡}\times\zeta</math></small> {{Sfn|Coxeter|1973|pp=300-301|loc=footnote:|ps=<br>‡ For simplicity we omit the value of <math>a</math> whenever it is not mononomial in <math>\chi</math>, <math>\psi</math> and <math>\phi</math>.}} |- style="background: yellow;" | | rowspan="3" |#3<br><br>3₀ |<math>\pi / 5</math> |{{radic|0.𝚫}} |<small><math>\sqrt{1/\phi^2}</math></small> | rowspan="3" |[[File:Great decagon rectangle.png|100px]] | rowspan="3" |720 great decagons<br>(3600 great rectangles)<br>in 720 <big>𝜙</big> planes | rowspan="3" |5𝝅<br>[[600-cell#Decagons and pentadecagrams|{15/2}]]<br>#5 |<math>4\pi / 5</math> |{{radic|3.𝚽}} |<small><math>\sqrt{2+\phi}</math></small> | rowspan="3" |#12<br><br>27₀ |- style="background: yellow;" | |36° |0.618~ |<small><math>1 / \phi</math></small> |144°{{Efn|name=dihedral}} |1.902~ |<small><math>1+1/{\phi^2}</math></small> |- style="background: yellow;" | |0.437~^-1 |2.288~ |<small><math>\phi\sqrt{2}\times\zeta</math></small> |0.142~^-1 |7.0425 |<small><math>\sqrt{2\phi^5\sqrt{5}}\times\zeta</math></small> |- style="background: gainsboro;" | | rowspan="3" |#3⁺<br><br>4₀ | |{{radic|0.5}} |<small><math>\sqrt{1/2}</math></small> | rowspan="3" |[[File:√0.5 × √3.5 great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | | |{{radic|3.5}} |<small><math>\sqrt{7/2}</math></small> | rowspan="3" |#12⁻<br><br>26₀ |- style="background: gainsboro;" | |41.4~° |0.707~ |<small><math>\sqrt{2}/2</math></small> |138.6~° |1.871~ | |- style="background: gainsboro;" | |0.382~^-1 |2.618~ |<small><math>\phi^2\times\zeta</math></small> |0.144~^-1 |6.927~ |<small><math>\phi^2\sqrt{7}\times\zeta</math></small> |- style="background: palegreen;" | | rowspan="3" |#4<br><br>5₀ | |{{radic|0.57~}} |<small><math>\sqrt{3/{2\phi^2}}</math></small> | rowspan="3" |[[File:Irregular great dodecagon.png|100px]] | rowspan="3" |200 irregular great dodecagons{{Efn|This illustration shows just one of three related irregular great dodecagons that lie in three distinct △ central planes. Two of them (not shown) lie in Clifford parallel (disjoint) dodecagon planes, and share no vertices. The {{Color|blue}} central rectangle of #4 and #11 edges lies in a third dodecagon plane, not Clifford parallel to either of the two disjoint dodecagon planes and intersecting them both; it shares two vertices (a {{radic|4}} axis of the rectangle) with each of them. Each dodecagon plane contains two irregular great hexagons in alternate positions (not shown). Thus each #4 chord of the great rectangle shown is a bridge between two Clifford parallel irregular great hexagons that lie in the two dodecagon planes which are not shown.{{Efn|Isoclinic rotations take Clifford parallel planes to each other, as planes of rotation tilt sideways like coins flipping.{{Efn|name=isoclinic rotation}} The #4 chord{{Efn|name=#4 isocline chord}} bridge is significant in an isoclinic rotation in ''regular'' great hexagons (the [[600-cell#Hexagons|24-cell's characteristic rotation]]), in which the invariant rotation planes are a subset of the same 200 dodecagon central planes as the 120-cell's characteristic rotation (in ''irregular'' great hexagons).{{Efn|name=120-cell characteristic rotation}} In each 12° arc{{Efn|name=120-cell rotation angle}} of the 24-cell's characteristic rotation of the 120-cell, every ''regular'' great hexagon vertex is displaced to another vertex, in a Clifford parallel regular great hexagon that is a #4 chord away. Adjacent Clifford parallel regular great hexagons have six pairs of corresponding vertices joined by #4 chords. The six #4 chords are edges of six distinct great rectangles in six disjoint dodecagon central planes which are mutually Clifford parallel.|name=#4 isocline chord bridge}}|name=dodecagon rotation}}<br>(600 great rectangles)<br>in 200 △ planes | rowspan="3" |{{Efn|name=#4 isocline chord bridge}} | |{{radic|3.43~}} |<small><math>\sqrt{\phi^4/2}</math></small> | rowspan="3" |#11<br><br>25₀ |- style="background: palegreen;" | |44.5~° |0.757~ |<small><math>\sqrt{3} / \phi\sqrt{2}</math></small> |135.5~° |1.851~ |<small><math>\phi^2 / \sqrt{2}</math></small> |- style="background: palegreen;" | |0.357~^-1 |2.803~ |<small><math>\phi\sqrt{3}\times\zeta</math></small> |0.146~^-1 |6.854~ |<small><math>\phi^4\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |#4⁺<br><br>6₀ | |{{radic|0.69~}} |<small><math>\sqrt{\sqrt{5}/{2\phi}}</math></small> | rowspan="3" |[[File:49.1° × 130.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | | |{{radic|3.31~}} |<small><math>\sqrt{4 - \sqrt{5}/{2\phi}}</math></small> | rowspan="3" |#11⁻<br><br>24₀ |- style="background: gainsboro;" | |49.1~° |0.831~ | |130.9~° |1.819~ | |- style="background: gainsboro;" | |0.325~^-1 |3.078~ |<small><math>\sqrt{\phi^3\sqrt{5}}\times\zeta</math></small> |0.148~^-1 |6.735~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |#5⁻<br><br>7₀ | |{{radic|0.88~}} |<small><math>\sqrt{\psi/{2\phi}}</math></small> | rowspan="3" |[[File:56° × 124° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br>in <big>☐</big> planes | rowspan="3" | | |{{radic|3.12~}} |<small><math>\sqrt{4 - \psi/{2\phi}}</math></small> | rowspan="3" |#10⁺<br><br>23₀ |- style="background: gainsboro;" | |56° |0.939~ | |124° |1.766~ | |- style="background: gainsboro;" | |0.288~^-1 |3.477~ |<small><math>\sqrt{\psi\phi^3}\times\zeta</math></small> |0.153~^-1 |6.538~ |<small><math>\sqrt{\chi\phi^5}\times\zeta</math></small>{{Sfn|Coxeter|1973|pp=300-301|loc=Table V (v) Simplified sections of {5,3,3} beginning with a vertex (see footnote ✼)|ps=:<br> {{indent|4}}<math>11/\chi = \psi</math> <br> {{indent|4}}<math>\chi=(3\sqrt{5}+1)/2 \approx 3.854~</math> {{indent|4}}<math>\psi=(3\sqrt{5}-1)/2 \approx 2.854~</math>}} |- style="background: palegreen;" | | rowspan="3" |#5<br><br>8₀ |<math>\pi / 3</math> |{{radic|1}} |<small><math>\sqrt{1}</math></small> | rowspan="3" |[[File:Great hexagon.png|100px]] | rowspan="3" |400 regular [[600-cell#Hexagons|great hexagons]]{{Efn|name=great hexagon}}<br> (1200 great rectangles)<br>in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[600-cell#Hexagons and hexagrams|2{10/3}]]<br>#4 |<small><math>2\pi / 3</math></small> |{{radic|3}} |<small><math>\sqrt{3}</math></small> | rowspan="3" |#10<br><br>22₀ |- style="background: palegreen;" | |60° |1 | |120° |1.732~ | |- style="background: palegreen;" | |0.270~^-1 |3.702~ |<small><math>\phi^2\sqrt{2}\times\zeta</math></small> |0.156~^-1 |6.413~ |<small><math>\phi^2\sqrt{6}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |#5⁺<br><br>9₀ | |{{radic|1.19~}} |<small><math>\sqrt{\chi/2\phi}</math></small> | rowspan="3" |[[File:66.1° × 113.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | | |{{radic|2.81~}} |<small><math>\sqrt{4 - \chi/2\phi}</math></small> | rowspan="3" |#10⁻<br><br>21₀ |- style="background: gainsboro;" | |66.1~° |1.091~ | |113.9~° |1.676~ | |- style="background: gainsboro;" | |0.247~^-1 |4.041~ |<small><math>\sqrt{\chi/\phi^3}\times\zeta</math></small> |0.161~^-1 |6.205~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |#6⁻<br><br>10₀ | |{{radic|1.31~}} |<small><math>\sqrt{\phi^2/2}</math></small> | rowspan="3" |[[File:69.8° × 110.2° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | | |{{radic|2.69~}} |<small><math>\sqrt{4 - \phi^2/2}</math></small> | rowspan="3" |#9⁺<br><br>20₀ |- style="background: gainsboro;" | |69.8~° |1.144~ |<small><math>\phi/\sqrt{2}</math></small> |110.2~° |1.640~ | |- style="background: gainsboro;" | |0.236~^-1 |4.236~ |<small><math>\phi^3\times\zeta</math></small> |0.165~^-1 |6.074~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: yellow;" | | rowspan="3" |#6<br><br>11₀ |<math>2\pi/5</math> |{{radic|1.𝚫}} |<small><math>\sqrt{3-\phi}</math></small> | rowspan="3" |[[File:Great pentagons rectangle.png|100px]] | rowspan="3" |1440 [[600-cell#Decagons and pentadecagrams|great pentagons]]{{Efn|name=great pentagon}}<br>(3600 great rectangles)<br> in 720 <big>𝜙</big> planes | rowspan="3" |4𝝅<br>[[600-cell#Squares and octagrams|{24/5}]]<br>#9 |<math>3\pi / 5</math> |{{radic|2.𝚽}} |<small><math>\sqrt{\phi^2}</math></small> | rowspan="3" |#9<br><br>19₀ |- style="background: yellow;" | |72° |1.176~ |<small><math>\sqrt{\sqrt{5}/\phi}</math></small> |108° |1.618~ |<small><math>\phi</math></small> |- style="background: yellow;" | |0.230~^-1 |4.353~ |<small><math>\sqrt{2\phi^3\sqrt{5}}\times\zeta</math></small> |0.167~^-1 |5.991~ |<small><math>\phi^3\sqrt{2}\times\zeta</math></small> |- style="background: palegreen; height:50px" | | rowspan="3" |#6⁺⁻<br><br>12₀ | |{{radic|1.5}} |<small><math>\sqrt{3/2}</math></small> | rowspan="3" |[[File:Great 5-cell digons rectangle.png|100px]] | rowspan="3" |1200 [[5-cell#Geodesics and rotations|great digon 5-cell edges]]{{Efn|The [[5-cell#Geodesics and rotations|regular 5-cell has only digon central planes]] intersecting two vertices. The 120-cell with 120 inscribed regular 5-cells contains great rectangles whose longer edges are these digons, the edges of inscribed 5-cells of length {{radic|2.5}}. Three disjoint rectangles occur in one {12} central plane, where the six #8 {{radic|2.5}} chords belong to six disjoint 5-cells. The 12₀ sections and 18₀ sections are regular tetrahedra of edge length {{radic|2.5}}, the cells of regular 5-cells. The regular 5-cells' ten triangle faces lie in those sections; each of a face's three {{radic|2.5}} edges lies in a different {12} central plane.|name=5-cell rotation}}<br>(600 great rectangles)<br> in 200 △ planes | rowspan="3" |4𝝅{{Efn|name=isocline circumference}}<br>[[W:Pentagram|{5/2}]]<br>#8 | |{{radic|2.5}} |<small><math>\sqrt{5/2}</math></small> | rowspan="3" |#8<br><br>18₀ |- style="background: palegreen;" | |75.5~° |1.224~ | |104.5~° |1.581~ | |- style="background: palegreen;" | |0.221~^-1 |4.535~ |<small><math>\phi^2\sqrt{3}\times\zeta</math></small> |0.171~^-1 |5.854~ |<small><math>\sqrt{5\phi^4}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |#6⁺<br><br>13₀ | |{{radic|1.69~}} |<small><math>\sqrt{\tfrac{1}{4}(9-\sqrt{5})}</math></small> | rowspan="3" |[[File:81.1° × 98.9° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | | |{{radic|2.31~}} | | rowspan="3" |#8⁻<br><br>17₀ |- style="background: gainsboro;" | |81.1~° |1.300~ |<small><math>\tfrac{1}{2}\sqrt{9-\sqrt{5}}</math></small> |98.9~° |1.520~ | |- style="background: gainsboro;" | |0.208~⁻¹ |4.815~ |<small><math>\text{‡}\times\zeta</math></small> |0.178~^-1 |5.626~ |<small><math>\sqrt{\psi\phi^5}\times\zeta</math></small> |- style="background: gainsboro; height:50px" | | rowspan="3" |#6⁺⁺<br><br>14₀ | |{{radic|0.81~}} |<small><math>\sqrt{\tfrac{2\phi\sqrt{5}}{4}}</math></small> | rowspan="3" |[[File:84.5° × 95.5° great rectangle.png|100px]] | rowspan="3" |Great rectangles<br> in <big>☐</big> planes | rowspan="3" | | |{{radic|2.19~}} |<small><math>\sqrt{\tfrac{11-\sqrt{5}}{4}}</math></small> | rowspan="3" |#7⁺<br><br>16₀ |- style="background: gainsboro;" | |84.5~° |1.345~ | |95.5~° |1.480~ | |- style="background: gainsboro;" | |0.201~⁻¹ |4.980~ |<small><math>\sqrt{\phi^5\sqrt{5}}\times\zeta</math></small> |0.182~^-1 |5.480~ |<small><math>\text{‡}\times\zeta</math></small> |- style="background: seashell;" | | rowspan="3" |#7<br><br>15₀ |<math>\pi / 2</math> |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |[[File:Great square rectangle.png|100px]] | rowspan="3" |4050 [[600-cell#Squares|great squares]]{{Efn|name=rays and bases}}<br> in 4050 <big>☐</big> planes | rowspan="3" |4𝝅<br>[[W:30-gon#Triacontagram|{30/7}]]<br>#7 |<math>\pi / 2</math> |{{radic|2}} |<small><math>\sqrt{2}</math></small> | rowspan="3" |#7<br><br>15₀ |- style="background: seashell;" | |90° |1.414~ | |90° |1.414~ | |- style="background: seashell;" | |0.191~⁻¹ |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |0.191~^-1 |5.236~ |<small><math>2\phi^2\times\zeta</math></small> |} Each kind of great circle polygon (each distinct pair of 180° complementary chords) plays a role in a discrete isoclinic rotation{{Efn|name=isoclinic rotation}} of a distinct class,{{Efn|name=characteristic rotation}} which takes its great rectangle edges to similar edges in Clifford parallel great polygons of the same kind.{{Efn|In the 120-cell, completely orthogonal to every great circle polygon lies another great circle polygon of the same kind. The set of Clifford parallel invariant planes of a distinct isoclinic rotation is a set of such completely orthogonal pairs.{{Efn|name=Clifford parallel invariant planes}}}} There is a distinct left and right rotation of this class for each fiber bundle of Clifford parallel great circle polygons in the invariant planes of the rotation.{{Efn|Each kind of rotation plane has its characteristic fibration divisor, denoting the number of fiber bundles of Clifford parallel great circle polygons (of each distinct kind) that are found in rotation planes of that kind. Each bundle covers all the vertices of the 120-cell exactly once, so the total number of vertices in the great circle polygons of one kind, divided by the number of bundles, is always 600, the number of distinct vertices. For example, "400 irregular great hexagons" / 4.}} In each class of rotation,{{Efn|[[W:Rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]] are defined by at least one pair of completely orthogonal{{Efn|name=perpendicular and parallel}} central planes of rotation which are ''invariant'', which means that all points in the plane stay in the plane as the plane moves. A distinct left (and right) isoclinic{{Efn|name=isoclinic}} rotation may have multiple pairs of completely orthogonal invariant planes, and all those invariant planes are mutually [[W:Clifford parallel|Clifford parallel]]. A distinct class of discrete isoclinic rotation has a characteristic kind of great polygon in its invariant planes.{{Efn|name=characteristic rotation}} It has multiple distinct left (and right) rotation instances called ''fibrations'', which have disjoint sets of invariant rotation planes. The fibrations are disjoint bundles of Clifford parallel circular ''fibers'', the great circle polygons in their invariant planes.|name=Clifford parallel invariant planes}} vertices rotate on a distinct kind of circular geodesic isocline{{Efn|name=isocline}} which has a characteristic circumference, skew Clifford polygram{{Efn|name=Clifford polygon}} and chord number, listed in the Rotation column above.{{Efn|The 120-cell has 7200 distinct rotational displacements, each with its invariant rotation plane. The 7200 distinct central planes can be grouped into the sets of Clifford parallel invariant rotation planes of 25 distinct classes of (double) rotations, and are usually given as those sets.{{Sfn|Mamone, Pileio & Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes, Table 2}}|name=distinct rotations}} ===Polyhedral graph=== Considering the [[W:Adjacency matrix|adjacency matrix]] of the vertices representing the polyhedral graph of the unit-radius 120-cell, the [[W:Graph diameter|graph diameter]] is 15, connecting each vertex to its coordinate-negation at a [[W:Euclidean distance|Euclidean distance]] of 2 away (its circumdiameter), and there are 24 different paths to connect them along the polytope edges. From each vertex, there are 4 vertices at distance 1, 12 at distance 2, 24 at distance 3, 36 at distance 4, 52 at distance 5, 68 at distance 6, 76 at distance 7, 78 at distance 8, 72 at distance 9, 64 at distance 10, 56 at distance 11, 40 at distance 12, 12 at distance 13, 4 at distance 14, and 1 at distance 15. The adjacency matrix has 27 distinct eigenvalues ranging from {{sfrac|1|φ²{{radic|2}}}} ≈ 0.270, with a multiplicity of 4, to 2, with a multiplicity of 1. The multiplicity of eigenvalue 0 is 18, and the rank of the adjacency matrix is 582. The vertices of the 120-cell polyhedral graph are [[W:Vertex coloring|3-colorable]]. The graph is [[W:Eulerian path|Eulerian]] having degree 4 in every vertex. Its edge set can be decomposed into two [[W:Hamiltonian path|Hamiltonian cycles]].<ref>{{cite book| author = Carlo H. Séquin | title = Symmetrical Hamiltonian manifolds on regular 3D and 4D polytopes | date = July 2005 | pages = 463–472 | publisher = Mathartfun.com | isbn = 9780966520163 | url = https://archive.bridgesmathart.org/2005/bridges2005-463.html#gsc.tab=0 | access-date=March 13, 2023}}</ref> === Constructions === The 120-cell is the sixth in the sequence of 6 convex regular 4-polytopes (in order of size and complexity).{{Efn|name=4-polytopes ordered by size and complexity}} It can be deconstructed into ten distinct instances (or five disjoint instances) of its predecessor (and dual) the [[600-cell]],{{Efn|name=2 ways to get 5 disjoint 600-cells}} just as the 600-cell can be deconstructed into twenty-five distinct instances (or five disjoint instances) of its predecessor the [[24-cell|24-cell]],{{Efn|In the 120-cell, each 24-cell belongs to two different 600-cells.{{Sfn|van Ittersum|2020|p=435|loc=§4.3.5 The two 600-cells circumscribing a 24-cell}} The 120-cell contains 225 distinct 24-cells and can be partitioned into 25 disjoint 24-cells, so it is the convex hull of a compound of 25 24-cells.{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020|p=5|loc=§2 The Labeling of H4}}|name=two 600-cells share a 24-cell}} the 24-cell can be deconstructed into three distinct instances of its predecessor the [[W:Tesseract|tesseract]] (8-cell), and the 8-cell can be deconstructed into two disjoint instances of its predecessor (and dual) the [[16-cell|16-cell]].{{Sfn|Coxeter|1973|p=305|loc=Table VII: Regular Compounds in Four Dimensions}} The 120-cell contains 675 distinct instances (75 disjoint instances) of the 16-cell.{{Efn|The 120-cell has 600 vertices distributed symmetrically on the surface of a 3-sphere in four-dimensional Euclidean space. The vertices come in antipodal pairs, and the lines through antipodal pairs of vertices define the 300 '''rays''' [or axes] of the 120-cell. We will term any set of four mutually orthogonal rays (or directions) a '''[[W:Orthonormal basis|basis]]'''. The 300 rays form 675 bases, with each ray occurring in 9 bases and being orthogonal to its 27 distinct companions in these bases and to no other rays. The rays and bases constitute a [[W:Configuration (geometry)|geometric configuration]], which in the language of configurations is written as 300₉675₄ to indicate that each ray belongs to 9 bases, and each basis contains 4 rays.{{Sfn|Waegell|Aravind|2014|loc=§2 Geometry of the 120-cell: rays and bases|pp=3-4}} Each basis corresponds to a distinct [[16-cell#Coordinates|16-cell]] containing four orthogonal axes and six orthogonal great squares. 75 completely disjoint 16-cells containing all 600 vertices of the 120-cell can be selected from the 675 distinct 16-cells.{{Efn|name=rotated 4-simplexes are completely disjoint}}|name=rays and bases}} The reverse procedure to construct each of these from an instance of its predecessor preserves the radius of the predecessor, but generally produces a successor with a smaller edge length. The 600-cell's edge length is ~0.618 times its radius (the inverse [[W:Golden ratio|golden ratio]]), but the 120-cell's edge length is ~0.270 times its radius. The 120-cell is also the convex hull of the regular compound of 120 disjoint regular 5-cells. This can be seen to be equivalent to the compound of 5 disjoint 600-cells, as follows. Beginning with a single 120-point 600-cell, expand each vertex into a regular 5-cell. For each of the 120 vertices, add 4 new equidistant vertices, such that the 5 vertices form a regular 5-cell inscribed in the 3-sphere. The 120 5-cells are disjoint, and the 600 vertices form 5 disjoint 120-point 600-cells: a 120-cell. ==== Dual 600-cells ==== [[File:Chiroicosahedron-in-dodecahedron.png|thumb|150px|right|Five tetrahedra inscribed in a dodecahedron. Five opposing tetrahedra (not shown) can also be inscribed.]] Since the 120-cell is the dual of the 600-cell, it can be constructed from the 600-cell by placing its 600 vertices at the center of volume of each of the 600 tetrahedral cells. From a 600-cell of unit long radius, this results in a 120-cell of slightly smaller long radius ({{sfrac|φ²|{{radic|8}}}} ≈ 0.926) and edge length of exactly 1/4. Thus the unit edge-length 120-cell (with long radius φ²{{radic|2}} ≈ 3.702) can be constructed in this manner just inside a 600-cell of long radius 4. The [[#Unit radius coordinates|unit radius 120-cell]] (with edge-length {{sfrac|1|φ²{{radic|2}}}} ≈ 0.270) can be constructed in this manner just inside a 600-cell of long radius {{sfrac|{{radic|8}}|φ²}} ≈ 1.080. [[File:Dodecahedron_vertices.svg|thumb|150px|right|One of the five distinct cubes inscribed in the dodecahedron (dashed lines). Two opposing tetrahedra (not shown) lie inscribed in each cube, so ten distinct tetrahedra (one from each 600-cell in the 120-cell) are inscribed in the dodecahedron.{{Efn|In the [[W:120-cell#Dual 600-cells|dodecahedral cell]] of the unit-radius 120-cell, the edge is the '''15.5° #1 [[#Chords|chord]]''' of the 120-cell of length <small><math>\tfrac{1}{\phi^2\sqrt{2}} \approx 0.270</math></small>. Eight {{Color|orange}} vertices lie at the Cartesian coordinates <small><math>(\pm\phi^3\sqrt{8}, \pm\phi^3\sqrt{8}, \pm\phi^3\sqrt{8})</math></small> relative to origin at the cell center. They form a cube (dashed lines) whose edges are the '''25.2° #2 chord''' of length <small><math>\tfrac{1}{\phi\sqrt{2}} \approx 0.437</math></small> (the pentagon diagonal). The face diagonals of the cube (not drawn) are the '''36° #3 chord''' of length <small><math>\tfrac{1}{\phi} \approx 0.618</math></small> (the edges of two 600-cell tetrahedron cells inscribed in the cube). The next largest '''41.1° chord''' has length <small><math>\tfrac{1}{\sqrt{2}} \approx 0.707</math></small>. The diameter of the dodecahedron is the '''44.5° #4 chord''' of length <small><math>\tfrac{\sqrt{3}}{\phi\sqrt{2}} \approx 0.757</math></small> (the cube diagonal). If the #4 diameter is extended outside the dodecahedron in a straight line in the curved space of the 3-sphere, it is colinear with a #1 edge belonging to three neighboring dodecahedron cells, and the combined '''60° #5 chord''' has length <small><math>\sqrt{1}</math></small> (an edge of an inscribed 24-cell). If this 60° combined #4 plus #1 geodesic is further extended in a straight line by another #4 chord (the diameter of a further cell), the combined '''104.5° #8 chord''' has length <small><math>\tfrac{\sqrt{5}}{\sqrt{2}} \approx 1.581</math></small> (an edge of an inscribed regular 5-cell).|name=dodecahedral cell metrics}}]] Reciprocally, the unit-radius 120-cell can be constructed just outside a 600-cell of slightly smaller long radius {{sfrac|φ²|{{radic|8}}}} ≈ 0.926, by placing the center of each dodecahedral cell at one of the 120 600-cell vertices. The 120-cell whose coordinates are given [[#√8 radius coordinates|above]] of long radius {{Radic|8}} = 2{{Radic|2}} ≈ 2.828 and edge-length {{sfrac|2|φ²}} = 3−{{radic|5}} ≈ 0.764 can be constructed in this manner just outside a 600-cell of long radius φ², which is smaller than {{Radic|8}} in the same ratio of ≈ 0.926; it is in the golden ratio to the edge length of the 600-cell, so that must be φ. The 120-cell of edge-length 2 and long radius φ²{{Radic|8}} ≈ 7.405 given by Coxeter{{Sfn|Coxeter|1973|loc=Table I(ii); "120-cell"|pp=292-293}} can be constructed in this manner just outside a 600-cell of long radius φ⁴ and edge-length φ³. Therefore, the unit-radius 120-cell can be constructed from its predecessor the unit-radius 600-cell in three reciprocation steps. ==== Cell rotations of inscribed duals ==== Since the 120-cell contains inscribed 600-cells, it contains its own dual of the same radius. The 120-cell contains five disjoint 600-cells (ten overlapping inscribed 600-cells of which we can pick out five disjoint 600-cells in two different ways), so it can be seen as a compound of five of its own dual (in two ways). The vertices of each inscribed 600-cell are vertices of the 120-cell, and (dually) each dodecahedral cell center is a tetrahedral cell center in each of the inscribed 600-cells. The dodecahedral cells of the 120-cell have tetrahedral cells of the 600-cells inscribed in them.{{Sfn|Sullivan|1991|loc=The Dodecahedron|pp=4-5}} Just as the 120-cell is a compound of five 600-cells (in two ways), the dodecahedron is a compound of five regular tetrahedra (in two ways). As two opposing tetrahedra can be inscribed in a cube, and five cubes can be inscribed in a dodecahedron, ten tetrahedra in five cubes can be inscribed in a dodecahedron: two opposing sets of five, with each set covering all 20 vertices and each vertex in two tetrahedra (one from each set, but not the opposing pair of a cube obviously).{{Sfn|Coxeter, du Val, Flather & Petrie|1938|p=4|ps=; "Just as a tetrahedron can be inscribed in a cube, so a cube can be inscribed in a dodecahedron. By reciprocation, this leads to an octahedron circumscribed about an icosahedron. In fact, each of the twelve vertices of the icosahedron divides an edge of the octahedron according to the "[[W:Golden section|golden section]]". Given the icosahedron, the circumscribed octahedron can be chosen in five ways, giving a [[W:Compound of five octahedra|compound of five octahedra]], which comes under our definition of [[W:Stellated icosahedron|stellated icosahedron]]. (The reciprocal compound, of five cubes whose vertices belong to a dodecahedron, is a stellated [[W:Triacontahedron|triacontahedron]].) Another stellated icosahedron can at once be deduced, by stellating each octahedron into a [[W:Stella octangula|stella octangula]], thus forming a [[W:Compound of ten tetrahedra|compound of ten tetrahedra]]. Further, we can choose one tetrahedron from each stella octangula, so as to derive a [[W:Compound of five tetrahedra|compound of five tetrahedra]], which still has all the rotation symmetry of the icosahedron (i.e. the icosahedral group), although it has lost the reflections. By reflecting this figure in any plane of symmetry of the icosahedron, we obtain the complementary set of five tetrahedra. These two sets of five tetrahedra are enantiomorphous, i.e. not directly congruent, but related like a pair of shoes. [Such] a figure which possesses no plane of symmetry (so that it is enantiomorphous to its mirror-image) is said to be ''[[W:Chiral|chiral]]''."}} This shows that the 120-cell contains, among its many interior features, 120 [[W:Compound of ten tetrahedra|compounds of ten tetrahedra]], each of which is dimensionally analogous to the whole 120-cell as a compound of ten 600-cells.{{Efn|The 600 vertices of the 120-cell can be partitioned into those of 5 disjoint inscribed 120-vertex 600-cells in two different ways.{{Sfn|Waegell|Aravind|2014|pp=5-6}} The geometry of this 4D partitioning is dimensionally analogous to the 3D partitioning of the 20 vertices of the dodecahedron into 5 disjoint inscribed tetrahedra, which can also be done in two different ways because [[#Cell rotations of inscribed duals|each dodecahedral cell contains two opposing sets of 5 disjoint inscribed tetrahedral cells]]. The 120-cell can be partitioned in a manner analogous to the dodecahedron because each of its dodecahedral cells contains one tetrahedral cell from each of the 10 inscribed 600-cells.|name=2 ways to get 5 disjoint 600-cells}} All ten tetrahedra can be generated by two chiral five-click rotations of any one tetrahedron. In each dodecahedral cell, one tetrahedral cell comes from each of the ten 600-cells inscribed in the 120-cell.{{Efn|The 10 tetrahedra in each dodecahedron overlap; but the 600 tetrahedra in each 600-cell do not, so each of the 10 must belong to a different 600-cell.}} Therefore the whole 120-cell, with all ten inscribed 600-cells, can be generated from just one 600-cell by rotating its cells. ==== Augmentation ==== Another consequence of the 120-cell containing inscribed 600-cells is that it is possible to construct it by placing [[W:Hyperpyramid|4-pyramid]]s of some kind on the cells of the 600-cell. These tetrahedral pyramids must be quite irregular in this case (with the apex blunted into four 'apexes'), but we can discern their shape in the way a tetrahedron lies inscribed in a [[W:Regular dodecahedron#Cartesian coordinates|dodecahedron]].{{Efn|name=truncated apex}} Only 120 tetrahedral cells of each 600-cell can be inscribed in the 120-cell's dodecahedra; its other 480 tetrahedra span dodecahedral cells. Each dodecahedron-inscribed tetrahedron is the center cell of a [[600-cell#Icosahedra|cluster of five tetrahedra]], with the four others face-bonded around it lying only partially within the dodecahedron. The central tetrahedron is edge-bonded to an additional 12 tetrahedral cells, also lying only partially within the dodecahedron.{{Efn|As we saw in the [[600-cell#Cell clusters|600-cell]], these 12 tetrahedra belong (in pairs) to the 6 [[600-cell#Icosahedra|icosahedral clusters]] of twenty tetrahedral cells which surround each cluster of five tetrahedral cells.}} The central cell is vertex-bonded to 40 other tetrahedral cells which lie entirely outside the dodecahedron. ==== Weyl orbits ==== Another construction method uses [[W:Quaternion|quaternion]]s and the [[W:Icosahedral symmetry|icosahedral symmetry]] of [[W:Weyl group|Weyl group]] orbits <math>O(\Lambda)=W(H_4)=I</math> of order 120.{{Sfn|Koca|Al-Ajmi|Ozdes Koca|2011|loc=6. Dual of the snub 24-cell|pp=986-988}} The following describe <math>T</math> and <math>T'</math> [[24-cell|24-cell]]s as quaternion orbit weights of D4 under the Weyl group W(D4):<br/> O(0100) : T = {±1,±e1,±e2,±e3,(±1±e1±e2±e3)/2}<br/> O(1000) : V1<br/> O(0010) : V2<br/> O(0001) : V3 <math display="block">T'=\sqrt{2}\{V1\oplus V2\oplus V3 \} = \begin{pmatrix} \frac{-1-e_1}{\sqrt{2}} & \frac{1-e_1}{\sqrt{2}} & \frac{-1+e_1}{\sqrt{2}} & \frac{1+e_1}{\sqrt{2}} & \frac{-e_2-e_3}{\sqrt{2}} & \frac{e_2-e_3}{\sqrt{2}} & \frac{-e_2+e_3}{\sqrt{2}} & \frac{e_2+e_3}{\sqrt{2}} \\ \frac{-1-e_2}{\sqrt{2}} & \frac{1-e_2}{\sqrt{2}} & \frac{-1+e_2}{\sqrt{2}} & \frac{1+e_2}{\sqrt{2}} & \frac{-e_1-e_3}{\sqrt{2}} & \frac{e_1-e_3}{\sqrt{2}} & \frac{-e_1+e_3}{\sqrt{2}} & \frac{e_1+e_3}{\sqrt{2}} \\ \frac{-e_1-e_2}{\sqrt{2}} & \frac{e_1-e_2}{\sqrt{2}} & \frac{-e_1+e_2}{\sqrt{2}} & \frac{e_1+e_2}{\sqrt{2}} & \frac{-1-e_3}{\sqrt{2}} & \frac{1-e_3}{\sqrt{2}} & \frac{-1+e_3}{\sqrt{2}} & \frac{1+e_3}{\sqrt{2}} \end{pmatrix};</math> With quaternions <math>(p,q)</math> where <math>\bar p</math> is the conjugate of <math>p</math> and <math>[p,q]:r\rightarrow r'=prq</math> and <math>[p,q]^*:r\rightarrow r''=p\bar rq</math>, then the [[W:Coxeter group|Coxeter group]] <math>W(H_4)=\lbrace[p,\bar p] \oplus [p,\bar p]^*\rbrace </math> is the symmetry group of the [[600-cell]] and the 120-cell of order 14400. Given <math>p \in T</math> such that <math>\bar p=\pm p^4, \bar p^2=\pm p^3, \bar p^3=\pm p^2, \bar p^4=\pm p</math> and <math>p^\dagger</math> as an exchange of <math>-1/\varphi \leftrightarrow \varphi</math> within <math>p</math>, we can construct: * the [[W:Snub 24-cell|snub 24-cell]] <math>S=\sum_{i=1}^4\oplus p^i T</math> * the [[600-cell]] <math>I=T+S=\sum_{i=0}^4\oplus p^i T</math> * the 120-cell <math>J=\sum_{i,j=0}^4\oplus p^i\bar p^{\dagger j}T'</math> * the alternate snub 24-cell <math>S'=\sum_{i=1}^4\oplus p^i\bar p^{\dagger i}T'</math> * the [[W:Dual snub 24-cell|dual snub 24-cell]] = <math>T \oplus T' \oplus S'</math>. === As a configuration === This [[W:Regular 4-polytope#As configurations|configuration matrix]] represents the 120-cell. The rows and columns correspond to vertices, edges, faces, and cells. The diagonal numbers say how many of each element occur in the whole 120-cell. The nondiagonal numbers say how many of the column's element occur in or at the row's element.{{Sfn|Coxeter|1973|loc=§1.8 Configurations}}{{Sfn|Coxeter|1991|p=117}} <math>\begin{bmatrix}\begin{matrix}600 & 4 & 6 & 4 \\ 2 & 1200 & 3 & 3 \\ 5 & 5 & 720 & 2 \\ 20 & 30 & 12 & 120 \end{matrix}\end{bmatrix}</math> Here is the configuration expanded with ''k''-face elements and ''k''-figures. The diagonal element counts are the ratio of the full [[W:Coxeter group|Coxeter group]] order, 14400, divided by the order of the subgroup with mirror removal. {| class=wikitable !H₄||{{Coxeter–Dynkin diagram|node_1|5|node|3|node|3|node}} ! [[W:K-face|''k''-face]]||f_k||f₀ || f₁||f₂||f₃||[[W:vertex figure|''k''-fig]] !Notes |- align=right |A₃ || {{Coxeter–Dynkin diagram|node_x|2|node|3|node|3|node}} ||( ) !f₀ || 600 || 4 || 6 || 4 ||[[W:Regular tetrahedron|{3,3}]] || H₄/A₃ = 14400/24 = 600 |- align=right |A₁A₂ ||{{Coxeter–Dynkin diagram|node_1|2|node_x|2|node|3|node}} ||{ } !f₁ || 2 || 1200 || 3 || 3 || [[W:Equilateral triangle|{3}]] || H₄/A₂A₁ = 14400/6/2 = 1200 |- align=right |H₂A₁ ||{{Coxeter–Dynkin diagram|node_1|5|node|2|node_x|2|node}} ||[[W:Pentagon|{5}]] !f₂ || 5 || 5 || 720 || 2 || { } || H₄/H₂A₁ = 14400/10/2 = 720 |- align=right |H₃ ||{{Coxeter–Dynkin diagram|node_1|5|node|3|node|2|node_x}} ||[[W:Regular dodecahedron|{5,3}]] !f₃ || 20 || 30 || 12 ||120|| ( ) || H₄/H₃ = 14400/120 = 120 |} == Visualization == The 120-cell consists of 120 dodecahedral cells. For visualization purposes, it is convenient that the dodecahedron has opposing parallel faces (a trait it shares with the cells of the [[W:Tesseract|tesseract]] and the [[24-cell|24-cell]]). One can stack dodecahedrons face to face in a straight line bent in the 4th direction into a great circle with a circumference of 10 cells. Starting from this initial ten cell construct there are two common visualizations one can use: a layered stereographic projection, and a structure of intertwining rings.{{Sfn|Sullivan|1991|p=15|loc=Other Properties of the 120-cell}} === Layered stereographic projection === The cell locations lend themselves to a hyperspherical description.{{Sfn|Schleimer & Segerman|2013|p=16|loc=§6.1. Layers of dodecahedra}} Pick an arbitrary dodecahedron and label it the "north pole". Twelve great circle meridians (four cells long) radiate out in 3 dimensions, converging at the fifth "south pole" cell. This skeleton accounts for 50 of the 120 cells (2 + 4 × 12). Starting at the North Pole, we can build up the 120-cell in 9 latitudinal layers, with allusions to terrestrial 2-sphere topography in the table below. With the exception of the poles, the centroids of the cells of each layer lie on a separate 2-sphere, with the equatorial centroids lying on a great 2-sphere. The centroids of the 30 equatorial cells form the vertices of an [[W:Icosidodecahedron|icosidodecahedron]], with the meridians (as described above) passing through the center of each pentagonal face. The cells labeled "interstitial" in the following table do not fall on meridian great circles. {| class="wikitable" |- ! Layer # ! Number of Cells ! Description ! Colatitude ! Region |- | style="text-align: center" | 1 | style="text-align: center" | 1 cell | North Pole | style="text-align: center" | 0° | rowspan="4" | Northern Hemisphere |- | style="text-align: center" | 2 | style="text-align: center" | 12 cells | First layer of meridional cells / "[[W:Arctic Circle|Arctic Circle]]" | style="text-align: center" | 36° |- | style="text-align: center" | 3 | style="text-align: center" | 20 cells | Non-meridian / interstitial | style="text-align: center" | 60° |- | style="text-align: center" | 4 | style="text-align: center" | 12 cells | Second layer of meridional cells / "[[W:Tropic of Cancer|Tropic of Cancer]]" | style="text-align: center" | 72° |- | style="text-align: center" | 5 | style="text-align: center" | 30 cells | Non-meridian / interstitial | style="text-align: center" | 90° | style="text-align: center" | Equator |- | style="text-align: center" | 6 | style="text-align: center" | 12 cells | Third layer of meridional cells / "[[W:Tropic of Capricorn|Tropic of Capricorn]]" | style="text-align: center" | 108° | rowspan="4" | Southern Hemisphere |- | style="text-align: center" | 7 | style="text-align: center" | 20 cells | Non-meridian / interstitial | style="text-align: center" | 120° |- | style="text-align: center" | 8 | style="text-align: center" | 12 cells | Fourth layer of meridional cells / "[[W:Antarctic Circle|Antarctic Circle]]" | style="text-align: center" | 144° |- | style="text-align: center" | 9 | style="text-align: center" | 1 cell | South Pole | style="text-align: center" | 180° |- ! Total ! 120 cells ! colspan="3" | |} The cells of layers 2, 4, 6 and 8 are located over the faces of the pole cell. The cells of layers 3 and 7 are located directly over the vertices of the pole cell. The cells of layer 5 are located over the edges of the pole cell. === Intertwining rings === [[Image:120-cell rings.jpg|right|thumb|300px|Two intertwining rings of the 120-cell.]] [[File:120-cell_two_orthogonal_rings.png|thumb|300px|Two orthogonal rings in a cell-centered projection]] The 120-cell can be partitioned into 12 disjoint 10-cell great circle rings, forming a discrete/quantized [[W:Hopf fibration|Hopf fibration]].{{Sfn|Coxeter|1970|loc=§9. The 120-cell and the 600-cell|pp=19-23}}{{Sfn|Schleimer & Segerman|2013|pp=16-18|loc=§6.2. Rings of dodecahedra}}{{Sfn|Banchoff|2013}}{{Sfn|Zamboj|2021|pp=6-12|loc=§2 Mathematical background}}{{Sfn|Sullivan|1991|loc=Other Properties of the 120-cell|p=15}} Starting with one 10-cell ring, one can place another ring alongside it that spirals around the original ring one complete revolution in ten cells. Five such 10-cell rings can be placed adjacent to the original 10-cell ring. Although the outer rings "spiral" around the inner ring (and each other), they actually have no helical [[W:Torsion of a curve|torsion]]. They are all equivalent. The spiraling is a result of the 3-sphere curvature. The inner ring and the five outer rings now form a six ring, 60-cell solid torus. One can continue adding 10-cell rings adjacent to the previous ones, but it's more instructive to construct a second torus, disjoint from the one above, from the remaining 60 cells, that interlocks with the first. The 120-cell, like the 3-sphere, is the union of these two ([[W:Clifford torus|Clifford]]) tori. If the center ring of the first torus is a meridian great circle as defined above, the center ring of the second torus is the equatorial great circle that is centered on the meridian circle.{{Sfn|Zamboj|2021|loc=§5 Hopf tori corresponding to circles on B²|pp=23-29}} Also note that the spiraling shell of 50 cells around a center ring can be either left handed or right handed. It's just a matter of partitioning the cells in the shell differently, i.e. picking another set of disjoint ([[W:Clifford parallel|Clifford parallel]]) great circles. === Other great circle constructs === There is another great circle path of interest that alternately passes through opposing cell vertices, then along an edge. This path consists of 6 edges alternating with 6 cell diameter [[#Chords|chords]], forming an [[#Compound of five 600-cells|irregular dodecagon in a central plane]]. Both these great circle paths have dual [[600-cell#Union of two tori|great circle paths in the 600-cell]]. The 10 cell face to face path above maps to a 10 vertex path solely traversing along edges in the 600-cell, forming a [[600-cell#Decagons|decagon]].{{Efn|name=two coaxial Petrie 30-gons}} The alternating cell/edge path maps to a path consisting of 12 tetrahedrons alternately meeting face to face then vertex to vertex (six [[W:Triangular bipyramids|triangular bipyramids]]) in the 600-cell. This latter path corresponds to a [[600-cell#Icosahedra|ring of six icosahedra]] meeting face to face in the [[W:Snub 24-cell|snub 24-cell]] (or [[W:Icosahedral pyramid|icosahedral pyramids]] in the 600-cell), forming a [[600-cell#Hexagons|hexagon]]. Another great circle polygon path exists which is unique to the 120-cell and has no dual counterpart in the 600-cell. This path consists of 3 120-cell edges alternating with 3 inscribed 5-cell edges (#8 chords), forming the irregular great hexagon with alternating short and long edges [[#Chords|illustrated above]].{{Efn|name=irregular great hexagon}} Each 5-cell edge runs through the volume of three dodecahedral cells (in a ring of ten face-bonded dodecahedral cells), to the opposite pentagonal face of the third dodecahedron. This irregular great hexagon lies in the same central plane (on the same great circle) as the irregular great dodecagon described above, but it intersects only {6} of the {12} dodecagon vertices. There are two irregular great hexagons inscribed in each [[#Compound of five 600-cells|irregular great dodecagon]], in alternate positions. === 2D Orthogonal projections === [[W:Orthographic projection|Orthogonal projection]]s of the 120-cell can be done in 2D by defining two orthonormal basis vectors for a specific view direction. The 30-gonal projection was made in 1963 by [[W:B. L. Chilton|B. L. Chilton]].{{Sfn|Chilton|1964}} The H3 [[W:Decagon|decagon]]al projection shows the plane of the [[W:Van Oss polygon|van Oss polygon]]. {| class="wikitable" |+ [[W:Orthographic projection|Orthographic projection]]s by [[W:Coxeter plane|Coxeter plane]]s{{Sfn|Dechant|2021|pp=18-20|loc=6. The Coxeter Plane}} |- align=center !H₄ ! - !F₄ |- align=center |[[File:120-cell graph H4.svg|240px]]<br>[30]<br>(Red=1) |[[File:120-cell t0 p20.svg|240px]]<br>[20]<br>(Red=1) |[[File:120-cell t0 F4.svg|240px]]<br>[12]<br>(Red=1) |- align=center !H₃ !A₂ / B₃ / D₄ !A₃ / B₂ |- align=center |[[File:120-cell t0 H3.svg|240px]]<br>[10]<br>(Red=5, orange=10) |[[File:120-cell t0 A2.svg|240px]]<br>[6]<br>(Red=1, orange=3, yellow=6, lime=9, green=12) |[[File:120-cell t0 A3.svg|240px]]<br>[4]<br>(Red=1, orange=2, yellow=4, lime=6, green=8) |} === 3D Perspective projections === These projections use [[W:Perspective projection|perspective projection]], from a specific viewpoint in four dimensions, projecting the model as a 3D shadow. Therefore, faces and cells that look larger are merely closer to the 4D viewpoint. A comparison of perspective projections of the 3D dodecahedron to 2D (above left), and projections of the 4D 120-cell to 3D (below right), demonstrates two related perspective projection methods, by dimensional analogy. [[W:Schlegel diagram|Schlegel diagram]]s use [[W:Perspective (graphical)|perspective]] to show depth in the dimension which has been flattened, choosing a view point ''above'' a specific cell, thus making that cell the envelope of the model, with other cells appearing smaller inside it. [[W:Stereographic projection|Stereographic projection]]s use the same approach, but are shown with curved edges, representing the spherical polytope as a tiling of a [[W:3-sphere|3-sphere]]. Both these methods distort the object, because the cells are not actually nested inside each other (they meet face-to-face), and they are all the same size. Other perspective projection methods exist, such as the rotating [[120-cell#Animations|animations]] below, which do not exhibit this particular kind of distortion, but rather some other kind of distortion (as all projections must). {| class="wikitable" style="width:540px;" |+Comparison with regular dodecahedron |- !width=80|Projection ![[W:Dodecahedron|Dodecahedron]] !120-cell |- ![[W:Schlegel diagram|Schlegel diagram]] |align=center|[[Image:Dodecahedron schlegel.svg|220px]]<br>12 pentagon faces in the plane |align=center|[[File:Schlegel wireframe 120-cell.png|220px]]<br>120 dodecahedral cells in 3-space |- ![[W:Stereographic projection|Stereographic projection]] |align=center|[[Image:Dodecahedron stereographic projection.png|220px]] |align=center|[[Image:Stereographic polytope 120cell faces.png|220px]]<br>With transparent faces |} {|class="wikitable" |- !colspan=2|Enhanced perspective projections |- |align=center|[[Image:120-cell perspective-cell-first-02.png|240px]] |Cell-first perspective projection at 5 times the distance from the center to a vertex, with these enhancements applied: * Nearest dodecahedron to the 4D viewpoint rendered in yellow * The 12 dodecahedra immediately adjoining it rendered in cyan; * The remaining dodecahedra rendered in green; * Cells facing away from the 4D viewpoint (those lying on the "far side" of the 120-cell) culled to minimize clutter in the final image. |- |align=center|[[Image:120-cell perspective-vertex-first-02.png|240px]] |Vertex-first perspective projection at 5 times the distance from center to a vertex, with these enhancements: * Four cells surrounding nearest vertex shown in 4 colors * Nearest vertex shown in white (center of image where 4 cells meet) * Remaining cells shown in transparent green * Cells facing away from 4D viewpoint culled for clarity |} === Animations === {|class="wikitable" !colspan=2|Projections to 3D of a 4D 120-cell performing a [[W:SO(4)#Geometry of 4D rotations|simple rotation]] |- |align=center|[[File:120-cell.gif|256px]] |align=center|[[File:120-cell-inner.gif|256px]] |- |From outside the [[W:3-sphere|3-sphere]] in 4-space. |Inside the [[600-cell#Boundary envelopes|3D surface]] of the 3-sphere. |} In all the above projections of the 120-cell, only the edges of the 120-cell appear. All the other [[#Chords|chords]] are not shown. 600 chords converge at ''each'' of the 600 vertices. The complex [[#Relationships among interior polytopes|interior parts]] of the 120-cell, all its inscribed 600-cells, 24-cells, 8-cells, 16-cells and 5-cells, are completely invisible in all illustrations. The viewer must imagine them.{{Efn|[[File:Omnitruncated_120-cell_Coxeter_sections-subsections_projected_from_4D.svg|thumb|A full display of each section's orbits along with sub-section orbits in the 14400-point omnitruncated 120-cell.]]The 120-cell has <small><math>600^2 = 360,000</math></small> distinct chords. With all of its chords ''and their intersections'' it is the 14400 vertex [[W:Omnitruncation|omnitruncated]] 120-cell, which is identical to the omnitruncated 600-cell given the symmetry of their Coxeter-Dynkin diagrams.}} The following animation is an exception which does show some interior chords, although it does not reveal the inscribed 4-polytopes. {| class=wikitable width=540 !colspan=1|Coxeter section views |- |align=center|[[File:Cell120-OmniTruncated-Sections.webm|300px]]<br>Sections of an omnitrucated 4D 600/120-cell 97 frames (=48x2 L/R+1 Center) shown in 4D to 3D [[W:Flatland|Flatland]]er views. The center section is highlighted by also showing it as a combined set of convex hulls. |} == Related polyhedra and honeycombs== === H₄ polytopes === The 120-cell is one of 15 regular and uniform polytopes with the same H₄ symmetry [3,3,5]:{{Sfn|Denney, Hooker, Johnson, Robinson, Butler & Claiborne|2020}} {{H4_family}} === {p,3,3} polytopes === The 120-cell is similar to three [[W:Regular 4-polytope|regular 4-polytopes]]: the [[5-cell|5-cell]] {3,3,3} and [[W:Tesseract|tesseract]] {4,3,3} of Euclidean 4-space, and the [[W:Hexagonal tiling honeycomb|hexagonal tiling honeycomb]] {6,3,3} of hyperbolic space. All of these have a [[W:Tetrahedral|tetrahedral]] [[W:Vertex figure|vertex figure]] {3,3}: {{Tetrahedral vertex figure tessellations small}} === {5,3,p} polytopes === The 120-cell is a part of a sequence of 4-polytopes and honeycombs with [[W:Dodecahedral|dodecahedral]] cells: {{Dodecahedral_tessellations_small}} === Tetrahedrally diminished 120-cell === Since the 600-point 120-cell has 5 disjoint inscribed 600-cells, it can be diminished by the removal of one of those 120-point 600-cells, creating an irregular 480-point 4-polytope.{{Efn|The diminishment of the 600-point 120-cell to a 480-point 4-polytope by removal of one if its 600-cells is analogous to the [[600-cell#Diminished 600-cells|diminishment of the 120-point 600-cell]] by removal of one of its 5 disjoint inscribed 24-cells, creating the 96-point [[W:Snub 24-cell|snub 24-cell]]. Similarly, the 8-cell tesseract can be seen as a 16-point [[24-cell#Diminishings|diminished 24-cell]] from which one 8-point 16-cell has been removed.}} [[File:Tetrahedrally_diminished_regular_dodecahedron.png|thumb|In the [[W:Tetrahedrally diminished dodecahedron|tetrahedrally diminished dodecahedron]], 4 vertices are truncated to equilateral triangles. The 12 pentagon faces lose a vertex, becoming trapezoids.]] Each dodecahedral cell of the 120-cell is diminished by removal of 4 of its 20 vertices, creating an irregular 16-point polyhedron called the [[W:Tetrahedrally diminished dodecahedron|tetrahedrally diminished dodecahedron]] because the 4 vertices removed formed a [[#Dual 600-cells|tetrahedron inscribed in the dodecahedron]]. Since the vertex figure of the dodecahedron is the triangle, each truncated vertex is replaced by a triangle. The 12 pentagon faces are replaced by 12 trapezoids, as one vertex of each pentagon is removed and two of its edges are replaced by the pentagon's diagonal chord.{{Efn|name=face pentagon chord}} The tetrahedrally diminished dodecahedron has 16 vertices and 16 faces: 12 trapezoid faces and four equilateral triangle faces. Since the vertex figure of the 120-cell is the tetrahedron,{{Efn|Each 120-cell vertex figure is actually a low tetrahedral pyramid, an irregular [[5-cell|5-cell]] with a regular tetrahedron base.|name=truncated apex}} each truncated vertex is replaced by a tetrahedron, leaving 120 tetrahedrally diminished dodecahedron cells and 120 regular tetrahedron cells. The regular dodecahedron and the tetrahedrally diminished dodecahedron both have 30 edges, and the regular 120-cell and the tetrahedrally diminished 120-cell both have 1200 edges. The '''480-point diminished 120-cell''' may be called the '''tetrahedrally diminished 120-cell''' because its cells are tetrahedrally diminished, or the '''600-cell diminished 120-cell''' because the vertices removed formed a 600-cell inscribed in the 120-cell, or even the '''regular 5-cells diminished 120-cell''' because removing the 120 vertices removes one vertex from each of the 120 inscribed regular 5-cells, leaving 120 regular tetrahedra.{{Efn|name=inscribed 5-cells}} === Davis 120-cell manifold === The '''Davis 120-cell manifold''', introduced by {{harvtxt|Davis|1985}}, is a compact 4-dimensional [[W:Hyperbolic manifold|hyperbolic manifold]] obtained by identifying opposite faces of the 120-cell, whose universal cover gives the [[W:List of regular polytopes#Tessellations of hyperbolic 4-space|regular honeycomb]] [[W:order-5 120-cell honeycomb|{5,3,3,5}]] of 4-dimensional hyperbolic space. ==See also== *[[W:Uniform 4-polytope#The H4 family|Uniform 4-polytope family with [5,3,3] symmetry]] *[[W:57-cell|57-cell]] – an abstract regular 4-polytope constructed from 57 [[W:Hemi-dodecahedron|hemi-dodecahedra]]. *[[600-cell]] - the dual [[W:4-polytope|4-polytope]] to the 120-cell ==Notes== {{Regular convex 4-polytopes Notelist|wiki=W:}} ==Citations== {{Regular convex 4-polytopes Reflist|wiki=W:}} ==References== {{Refbegin}} {{Regular convex 4-polytopes Refs|wiki=W:}} * {{Citation | last1=Davis | first1=Michael W. | title=A hyperbolic 4-manifold | doi=10.2307/2044771 | year=1985 | journal=[[W:Proceedings of the American Mathematical Society|Proceedings of the American Mathematical Society]] | issn=0002-9939 | volume=93 | issue=2 | pages=325–328| jstor=2044771 }} *[http://www.polytope.de Four-dimensional Archimedean Polytopes] (German), Marco Möller, 2004 PhD dissertation [http://www.sub.uni-hamburg.de/opus/volltexte/2004/2196/pdf/Dissertation.pdf] {{Webarchive|url=https://web.archive.org/web/20050322235615/http://www.sub.uni-hamburg.de/opus/volltexte/2004/2196/pdf/Dissertation.pdf |date=2005-03-22 }} * {{Cite journal|last1=Schleimer|first1=Saul|last2=Segerman|first2=Henry|date=2013|title=Puzzling the 120-cell|journal=Notices Amer. Math. Soc.|volume=62|issue=11|pages=1309–1316|doi=10.1090/noti1297 |arxiv=1310.3549 |s2cid=117636740|ref={{SfnRef|Schleimer & Segerman|2013}}}} {{Refend}} ==External links== * [https://www.youtube.com/watch?v=MFXRRW9goTs/ YouTube animation of the construction of the 120-cell] Gian Marco Todesco. * [http://www.theory.org/geotopo/120-cell/ Construction of the Hyper-Dodecahedron] * [http://www.gravitation3d.com/120cell/ 120-cell explorer] &ndash; A free interactive program (requires Microsoft .Net framework) that allows you to learn about a number of the 120-cell symmetries. The 120-cell is projected to 3 dimensions and then rendered using OpenGL. [[Category:Geometry]] [[Category:Polyscheme]] 91d74mjbi82jjjpl2op8oaz1vzemuls 10 253762 2804174 2057636 2026-04-10T15:32:19Z Codename Noreste 2969951 This redirect is not semi-protected. 2804174 wikitext text/x-wiki #REDIRECT [[Template:Single+space]] 81hxfvr0f1zgccywi7jvco40ll0wtje 1 256834 2804220 2711991 2026-04-10T23:20:30Z Dc.samizdat 2856930 2804220 wikitext text/x-wiki == Wikipedia or Wikiversity? == This is very cool! What distinguishes this as a [[Learning_resource|learning resource]], suitable for Wikiversity, rather than an [[w:encyclopedia|encyclopedia]] entry suitable for Wikipedia? Can you describe learning objectives and include student assignments? Does this teach students how to do something rather than describe something? Thanks! --[[User:Lbeaumont|Lbeaumont]] ([[User talk:Lbeaumont|discuss]] • [[Special:Contributions/Lbeaumont|contribs]]) 17:31, 28 November 2019 (UTC) :There is already an (earlier) version of this article on Wikipedia; this version is derived from it (its complete history was copied over to Wikiversity). This Wikiversity version is an in-progress update to the Wikipedia article, which will be merged back into the Wikipedia article when complete. I'm doing it that way because I don't want to edit the Wikipedia version incrementally, and I don't want to publish my updates on Wikipedia until I have completely sourced all the material I am adding (tracked down good references for it in the literature) and perhaps gotten some review / help from other editors. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 16:47, 18 February 2021 (UTC) == Active research == {{Discuss active research}} [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 18:52, 26 May 2024 (UTC) == A question about your Hull #8 with 60 vertices in the 120-cell == Hi @[[W:User:Jgmoxness|Jgmoxness]], Many thanks for your quaternion-based contributions (and your corrections to my erroneous contributions) to the 120-cell Wikipedia article. I find myself especially interested in your "Hull #8 with 60 vertices" in your [[120-cell#Concentric hulls|Concentric Hulls illustration]]. Apparently it is a non-uniform rhombicosidodecahedron. Can you tell me more about this particular section of the 120-cell? Most of all, I would like to know its incidence in the 120-cell: in how many distinct ways can you slice a 60-point section of this shape out of the 600-point 120-cell? [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 07:30, 27 January 2025 (UTC) :Your welcome - working through these edits helps me understand my own stuff better - so thank you! Your work on the 4-polytopes in WP is impressive and your question is a good one. Yet, I don't have an answer since I haven't pondered it - but will try to help if I can. :You may have determined this already given it is the hull with Norm=√8 but see the attached for one (of 4) possible sets of orthogonal 3D (xyz, xyw, xzw, yzw) projection basis options (I used the imaginary part of the quaternions or yzw). :There are: :12 vertices from the 24-cell ({0, 0, ±2, ±2}) :24 vertices from the first snub-24-cell row ([0, ±φ^−1, ±φ, ±√5]) :24 vertices from the second snub-24-cell ([0, ±φ^−2, ±1, ±φ^2]) :Not sure if this is sufficient to determine the full incidence... :BTW - I just produced a Powerpoint that relates to how H4 (8, 16, 24, 600-cell) embeds into E8 (with a 3rd projection basis vector that gives a 2D Petrie projection on one pair of 3D cubic faces and the 2D orthonormal shadow of the 600 cell's Pentakis Icosidodecahedron on another pair of faces). I would like to hear your opinions on it - see the link to that in [https://theoryofeverything.org/theToE/2025/01/23/a-visual-overview-of-how-the-h4-600-cells-embed-into-e8/ this post]. [[W:User:Jgmoxness|Jgmoxness]] ([[User talk:Jgmoxness|discuss]] • [[Special:Contributions/Jgmoxness|contribs]]) 00:29, 28 January 2025 (UTC) Thanks for your quick reply! It will be useful to have the coordinates you provided for a Hull #8. Am I correct in my belief that Hull #8 is a central section of the 120-cell? It appears to me that hulls #1 - #7 are off-center sections, which occur in parallel pairs on either side of a central Hull #8 section. Coxeter gives them as sections 1 - 15 of {5, 3, 3} beginning with a cell (on p 299 of Regular Polytopes). Sections 1 and 15 are the same smallest section (simply the 120-cell’s dodecahedral cell) and section 8 is the largest-radius central section (bisecting the 3-sphere, like the 4D analog of an equator or great circle on an ordinary sphere). Coxeter lists sections 6 and 10 as a pair of uniform rhombicosidodecahedra, but he does not identify section 8 as a non-uniform rhombicosidodecahedron — he apparently never visualized Moxness’s Hull #8! The coordinates he gives for it match the ones you just gave me, though. So he found it first, but you were the first person to ''see'' it! My understanding of hulls is that they are 3D sections, flat 3D hyperplane slices through the 4-polytope, and that there is a complete parallel stack (of 15 of them in this case) spindled on each axis of the 4-polytope. In this case of the 120-cell sections beginning with a cell (your Hulls #1 - #8), there is a full stack of 15 parallel sections on each of the 60 axes connecting a pair of antipodal cell centers. Therefore the incidence of each kind of section is 60 * 2 = 120 for the off-center sections, which occur in parallel pairs — and indeed, the 120-cell has 120 dodecahedral cells as its sections 1 and 15 (Hull #1). There is only one central section (Hull #8) on each axis, so its incidence is only 60. If I have got the above right, there is a typo in the caption for your [[W:120-cell#Concentric hulls|Concentric Hulls Illustration in the 120-cell article]]. Only the caption below the illustration contains an error -- the labels on the hulls in the image are fine. But the caption below disagrees with the image for Hull #8. The caption states that Hulls #6 and #8 are pairs of rhombicosidodecahedrons, which is true of Hull #6 but not of Hull #8 — if it is the single central section, it is just one 60-vertex rhombicosidodecahedron. I don’t know who wrote this buggy caption for your image, it may even have been me! If you agree that it is an error, I will fix it. Explain to me, if you will, the “Overall Hull” in [[120-cell#Concentric hulls|your illustration]]. Is it also a section, but through some other hyperplane than Hulls #1 - #8? Coxeter also lists a set of 30 sections for {5,3,3} beginning with a vertex — is it one of those? Coxeter gives their coordinates, which you might be able to recognize. See pp 300-301 of Regular Polytopes. The central section beginning with a vertex is his section 15 of 30 (with 54 vertices). All the others occur in parallel pairs, spindled on the 300 axes connecting antipodal vertices. So their incidence is 600, except for the central section of which there are only 300. I didn’t know the 600-cell contained a Pentakis Icosidodecahedron — fascinating. I did know it has some isosceles triangles in it (see my [[600-cell#Golden chords|Golden Chords illustration in the 600-cell article]]). I will try to grok your powerpoint, with interest. Though I am hopelessly out of my depth above dimension 4! [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 22:23, 28 January 2025 (UTC) Re: my question about the "Overall Hull" in your illustration, I see now that it is ''not'' in fact one of the 30 sections of {5,3,3} beginning with a vertex. As your caption indicates, it is a [[W:Chamfered dodecahedron|Chamfered dodecahedron]] with 80 vertices, while the largest section beginning with a vertex in Coxeter's list has only 54 vertices. "Chamfered" means "edge-truncated", so perhaps your "Overall Hull" is a section of the 120-cell beginning with an edge? Coxeter's [[W:Regular Polytopes|Regular Polytopes]] doesn't have a list of those, unfortunately! Does it make sense that your "Overall Hull" is the 1st section of the 120-cell beginning with an edge? [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 21:49, 28 January 2025 (UTC) :Your description of Coxeter's sections vs. my projected hulls with one of the 4 xyzw to 0 is correct (section 8 is the hull 8 (largest) and 1-7 hulls are pairs of sections 1-7 (combined with or doubling the vertex counts with 15-9, respectively). Coxeter's "sections" for the 600-cell are somewhat different though, as there are only 7 sections (3+1+3) in the dissection shown in the 600-cell article (based on generating from the T quaternions). ::Coxeter also describes the 7 sections (3+1+3) shown in the 600-cell article, on page 298. They are the sections starting with a vertex, and he includes the two antipodal vertices as degenerate sections, so he lists 9 sections (4+1+4) in his table.[[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 03:51, 29 January 2025 (UTC) :As I had not really used Coxeter's Regular Polytopes book as a reference, it turns out what he is describing in the {3,3,5} 600-cell & {5,3,3} 120-cell table is the (alternate) 600-cell generated from T' - which has 15 sections (in 8 hulls). ::This Coxeter table on page 299 is the sections starting with a cell, of {3,3,5} and {5,3,3}. So apparently your (alternate) T’ projections reveal the sections starting with a cell.[[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 03:51, 29 January 2025 (UTC) :I've now generated both of these for WP as linked [https://commons.wikimedia.org/wiki/File:600-Cell_Convex_Hulls.svg#%7B%7Bint%3Afiledesc%7D%7D here] and [https://commons.wikimedia.org/wiki/File:Alternate-cell600-convex-hulls.svg#%7B%7Bint%3Afiledesc%7D%7D here]. Please add to the article as you like. You may want to replace that older blue-hue version which is IMO prettier but has less technical detail. :It is also interesting that the alternate 600-cell he describes in that table has rows of 4 vertex tetrahedons, which are really left/right chiral pairs (e.g. section 1 & 15 or 2 & 14) which form cube hulls in my projections. All the other shapes there too (I think), except the central one, are formed from chiral pairs as well. This may be new news to others, but I've been visualizing these for years w/o really thinking it was novel. It would take some digging to determine how novel it really is. ::Yes I noticed that your polyhedron images in this set of 15 600-cell sections starting with a cell do not exactly match Coxeter’s. I see that they are different because your projections superimpose both polyhedra of the pair as one object, and because they are chiral pairs (inside-out versions of each other, but the same indistinguishable object except for orientation) they combine to make a compound object (so two tetrahedra become a cube for example). Of course there really is no cube anywhere, that is an artifact of the superimposition performed by the projection — the two tetrahedra are a long way apart from each other, in parallel hyperplanes, completely orthogonal to each other on opposite sides of the 600-cell. But your visualization ''proves'' they are in inside-out orientation to each other, and that is indeed a fundamental observation. I have seen it mentioned before, for example in descriptions of how cells [[24-cell#Isoclinic rotations|turn themselves inside out during an isoclinic rotation]] as they change places with their antipodal cell, but once again your imaging is probably the first time the phenomenon has actually been ''seen''. ::Of course your two sets of 600-cell hulls (from T and T’) still leave us with the question of what exactly the 4 T hulls are. They are not the sections starting with a vertex (p 298), and they are not the T’ sections starting with a cell (p 299). I notice in your image that their tallyList has 5 entries, the first being “2”, as if the first section is a polyhedron with only 2 vertices: an edge. So these hulls are probably the sections of the 600-cell starting with an edge. ::I wonder what the “Overall Hull” of this set is — it is the Petrakis icosidodecahedron, but what section is it? It has to be a flat 3D section of the 600-cell (starting with something!). It is not an imaginary composite object created by the projection, is it? I presume there are actual Petrakis icosidodecahedra in the 600-cell, with all their vertices lying on the same sphere. I read on Wikipedia that the Petrakis icosidodecahedron is constructed by the “kis” operation, which is a sort of inverse of vertex truncation: it sucks out a pyramid on each pentagon face, creating a new apex vertex. So it seems plausible that this Petrakis icosidodecahedon “Overall Hull” is a section of the 600-cell ''starting with a face''. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 03:51, 29 January 2025 (UTC) :As for being the first person "to see" hull #8, that is a cool distinction. More interesting (IMHO) is the visualization of the other distinct [https://en.wikipedia.org/wiki/Talk:120-cell#/media/File:Alternate-120-Cell_showing_the_individual_16_concentric_hulls.svg 120-cell object (J')] constructed in a similar way as J, but from the base of the alternate (dual) 24-cell (T=D4) instead of T'. The "overall hull" of J' is a solid that has yet to be categorized at all! (maybe a Johnson solid, not sure - call it a Moxness solid for now ; -). Since it would be WP OR, I am reluctant to incorporate it into a WP article. Publishing a paper on it would be something for the future, but you saw it here (and on WP) first. ::That nondescript (as in never-before-described) polyhedron in the 120-cell is very cool indeed. Do you have counts for its vertices and faces? This is a perfect example of WP:OR which should not be added to the [[W:120-cell|Wikipedia 120-cell article]], but could be added immediately to the [[120-cell|Wikiversity 120-cell article]] — the expandable version of the Wikipedia article that I put there for researchers and students to work with. You should edit it! Even if no one notices your discovery there (no one much has yet discovered my [[Polyscheme]] project), it would cement your precedence of discovery forever, in the revision history of the Wikiversity article. Think about it. ::And of course, we should try to figure out exactly which section of the 120-cell it is. Assuming it is a real section, and not an artifact of superimposition by projection. Possibly a deeper section starting with an edge, like the chamfered dodecahedron? :::The answer is it is the vertex-first description of {5,3,3} in the form of projected hulls vs. sections. The center section (#15) is hull 16 (as he starts numbering with 0 when they are a point). The counts match exactly (hulls 1-15 are doubled section counts 0-14 & 30-16). ([[User talk:Jgmoxness|discuss]] • [[Special:Contributions/Jgmoxness|contribs]]) 07:41, 29 January 2025 (UTC) ::This is fun. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 03:51, 29 January 2025 (UTC) :Good catch on the caption for hulls 6 & 8 not being "pairs of" - now corrected. :The "overall hull" only shows the actual outer hull without any opacity and color from the underlying (i.e. smaller norm interior) solids that help form it (aka. the "combined hulls"). In the case of the (J) 120-cell, one can see that hull 6,7, and 8 form the 3D solid of the Truncated Rhombic Triacontahedron or Chamfered Dodecahedron. The 600-cell's outer hull of the Pentakis Icosidodecahedron is easier to see when showing it with the overall and combined hulls, as in this [https://en.wikipedia.org/wiki/User:Jgmoxness#/media/File:E8_as_H4_and_H4_phi_600-Cells_concentric_hulls.svg E8=H4+H4ϕ] visualization. :I also build animations of building up the hulls to show the interior structure - kind-a-fun in a geeky sort of way. [[W:User:Jgmoxness|Jgmoxness]] ([[User talk:Jgmoxness|discuss]] • [[Special:Contributions/Jgmoxness|contribs]]) 00:31, 29 January 2025 (UTC) :I hadn't seen this email before I quickly sent my draft that had been waiting for me to complete some errands today. :I don't have an issue with these emails being published (but will take care in my writing style to be less informal ; -) :As for the overall hull concept, as I mentioned in my last email - it is really a "projection" (not a "section", where orientation of the object against the plane is important) as Coxeter describes the two ways of visualizing these 4D objects. ::But although Coxeter only gives lists of two sets of sections as hulls (starting from a vertex, and starting from a cell), he was well aware that there are two other ways to cut sections: starting from an edge, and starting from a face. He just didn’t work those out. You have, I suspect, at least for some cases of them. I suspect that all your “Overall hulls” are real polyhedra, lying in just one flat 3D hyperplane sliced through the 4-polytope, and not composite fictions of the projection. I may well be wrong, but we can surely find out the truth of the matter. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 3:50, 29 January 2025 (UTC) :I prefer projection (using computer) to interactively orient and turn in 4D space. I've found a bit of Mathematica code to generate / interact with those, but have also developed my own with a little more flexibility. But unless you have Wolfram's Mathematica, PDF and SVG to WP is the best alternative. ([[User talk:Jgmoxness|discuss]] • [[Special:Contributions/Jgmoxness|contribs]]) 01:13, 29 January 2025 (UTC) :Ok, I don't (yet) have a physical copy of the book (I found a PDF copy with different page numbering and other issues) so let me find what you're seeing while I get a physical copy. :Yes, there are two (4D antipodal) vertices projected in 3D to the origin (aka. degenerate) in the T based projection of the 600-cell, but my algorithm doesn't visualize them as a hull (obviously). :You are correct in terms of the description of the "sections" (for Flatlanders, as he puts it, by MOVING the object through a stationary plane or conversely moving a plane through the object) and taking 3D snapshots at locations that have a vertex in the moving plane. Neither of the sections nor the projections are any more or less real representations of the whole 4D object. :I am "projecting" the whole object into one frame and viewing the 3D sections (individually or all at once as a combined hull or overall hull with hidden smaller norm internal vertices). A hull is simply the vertices with the same 3D distance from the origin after having set all the 4th dimension x values set to 0. All 4D object distances from the origin are of course the same (one 4D hull of a given norm or scale). :Let me create some other visualizations that will demonstrate all this for you (e.g. 4D projections like this one https://commons.wikimedia.org/wiki/File:Cell600Cmp.ogv or static / animated sectioning as Coxeter does it). :The "overall hull" of the 600-cell being a Petrakis icosidodecahedron and the 120-cell having a chamfered dodecahedron is simply what you see '''as a convex hull''' if you ignore (i.e. project to 0) one of the 4 dimensions of the object when you look at it (it doesn't matter which dimension you choose to ignore) '''and ignore all vertices inside the convex hull.''' ([[User talk:Jgmoxness|discuss]] • [[Special:Contributions/Jgmoxness|contribs]]) 07:41, 29 January 2025 (UTC) == Moxness's 60-point cell-first Hull #8 rhombicosidodecahedron == [[File:120-Cell showing the individual 8 concentric hulls and in combination.svg|thumb|left|640px| Orthogonal projections of the 120-cell by Moxness{{Sfn|Moxness: 8 concentric hulls|2022|loc=Hull #8 (lower right)|ps=; "Orthogonal projection of the 120-cell using any 3 of these Cartesian coordinate dimensions forms an outer hull of a Chamfered dodecahedron of Norm=√8. Hulls 1, 2, & 7 are each overlapping pairs of Dodecahedrons. Hull 3 is a pair of Icosidodecahedrons. Hulls 4 & 5 are each pairs of Truncated icosahedrons. Hulls 6 & 8 are Rhombicosidodecahedrons."}} using 3 of its 4 Cartesian coordinate dimensions to render 8 polyhedral hulls which are 3D sections through distinct hyperplanes. Hull #8 with 60 vertices (lower right) is a central section of the 120-cell, the 8th section starting with a cell.]] {{Clear}} Moxness's 60-point Hull #8 is a non-uniform rhombicosidodecahedron, Coxeter's 8th section of the 120-cell beginning with a cell <math>8_3</math>.{{Sfn|Coxeter|1973|p=258-259|loc=§13.9 Sections and Projections: Historical remarks|ps=; "Alicia Boole Stott (1860-1940) ... also constructed the sections i₃ of {5, 3, 3}, exhibiting the nets in her Plate V. “Diagrams VIII-XIV” refer to the sections 1₃-7₃; but 8₃ is missing. Incidentally, Diagram XIII (our 6₃) is a rhombicosidodecahedron, the Archimedean solid."}} [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 19:58, 15 February 2025 (UTC) :It is the central section beginning with a cell, lying in an equatorial hyperplane that bisects the 3-sphere. :Since there are 60 pairs of antipodal cells there are 60 such sections, which intersect at the center of the 120-cell, and elsewhere as follows. [[File:Irregular great hexagons of the 120-cell radius √2.png|thumb|Every 6 edges of the 120-cell that lie on a great circle join with 5-cell edges to form two opposing irregular great hexagons (truncated triangles). The {12} vertices also form an irregular great dodecagon with 6 120-cell edges that alternate with 6 #4 chords (44.5°). The 120-cell contains 1200 of its own edges and 1200 5-cell edges, in 200 such central planes. The 5-cell ''faces'' do not lie in central planes.]] ::The 60 rhombicosidodecahedra are non-disjoint, with each 120-cell vertex occurring in 6 rhombicosidodecahedra. ::Each pair of rhombicosidodecahedra intersects in a central plane containing 12 vertices: an irregular great {12} dodecagon of alternating #1 and #4 chords. Three rhombicosidodecahedra meet at each chord in the {12} central plane, but the plane itself occurs in four rhombicosidodecahedra. :::The 120-cell contains 200 such irregular great {12} dodecagons, with 4 intersecting at each vertex. :::10 irregular great {12} dodecagons occur in each Hull #8 rhombicosidodecahedron, with 2 intersecting at each vertex. Each rhombicosidodecahedron shares a {12} central plane with 10 other rhombicosidodecahedra. Groups of eleven rhombicosidodecahedra share central planes pairwise. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 21:01, 17 February 2025 (UTC) [[File:15 major chords.png|thumb|The major chords #1 - #15 join vertex pairs which are 1 - 15 edges apart on a Petrie polygon of the 120-cell.]] The Hull #8 chords are a subset of the [[120-cell#Chords|120-cell's 30 distinct numbered chord lengths]]. The chord lengths given below are for a {{radic|2}}-radius 120-cell. :The short edge is the pentagon face edge: chord #1 of 15.5° arc, length <small><math>1/\phi^2 \approx 0.382</math></small>. ::The little pentagon faces of Hull #8 are 120-cell faces. :The long edge is the minor chord between chords #3~4 of 41.4° arc, length 1. ::The 20 long edge triangle faces of Hull #8 are found only inside the 120-cell. They are ''not'' 5-cell faces, or 16-cell faces, or 24-cell faces, which are all larger, or 600-cell faces, which are smaller. :The 20 triangle faces are disjoint, separated from each other by rectangles and pentagons. Each triangle face is joined to three other triangle faces by a minor chord #6~6~7 of 75.5° arc, length {{radic|3}}. This is {{radic|3}} x #3~4, the rhombicosidodecahedron long edge. ::This rhombicosidodecahedron is the convex hull of 5 [[W:Truncated tetrahedron|truncated tetrahedra]], 12-point Archimedean polyhedra with 4 of these triangle faces, opposing 4 hexagon faces of length {{radic|3}}. :The rectangle face diagonal is the dodecahedral cell diameter: chord #4 of 44.5° arc, length <small><math>\sqrt{3}/\phi \approx 1.071</math></small>. It lies on the same {12} great circle as the 120-cell edges (and the 5-cell edges, see below). Chord #4 × 𝜙 is the minor chord #6~6~7 of length {{radic|3}}, above, which is a deeper chord parallel to chord #4. ::An invisible dodecahedral cell fits between two pentagon faces, touching them with its opposite edges. The two pentagon faces belong to dodecahedral cells that are only edge-bonded (not face-bonded) to the invisible dodecahedral cell between them. :This rhombicosidodecahedron is also the convex hull of 5 cuboctahedra, the central section of the 600-cell beginning with a cell <math>8^J_3</math>. The rhombicosidodecahedron contains all the #5, #7, #10 and #15 chords of those 5 inscribed cuboctahedra. ::The #7 chord of 90° arc has length 2. It is the edge chord of a great square {4} central plane. It is the only chord in this rhombicosidodecahedron which does not lie in a {12} central plane. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 22:21, 7 March 2025 (UTC) :The 10 irregular great {12} dodecagons have alternating #1 and #4 chord edges, and these other chords which are arc-sums of them: ::Arcs #1 + #4 = the 8-cell and 24-cell edge: chord #5 of 60° arc, length {{radic|2}}. ::Arcs #4 + #1 + #4 = the 5-cell edge: chord #8 of 104.5° arc, length {{radic|5}}. :::The 60 5-cell edge chords form 20 triangular 5-cell faces inscribed in the Hull #8. (These faces do ''not'' lie in the 10 irregular great {12} dodecagon central planes, only their edges do.) :::The 20 5-cell faces are completely disjoint; they do not meet at an edge or even at vertex. ::::Only two 5-cell edge chords meet at each Hull #8 vertex. Four 5-cell edges meet at each vertex of the 5-cell (in a tetrahedral vertex figure), but only two of them are chords of the same Hull #8 (edges of the same inscribed 5-cell face). The other two 5-cell edges at the vertex belong to other Hull #8s. Each 5-cell edge belongs to three Hull #8s, and each 5-cell face belongs to just one Hull #8. Each 5-cell face has an edge in each of three distinct {12} central planes. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 22:40, 7 March 2025 (UTC) ::::The Hull #8 rhombicosidodecahedron does not have any whole 5-cell tetrahedral cells inscribed in it, only 5-cell faces, from 20 completely disjoint 5-cells. :::There are 60 Hull #8 rhombicosidodecahedra in the 120-cell. They are non-disjoint, with each vertex occurring in 6 rhombicosidodecahedra. The hulls meet 6 around each vertex, and 3 around each edge, but they do not meet face-to-face, as cells do. Each pentagon face, each triangle face, and each rectangle face belongs to just one Hull #8. :::The rhombicosidodecahedra do not share interior 5-cell faces either. Each 5-cell face is inscribed in just one Hull #8. However, each of these interior 5-cell faces is shared between 2 face-bonded tetrahedral cells, in just one 5-cell. ::Arcs (#8 = #4 + #1 + #4) + #1 = chord #10 of 120° arc, length {{radic|6}}. ::[[File:Regular_star_polygon_30-11.svg|thumb|{30/11} triacontagram]]Arcs #1 + (#8 = #4 + #1 + #4) + #1 = chord #11 of 135.5° arc, length <small><math>\phi^2 \approx 2.618</math></small>. This chord is #7 × 𝜙, where #7 is the 90° arc great square edge chord. :::Groups of eleven rhombicosidodecahedra share central planes pairwise. An isoclinic rotation takes these rhombicosidodecahedra to each other, in a circuit of 11 rotational displacements of the #11 chord length. The rotation's circular isocline of eleven #11 chords is a {30/11} skew polygram. ::Arcs #11 + #4 = chord #15 of 180°, the 120-cell diameter. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 01:38, 17 February 2025 (UTC) == Moxness's 80-point cell-first Overall hull == Lower left in Moxness's illustration, above, an irregular [[W:Chamfered dodecahedron|chamfered dodecahedron]] with 12 pentagon and 30 irregular hexagon faces. 80 vertices, 60 short edges and 60 long edges. This Overall hull is isomorphic to the 60-point Hull #8 rhombicosidodecahedron central section (lower right), with 20 additional vertices added at the centers of the Hull #8 triangle faces. Both the 60-point and 80-point polyhedra can be seen as central sections of the 120-cell, in the cell-first equatorial hyperplane. But the 80-point polyhedron does not actually occur there in the 120-cell, because the extra 20 vertices are not 120-cell vertices. The 60-point Hull #8 rhombicosidodecahedron is a ''simplified section'' of the 120-cell, defined by Coxeter as the vertex set intersected by a sectioning hyperplane. The 80-point Overall hull polyhedron is an ''unsimplified section'' that includes 20 additional points where the sectioning hyperplane intersects a 120-cell ''edge''. The 120-cell contains 60 Hull #8 sections (60-vertex polyhedra), but it contains 0 Overall hull sections (80-vertex polyhedra lying in one 3-dimensional hyperplane). :However, the 120-cell does contain instances of the Overall hull 80-vertex set, just not as sections confined to a 3-dimensional hyperplane. The convex hull of the compound of 16 5-cells is an 80-vertex polychoron that is Moxness's 80-vertex Overall hull. That 80-point Overall Hull vertex set is not found anywhere in the 120-cell as a flat polyhedron, only as a polychoron. 60 of that polychoron are found in the 120-cell, as inscribed 80-point 4-polytopes, non-disjoint compounds of 16 the 120-cell's 120 inscribed 5-cells, with each of the 600 vertices shared by 8 80-point polychorons. We might describe these 4-polytopes as skew polyhedra, since they lie skew in 4 dimensions, in the same sense that a 5-point 5-cell is a skew pentagon. In fact each 80-point polychoron is several distinct 80-point skew polyhedra, the same way a 5 cell is several distinct skew Petrie pentagons.[[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 21:01, 7 April 2025 (UTC) On either side of the 60-point Hull #8 central section, there is a non-central section Hull #7, parallel to the central section and to each other, at a distance of one 120-cell edge apart from each other (6° of arc above or below the central hyperplane). Notice that Moxness's Hull #7 is a regular dodecahedron. Those two 20-point Hull #7 dodecahedra would be coincident if their corresponding vertices were not a 120-cell edge length apart in the 4th dimension. A point on the edge of each of those 20 connecting edges is intersected by the central section hyperplane, and therefore the point on the edge is a vertex of the ''unsimplified'' 80-point Overall hull central section, although it is not a vertex of the 120-cell. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 02:09, 27 March 2025 (UTC) The point on the edge intersected by the sectioning hyperplane divides the edge into golden sections. The edge length isn't the orthogonal distance between Hull #7 planes. The orthogonal distance is 12° of arc, but the edge length is 15.5° of arc, because the connecting edges are not orthogonal to the parallel hyperplanes.[[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 04:07, 27 March 2025 (UTC) :I think the statement: ::The 120-cell contains 60 Hull #8 polyhedra (60-vertex sets), but it contains 0 Overall hull polyhedra (80-vertex sets in one 3-dimensional hyperplane). :is not quite correct. If you look at the "combined hull" you see the "overall hull" is made up of the 20 points from the section 7 & 9 dodecahedrons (with two 120 cell vertex overlap per location). That means the 80-vertex chamfered dodecahedron's 80 vertices are the 60 hull #8 and 20 from either section 7 or 9 or some desired combination. :They are not "where the sectioning hyperplane intersects a 120-cell edge" - they are from the sections above. [[W:User:Jgmoxness|Jgmoxness]] ([[User talk:Jgmoxness|discuss]] • [[Special:Contributions/Jgmoxness|contribs]]) 02:26, 8 April 2025 (UTC) ::Yes, that's right, the 20 extra vertices are really there, and they are 120-cell vertices, but they are off the hyperplane containing the other 60 vertices. My point is just that your 80-vertex object does not exist as a flat 3D polyhedron in the 120-cell. You can find your 80-vertex object as an unsimplified section, which means as a 3D polyhedron lying in a 3D section hyperplane. But in that case its 20 extra vertices are not 120-cell vertices, they are edge intersections of the sectioning hyperplane. You can also find your 80-vertex polytope in the 120-cell with all 80 vertices as actual 120-cell vertices, but in that case, all 80 vertices cannot lie in the same 3D hyperplane. 20 of them are above or below the hyperplane containing the other 60 vertices. So the 80-vertex object is not a 3D polyhedron, like your other cell-first section hulls #1 - #8 which really are 3D polyhedra lying just in one hyperplane. The 80-vertex object lies on the 3-sphere, not the 2-sphere, an 80-vertex 4-polytope occupying all 4 dimensions, not a 3D polyhedron. Your chamfered dodecahedron rendering is a projection of that 4-polytope's outer hull to a 3-dimensional polyhedron, a shadow. The actual 80-vertex object only exists as a 4-polytope, there is no actual 80-vertex flat 3-polytope in the 120-cell, your image is a shadow of a 4-polytope. But the 80-vertex 4-polytope does exist in the 120-cell. ::Your chamfered dodecahedron is the Outer hull of an 80-vertex 4-polytope. It is just the outer hull, so its 30 hexagons and 12 pentagons are only some of its faces. It is a 4-polytope, so it has 3-polytope cells. Each pentagon face is a face of one of the 120-cell's dodecahedral cells. Each irregular hexagon face is a section of another of the 120-cell's dodecahedral cells. The hexagon's long edges are pentagon face diagonals, and the hexagon's 3 diameters are dodecahedral cell diameters: the irregular hexagon face is a central section of a dodecahedron cell. Since this chamfered dodecahedron overall hull is a 4-polytope, its pentagon and hexagon faces must be faces of polyhedrons, the cells of the 4-polytope. Exactly what shape are those cells? The overall hull is a 42-cell 4-polytope, inscribed in the 120-cell. I think there are 60 of them in the 120-cell, with each of the 600 vertices shared by 8 42-cells. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 19:23, 10 April 2025 (UTC) == Sections 2 and 28 beginning with a vertex == Section 2 is the third section beginning with a vertex (the second non-point section). Section 0 is the vertex itself, and section 1 is the 120-cell vertex figure, a tetrahedron whose edges are 120-cell edges (the #1 chord). Section 2 is a 12-vertex semi-regular [[W:Truncated tetrahedron|truncated tetrahedron]] with two edge lengths, [[120-cell#Chords|the #1 and #2 chords]]. It's worth noticing that another name for a truncated tetrahedron is truncated cuboctahedron. The [[W:Cuboctahedron|cuboctahedron]] has four central planes that contain great hexagons, inclined at 60° to each other. Bisecting a cuboctahedron at one of those hexagon planes produces two truncated tetrahedra. The 24-cell has 16 of those central great hexagons (of edge length 1). But section 2 of the 120-cell does not contain ''those'' great hexagons. Its hexagons are not great hexagons in central planes of the 120-cell, and they are not ''regular'' hexagons. Section 2 has four triangle faces with edge length #2 (arc 25.2°) ~= 0.437. Its semi-regular hexagon faces have alternating edges: three #2 edges, and three 120-cell edges of length #1 (arc 15.5°) ~= 0.270. <blockquote>In every section beginning with a vertex this much is true: in the #''n'' section, the #''n'' chord is an edge of the section polyhedron: the only edge length if the polyhedron is regular, or one of two edge lengths if the polyhedron is semi-regular.</blockquote> The irregular hexagon has two chord lengths: #3 (arc 36°) ~= 0.618 and #3~4 (arc 41.4°) ~= 0.707. Section 2 and section 28 are congruent polyhedra, but they lie in "inside out" spatial orientations to each other. They are exactly the same congruent polyhedra, ''not'' enantiamorphous like a pair of shoes, so their chirality is only a matter of their orientation in their environment, not an intrinsic property. It is not usual to call them ''chiral objects'' because that terminology means enantiamorphous objects. They are spatially separated identical objects that are [[W:Orientation entanglement|contextually ''entangled'' in their environment]] in a chiral relationship. They are not concentric and do not overlap in space, but if you project them both at the same time one behind the other along the ''w'' axis so that they appear to be superimposed, they form a [[W:Compound of two truncated tetrahedra|non-convex compound polyhedron]]. It must be emphasized that no such 24-vertex compound polyhedron exists anywhere in the 120-cell: it is a mere ''shadow'' of two truncated tetrahedra, which are located in two different places on opposite sides of the 120-cell. Nevertheless, it well illustrates the chiral orientation relationship of the section 2 and 28 truncated tetrahedra. Even more "shadowlike" is the convex hull of this imaginary 24-vertex polyhedron, which forms a non-uniform [[W:Rhombicuboctahedron|rhombicuboctahedron]]. This misleading projection is much less helpful as an illustration of the two truncated tetrahedra, or their special spatial-orientation chiral relationship. The rhombicuboctahedron is actually misinformation, since it posesses square and rectangle faces, and those faces simply do not exist in the actual 120-cell. There is no actual polyhedron with square or rectangle faces to be found here! Although there is this projection which "shows" them in these sections, those quadrilateral faces are illusory: artifacts of the projection method. Worse, the actual faces (triangles and hexagons) are not visible in the convex hull, which in this case is a projection that hides more than it reveals. That said, orthogonal projection to a convex hull is a hugely successful method for isolating polyhedra within 4-polytopes. It is singularly revealing, accurate, and deeply insightful, when applied to almost all sections of the uniform 4-polytopes. However, without enhancement to cull one of the section pairs, it fails entirely for those section pairs in the 120-cell that have the unusual chiral spatial-orientation relationship. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 22:48, 26 February 2025 (UTC) == Rotation polygon notation == For the 120-cell's irregular dodecagon central polygon, write: :<math>\{ 12_{1|4} \}</math> as a 120-cell-specific shorthand for the more general notation: :<math>\{ 12_{\{30/1\}|\{30/4\}} \}</math> This denotes a semi-regular polygon with alternating edges of two different lengths, the #1 and #4 chords of the triacontagon. The 120-cell's {12} central polygon has chords #1, #4, #5, #8, #10, #11 and #15, so it has many equivalent representations, such as: :<math>2\{ 6_{1|8} \}_4</math> denoting 2 irregular hexagons with alternating edges of #1 and #8 chords. These truncated triangles are inscribed in opposing positions, with their corresponding vertices separated by a #4 chord. Here is another construction of the very same irregular dodecagon polygon, as two regular hexagons rotated with respect to each other, such that their corresponding vertices are separated by a #1 chord: :<math>2{\{ 6_{5} \}}_1</math> The regular hexagons with #5 edges naturally have regular triangles with #10 edges inscribed in them, so this is yet another construction: :<math>4\{ 3_{10} \}_{1|4}</math> showing that the corresponding vertices of the triangles are separated by the alternating #1 and #4 chords. Numbered chord subscripts may be specified in either order without ambiguity, but sometimes the order is significant, as described below. Isoclinic rotations may be represented as a triplet of three sets of Clifford parallel central planes: :<math>(P_\text{left}, P_\text{isocline}, P_\text{right})</math> The rotation takes the left invariant planes to the right invariant planes in parallel, each vertex moving over a chord of the isocline planes. Left and right planes are isoclinic (separated by two equal rotation angles). They contain Clifford parallel (disjoint) great circle polygons. Isocline planes intersect both the left and right planes, and the isocline itself lies over a skew polygon in which each successive chord is from a distinct plane. The left (right) planes tilt sideways (like coins flipping) to reach the right (left) planes, while simultaneously rotating themselves (like wheels). The tilt rotation angle equals the wheel rotation angle (the rotation is isoclinic). Each vertex moves over a chord of the isocline polygon (the isocline chord), while simultaneously moving over a chord within the tilting left (right) plane (the rotation edge chord). In rotation plane specification subscripts <math>P_{a|b}</math>, the significant chord is the one which appears leftmost (<math>a</math>), as that is the chord traversed by the vertex. For example, the characteristic rotation of the 24-cell is invariant in 4 of its 16 great hexagon planes: :<math>( 4{\{ 6_{5} \}}, 8{\{ 3_{10} \}}, 4{\{ 6_{5} \}} )</math> The significant new information conveyed by this triplet, not conveyed by its three terms separately, is that in the isoclinic rotation in invariant planes rotating great circle hexagons of #5 edge chords, the vertices move through 4-space helically on geodesic circles of #10 isocline chords. The triplet describes a class of rotation, the 24-cell's characteristic rotation over its edges, that is uniquely determined by its #5 rotation edge chord and its #10 isocline chord. All the other information about the rotation class, that may be expressed by the triplet's terms or their equivalent terms in equivalent triplets, is implied. (Some additional information must be provided in order to specify a discrete rotational displacement of this class.) For example, the characteristic isoclinic rotation of the 120-cell, along its edges the {30/1} chord, takes place in these invariant {12} central planes. It includes this rotational displacement, in which each vertex is displaced over an isocline {30/4} chord to another vertex 44.5° away (the opposite vertex of a dodecahedral cell). :<math>( \{12_{1|4}\}, \{12_{4|1}\}, \{12_{1|4}\} )</math> In this example, the left, isocline, and right planes are all the same kind of irregular {12} central plane. The left and right planes rotate (like wheels) by a #1 chord, while each vertex simultaneously traverses a #4 chord in the isocline plane, as the left plane tilts sideways (like a coin flipping) into the the right plane's original location. There are 200 irregular {12} great dodecagons in the 120-cell, and an isoclinic rotation spins (and tilts) all of them at once. Our second example is the characteristic isoclinic rotation of the 5-cell. In the 120-cell it rotates all 120 5-cells in parallel, along 5-cell edges of 104.5° arc, over the {30/8} chord. The #8 chord also lies in the irregular {12} central planes, so this rotation takes place in the same invariant planes as our first example. The only difference is the angular distances of the displacement: :<math>( \{12_{8|1}\}, \{12_{8|1}\}, \{12_{8|1}\} )</math> In the 5-cell (uniquely) the isocline chord is the same chord as the edge chord, so all three angular distances are the same #8 chord. In other isoclinic rotations of regular 4-polytopes, the isocline chord is longer, a diagonal product of the left and right chords. In any isoclinic (equi-angled) rotation, the left and right chords are the same length. Our third example takes place in another kind of left and right invariant planes: :<math>( \{10_3\}, \{12_{5|1}\}, \{10_3\} )</math> This is the characteristic isoclinic rotation of the 600-cell, in decagonal invariant planes. The left and right polygons are regular {10} decagons with #3 chord edges of 36°. There are 720 regular great decagons in the 120-cell, and an isoclinc rotation spins (and tilts) all of them at once. The isocline chord in this rotation, however, is the #5 chord, which lies in a different kind of central plane: the same irregular {12} planes found in the preceding examples. [[User:Dc.samizdat|Dc.samizdat]] ([[User talk:Dc.samizdat|discuss]] • [[Special:Contributions/Dc.samizdat|contribs]]) 23:53, 2 March 2025 (UTC) lfkv14415ju8hmrrge2ebdvwv98htvm 10 259562 2804175 2397336 2026-04-10T15:33:46Z Codename Noreste 2969951 Protected "[[Template:Clade/styles.css]]": Highly visible template: Matching the parent template. 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See [[w:Category:Bibliographies of countries or regions]] and [[w:Category:Works about countries]]. This part of the [[Universal Bibliography]] is a bibliography of countries (including former countries). ==Countries== *Bateman and Egan (eds). The Encyclopedia of World Geography: A Country by Country Guide. 1993. Revised 1997. *Peter Stalker. Handbook of the World. 2000. A Guide to Countries of the World. (Oxford Guide to Countries of the World. 2nd Ed: 2004, 2nd Revised Ed: 2007 [https://books.google.co.uk/books?id=GtztAAAAMAAJ], 3rd Ed: 2010 [https://books.google.co.uk/books?id=gvKvfxkbZ1AC&pg=PP1#v=onepage&q&f=false] *Countries of the World and Their Leaders Yearbook. Gale. [https://books.google.co.uk/books?id=5etKAAAAYAAJ] [https://books.google.co.uk/books?id=p41OAAAAIAAJ] *Hutchinson Guide to Countries of the World [https://books.google.co.uk/books?id=GgpjUe4kN_IC] *The World Guide: Global Reference, Country by Country. 11th Ed: 2007 [https://books.google.co.uk/books?id=EoWoLgAACAAJ] *Spence. The World Today: A Nation-by-Nation Guide. Cassell. 1994. 1999. [https://books.google.com/books?id=Ub8qOQAACAAJ] *Worldmark Encyclopedia of the Nations [https://books.google.co.uk/books?id=I0oYAQAAMAAJ] *Kurian. Encyclopedia of the World's Nations. Facts on File. Reviews: [https://books.google.co.uk/books?id=Y1EnAQAAIAAJ] [https://books.google.co.uk/books?id=lz0RAQAAMAAJ] *Michael O'Mara. Facts about the World's Nations. 1999. [https://books.google.co.uk/books?id=mygYAAAAIAAJ] *Status of the World's Nations. 1965 [https://books.google.co.uk/books?id=sftEyRbAXMUC&pg=PP1#v=onepage&q&f=false]. 1973 [https://books.google.co.uk/books?id=kw2U_Cg2gKYC&pg=PP3#v=onepage&q&f=false]. *[[s:Author:John Alexander Hammerton|Hammerton, John Alexander]] (ed). Countries of the World. Published at the Fleetway House. 6 vols. [https://books.google.co.uk/books?id=e6IaAQAAMAAJ] [https://books.google.co.uk/books?id=K5oaAQAAMAAJ] *[[s:Author:Robert Brown (1842-1895)|Brown, Robert]]. The Countries of the World. [https://books.google.co.uk/books?id=nO0DAAAAQAAJ&pg=PP13#v=onepage&q&f=false] *A Morely Dell. The Countries of the World. (Harrap's New Geographical Series). 1932. (School certificate). Reviews: [https://books.google.co.uk/books?id=oSS9PB_Jf7AC] [https://books.google.co.uk/books?id=BicVAAAAIAAJ] [https://books.google.co.uk/books?id=5qBOAAAAIAAJ] [https://books.google.co.uk/books?id=YbwcAQAAIAAJ] [https://books.google.co.uk/books?id=sc1AAAAAIAAJ] General series: *National Geographic Countries of the World [https://books.google.co.uk/books?id=IT2wfzVIPykC] *Countries of the World. Evans Brothers. (GCSE) [https://books.google.co.uk/books?id=a3sZvWc7E1EC&pg=PA1#v=onepage&q&f=false] *One Europe. Longman. [https://search.worldcat.org/en/title/west-germany-adapted-by-lj-russon-from-the-original-german-by-sylvia-lof-ingrid-mallberg-dietrich-rosenthal/oclc/561591761] *Collier's Nations of the World. The Nations of the World: An Historical Series. [https://books.google.co.uk/books?id=VJY-AAAAYAAJ&pg=PP8#v=onepage&q&f=false] *Collier's History of Nations. The History of Nations. [https://books.google.co.uk/books?id=fmSUfTY5E80C] *The Story of the Nations. T Fisher Unwin. *The World and Its Peoples. (The Illustrated Library of the World and Its Peoples). Greystone Press, New York. *World and Its Peoples. Marshall Cavendish. [https://books.google.co.uk/books?id=oms5xjI7ba0C&pg=PA141#v=onepage&q&f=false] ==England== ===Counties=== See [[s:Portal:Counties]] * Harrison, "County Bibliography" (1886) 3 Library Chronicle [https://books.google.co.uk/books?id=Wz9FAAAAYAAJ&pg=PA49#v=onepage&q&f=false 49] General series *Victoria County History *Oxford County Histories *Pinnock's County Histories *Shire County Guides. Shire Publications. *Cambridge County Geographies *Pike's New Century Series *[[s:Page:County Churches of Cornwall.djvu/6|County Churches]]. G Allen. Avon *Moore. Avon Local History Handbook. Phillimore. 1979. [https://books.google.co.uk/books?id=h0kjAAAAMAAJ] Bibliography, p 102 Bedfordshire *Conisbee, Lewis Ralph. A Bedfordshire Bibliography. Bedfordshire Historical Record Society. Bedford. 1962. Supplements 1967, 1971, 1978. Third supplement by Threadgill. Review: 6 Archives 52 [https://books.google.co.uk/books?id=oOMZAAAAYAAJ]. See also [https://books.google.co.uk/books?id=MjspAAAAYAAJ] [https://books.google.co.uk/books?id=PejgAAAAMAAJ] *Godber. History of Bedfordshire. 1969. 1984. [https://books.google.co.uk/books?id=jdvwPQAACAAJ] *Pinnock. The History and Topography of Bedfordshire [https://books.google.co.uk/books?id=9bJYAAAAcAAJ&pg=PR3#v=onepage&q&f=false] *Parry. Select Illustrations, Historical and Topographical, of Bedfordshire [https://books.google.co.uk/books?id=UTUJAAAAQAAJ&pg=PP7#v=onepage&q&f=false] *Blyth. The History of Bedford and Visitor's Guide. 1873 [https://books.google.co.uk/books?id=IuIGAAAAQAAJ&pg=PP5#v=onepage&q&f=false] *Cambridge County Geographies [https://books.google.co.uk/books?id=kTc8AAAAIAAJ&pg=PP1#v=onepage&q&f=false] Buckinghamshire *Reed. A History of Buckinghamshire. 1993 [https://books.google.co.uk/books?id=BtkWAQAAIAAJ] Cambridgeshire *Carter. History of the County of Cambridge [https://books.google.co.uk/books?id=jXpbAAAAQAAJ&pg=PR3#v=onepage&q&f=false] *Babington. Ancient Cambridgeshire [https://books.google.co.uk/books?id=DPrCAwAAQBAJ&pg=PP1#v=onepage&q&f=false] Devon *Ravenhill and Rowe. Devon Maps and Map-makers [https://books.google.co.uk/books?id=tjf2yAEACAAJ] *Wright. A Plea for a Devonshire Bibliography. 1885 [https://books.google.co.uk/books?id=8ZUDAAAAQAAJ] Derbyshire *Woore. A Catalogue of Local Maps of Derbyshire, C.1528-1800. 2012. [https://books.google.co.uk/books?id=oWmCMwEACAAJ] *O'Neal. A Bibliography of Derbyshire Lead Mining. 1961 Essex *Cunnington. Catalogue of Books, Maps and Manuscripts, relating to or connected with the County of Essex. 1902 [https://books.google.co.uk/books?id=oIcqpibGE4MC] *"The Bibliography of Essex" (1882) 1 Antiquarian Magazine & Bibliographer [https://books.google.co.uk/books?id=dEkEAAAAQAAJ&pg=PA72#v=onepage&q&f=false 72]. See also [https://books.google.co.uk/books?id=dEkEAAAAQAAJ&pg=PA283#v=onepage&q&f=false p 283]. *"The Bibliography of Essex" (1891) 5 The Essex Naturalist 30 [https://books.google.co.uk/books?id=iIo1AQAAMAAJ] *Moon. Essex Literature. 1900. Review: 61 Literary World 438 [https://books.google.co.uk/books?id=2T0ZAAAAYAAJ] See also [https://books.google.co.uk/books?id=1Y4UAQAAIAAJ] [https://books.google.co.uk/books?id=C_pEAAAAMAAJ] *Fenn and Lowery, "An Essex Bibliography", Journal of the South West Essex Technical College, vols 2 & 3 *Victoria County History bibliography. 1959 [https://books.google.co.uk/books?id=F2EJAQAAIAAJ] *O'Leary, John Gerard. A Supplement to the Essex Bibliography. Dagenham. 1962. *A Bibliography of Essex Archaeology & History *Essex and Dagenham: A Catalogue of Books, Pamphlets and Maps. Dagenham. 1961 *Essex Archaeology and History: The Transactions of the Essex Society for Archaeological and History [https://books.google.co.uk/books?id=CtFAAAAAYAAJ] *Essex Naturalist: Being the Journal of the Essex Field Club *Wright. The History and Topography of the County of Essex [https://books.google.co.uk/books?id=SgQVAAAAQAAJ&pg=PP9#v=onepage&q&f=false] *Ogborne, The History of Essex [https://books.google.co.uk/books?id=IeVSAAAAcAAJ&pg=PP5#v=onepage&q&f=false] *Suckling. Memorials of the Antiquities and Architecture, Family History and Heraldry of the County of Essex [https://books.google.co.uk/books?id=bcw_AAAAcAAJ&pg=PP7#v=onepage&q&f=false] *Hunter, The Essex Landscape: A Study of Its Form and History [https://books.google.co.uk/books?id=w9kWAQAAIAAJ] *Cambridge County Geography [https://books.google.co.uk/books?id=GPHa_X_0qo0C&pg=PR3#v=onepage&q&f=false] *Sokoll. Essex  Pauper Letters, 1731-1837 [https://books.google.co.uk/books?id=rCLia7XlqtMC&pg=PP1#v=onepage&q&f=false] *Morant. The History and Antiquities of Colchester in the County of Essex [https://books.google.co.uk/books?id=DDgtAAAAYAAJ&pg=PP9#v=onepage&q&f=false] *Wallen. The History and Antiquities of the Round Church at Little Maplestead, Essex [https://books.google.co.uk/books?id=FPYVAAAAYAAJ&pg=PR1#v=onepage&q&f=false] Kent *Smith. Bibliotheca Cantiana. 1837. [https://books.google.co.uk/books?id=1dJDAAAAYAAJ&pg=PP11#v=onepage&q&f=false] Leicestershire *Kirkby, C V (compiler). Catalogue of the books, pamphlets, &c., relating to Leicestershire in the Central Reference Library. Leicester Free Public Libraries. 1893. Reviews: [https://books.google.co.uk/books?id=3boqAQAAIAAJ&pg=PA84#v=onepage&q&f=false] [https://books.google.co.uk/books?id=UcHnAAAAMAAJ&pg=PA728#v=onepage&q&f=false] *Leicestershire and Rutland Bibliography, 1963-65 (1966) [https://books.google.co.uk/books?id=-OhVAAAAYAAJ 40] Leicestershire Archaeological and Historical Society: Transactions (1964/5) 92. Available as pdf from University of Leicester. *Leicestershire and Rutland Bibliography, 1961-63. Available as pdf from University of Leicester. *Leicestershire and Rutland Bibliography, 1960-61. Available as pdf from University of Leicester. *A Bibliography of the Small Towns in Leicestershire and Rutland, 1600–1850. (Dissertation). [https://repository.lboro.ac.uk/articles/educational_resource/A_bibliography_of_the_small_towns_in_Leicestershire_and_Rutland_1600_1850/9414200] *Loughborough's Heritage: A Bibliography of the Holdings of Leicestershire Libraries and Information Service and Record Office. [https://books.google.co.uk/books?id=Bwx2zgEACAAJ] *Keith Ambrose and Frank Williams, "Bibliography of the Geology of Leicestershire and Rutland: Part 2: 1971-2003" (2004) [https://books.google.co.uk/books?id=U-tQAQAAIAAJ 16] The Mercian Geologist 5. Available as pdf from East Midlands Geological Society. *Parsons and Brandwood. A Bibliography of Leicestershire Churches. 1978. *Education in Leicestershire: A Bibliography. [https://books.google.co.uk/books?id=X6EfzQEACAAJ] Sussex *Brent, Fletcher and McCann. Sussex in the 16th and 17th Centuries: A Bibliography. 2nd Ed [https://books.google.co.uk/books?id=I7UtAAAAYAAJ] *Farrant. Sussex in the 18th and 19th Centuries: A Bibliography. 1st Ed: 1973, 2nd Ed: 1977 [https://books.google.co.uk/books?id=MLUtAAAAYAAJ], 3rd Ed: 1979 ==France== Bibliography: *Bibliographie de la France. Commentary: Encyclopedia of Library and Information Science, vol 37, supplement 2, [https://books.google.co.uk/books?id=10rgjNvOV8oC&pg=PA145#v=onepage&q&f=false p 145]; The Bookseller, 6 January 1881, [https://books.google.co.uk/books?id=4dsiAQAAMAAJ&pg=PA10#v=onepage&q&f=false p 10]; Stein, Manuel de bibliographie générale, [https://books.google.co.uk/books?id=lJYPyKjV1qYC&pg=PA23#v=onepage&q&f=false p 23]. *Girault de Saint-Fargeau. Bibliographie historique et topographique de la France. 1845 [https://books.google.co.uk/books?id=kClB9CQNZoMC&pg=PP9#v=onepage&q&f=false] *Catalogue d'une collection d'ouvrages sur l'histoire des provinces de la France. 1842 [https://books.google.co.uk/books?id=qQBX5WZouzAC&pg=PP1#v=onepage&q&f=false] Landscape: *Beaujeu-Garnier. France. (The World's Landscapes). 1975. [https://books.google.com/books?id=nwxDAQAAIAAJ] Agenais: *Andrieu. Bibliographie générale de l’Agenais et des parties du Condomois et du Bazadais. 1886 to 1891. Reprinted 1969. Alsace: *Ristelhuber. Bibliographie alsacienne. 1869 to 1873 [https://books.google.co.uk/books?id=0mhLAQAAMAAJ&pg=PP13#v=onepage&q&f=false] *Bibliographie alsacienne: Revue critique des publications concernant l'Alsace. 1918 to 1936 *Ritter. Répertoire bibliographique des livres imprimés en Alsace aux XVe et XVIe siècles [https://books.google.co.uk/books?id=DewaAQAAMAAJ] Angoumois: *Castaigne. Essai d'une bibliothèque historique de l'Angoumois, ou Catalogue raisonné des principaux ouvrages qui traitent des différentes branches de l'histoire de cette province. 1847 [https://books.google.co.uk/books?id=R-UanmmlvAEC&pg=PP7#v=onepage&q&f=false] Anjou: *Braguier and Braguier. Archéologie en Anjou: bibliographie. 1984 [https://books.google.co.uk/books?id=LvsmAQAAIAAJ] Auvergne: *Gonot. Catalogue des ouvrages imprimés et manuscrits concernant l'Auvergne, extrait du catalogue général de la Bibliotlèque de Clermont-Fd (Puy-de-Dome). 1849. [https://books.google.co.uk/books?id=yCFtbObRCbUC&pg=PP13#v=onepage&q&f=false] *Catalogue des livres et estampes concernant l'ancienne Province d'Auvergne (Puy-de-Dôme, Cantal, Haute-Loire) réunis par feu M. G. Desbouis. 1865. [https://books.google.co.uk/books?id=Ui4S8_D0N74C&pg=PP7#v=onepage&q&f=false] Béarn *"Bibliographie Béarnaise", Revue de Pau et du Béarn [https://books.google.co.uk/books?id=FuZnAAAAMAAJ] Commentary: [https://books.google.co.uk/books?id=FQYqvPo9D9IC&pg=PA158#v=onepage&q&f=false] [https://books.google.co.uk/books?id=RL9VAAAAYAAJ] Brittany *Sacher. Bibliographie de la Bretagne, ou Catalogue général des ouvrages historiques, littéraires et scientifiques parus sur la Bretagne, avec la liste des revues publiées en cette province, les prix approximatifs des volumes rares, etc. 1881 [https://archive.org/details/bibliographiede00sach] Burgundy: *Milsand. Bibliographie bourguignonne; ou, Catalogue méthodique d'ouvrages relatifs à la Bourgogne: Sciences - Arts - Histoire. 1885 [https://archive.org/details/bibliographiebo00milsgoog] [https://archive.org/details/bibliographiebo00sciegoog] [https://books.google.co.uk/books?id=CxIIAAAAQAAJ] *Catalogue des manuscrits de la Bibliothèque royale des ducs de Bourgogne. 1842 [https://books.google.co.uk/books?id=FX5MAAAAcAAJ&pg=PR3#v=onepage&q&f=false] *The Companion Guide to Burgundy [https://books.google.co.uk/books?id=NraRP0AkDT0C&pg=PP3#v=onepage&q&f=false] *Lecat. The Golden Book of Burgundy. (The Golden Book) [https://books.google.co.uk/books?id=FyzR9qU1Zl4C&lpg=PP1&pg=PP1#v=onepage&q&f=false] *Gwynn. Burgundy: With Chapters on the Jura and Savoy. (Kitbag Travel Books). 1935 [https://books.google.co.uk/books?id=ny1LAAAAMAAJ] *Bazin. Wonderful Burgundy. 1988. 1997 [https://books.google.co.uk/books?id=Yt1CRdICWCUC] *Bailey. Burgundy. (Insight Guides). 1993 [https://books.google.co.uk/books?id=Q69a1dMW2NQC] *Dunlop. Burgundy. Hamilton.1990 [https://books.google.co.uk/books?id=S_1OAAAAMAAJ] Champagne: *Lhermitte. Ouvrages sur la Champagne: contribution à la bibliographie champenoise. 1992. [https://books.google.co.uk/books?id=jbPfAAAAMAAJ] Dauphiné: *Mélanges biographiques et bibliographiques relatifs à l'histoire littéraire du Dauphiné par Colomb de Batines et Ollivier Jules. 1837 [https://books.google.co.uk/books?id=2F5MAAAAcAAJ&pg=PR3#v=onepage&q&f=false] Lorraine: *Bibliographie lorraine. Académie nationale de Metz [https://books.google.co.uk/books?id=n-DfAAAAMAAJ] Maine: *Desportes. Bibliographie du Maine, précédée de la description topographique et hydrographique du diocése du Mans, Sarthe et Mayenne. 1844. [https://books.google.co.uk/books?id=hSk-AAAAYAAJ&pg=PR3#v=onepage&q&f=false] Normandy: *Frère. Manuel du bibliographe Normand ou dictionnaire bibliographique et historique. 1858 to 1860. [https://books.google.co.uk/books?id=dp6geJClg1YC&pg=PP13#v=onepage&q&f=false vol 1] ==Japan== Bibliography *Jozef Rogala. A Collector's Guide to Books on Japan in English: An Annotated List of Over 2500 Titles with Subject Index. 2001. [https://books.google.co.uk/books?id=7KI9ao-w2FEC&pg=PP1#v=onepage&q&f=false] *Ria Koopmans-de Bruijn. Area Bibliography of Japan. (Scarecrow Area Bibliographies). Scarecrow Press. 1998. [https://books.google.co.uk/books?id=Hlx2OMjgUi0C&pg=PR1#v=onepage&q&f=false] *Frank Joseph Shulman. Japan. (World Bibliographical Series, vol 103). Clio Press. 1989. [https://books.google.co.uk/books?id=LsoUAQAAIAAJ] *Eibun Nihon Kankei Tosho Mokuroku, 1945-1981. (Japanese: 英文日本関係図書目録, 1945-1981). (English: Catalogue of Books in English on Japan, 1945-1981). Japan Foundation. Tokyo. 1986. *Japan: analytical bibliography: with supplementary research aids: and selected data on Okinawa . . . Department of the Army. Washington. 1972. [https://books.google.co.uk/books?id=h4d4nYxrxtMC&pg=PP7#v=onepage&q&f=false] *Books on Japan in Western Languages. The International Christian University Library. 1971. [https://books.google.co.uk/books?id=F2bQAAAAMAAJ] *Books on Japan: A List of Acquisitions, 1955-1970. International House of Japan Library. 1971. [https://books.google.co.uk/books?id=F8sWAQAAIAAJ] *Fukuda. Union Catalog of Books on Japan in Western Languages. 1968. [https://books.google.co.uk/books?id=HKYyAQAAIAAJ] *A Classified List of Books in Western Languages Relating to Japan. University of Tokyo Press. 1965. [https://books.google.co.uk/books?id=U8MUAQAAIAAJ] *Katsuji Yabuki (ed). Japan Bibliographic Annual. Published by the Hokuseido Press for the Japan Writers Society. 1956 and 1957. **Japan Bibliographic Annual 1956. [https://books.google.co.uk/books?id=9XLQAAAAMAAJ] **Japan Bibliographic Annual 1957. [https://books.google.co.uk/books?id=vesSAAAAIAAJ]. Reviews: (1957) 13 Monumenta Nipponica 166 (April-July) [https://books.google.co.uk/books?id=8S1yb-iwrOwC] (1957) 25 The Oriental Economist 212 (April) [https://books.google.co.uk/books?id=QELoAAAAMAAJ] *Haring. Books on Japan: A Reference List. 1955. [https://books.google.co.uk/books?id=RbDoAAAAMAAJ] *Borton. A Selected List of Books and Articles on Japan in English, French, and German. 1940: [https://books.google.co.uk/books?id=YYIsAAAAYAAJ]. Revised and enlarged. Harvard University Press. 1954: [https://books.google.co.uk/books?id=F8O2VwJUPUkC]. **A Selected List of Books on Japan in Western Languages (1945-1960). (Studies on Asia Abroad, vol 1). The Information Centre of Asian Studies, The Toyo Bunko. 1964. [https://books.google.co.uk/books?id=i1_QAAAAMAAJ] *Oskar Nachod. Bibliography of the Japanese Empire 1906-1926. 1928. [https://archive.org/details/bibliographyofja0001oska/page/n8/mode/1up vol 1]. [https://archive.org/details/bibliographyofja0002oska/page/n6/mode/1up vol 2]. *Fr. von Wenckstern. A Bibliography of the Japanese Empire: being a Classified List of All Books, Essays and Maps in European Languages relating to Dai Nihon (Great Japan) published in Europe, America and in the East from 1859-93 . . . 1895. vol 1. [https://books.google.co.uk/books?id=dcVAAAAAYAAJ&pg=PR1#v=onepage&q&f=false] [https://books.google.co.uk/books?id=v7lO4ddqDywC&pg=PR3#v=onepage&q&f=false] **Volume 2, from 1894 to the middle of 1906. 1907. [https://archive.org/details/bibliographyofja0002frvo/page/n6/mode/1up] *Hyman Kublin. What Shall I Read on Japan? An Introductory Guide. Japan Society, New York. 1971. [https://books.google.co.uk/books?id=yRRUAAAAYAAJ] Japanese studies *An Introductory Bibliography for Japanese Studies. The Japan Foundation. [https://books.google.co.uk/books?id=53O6AAAAIAAJ] *Richard Perren. Japanese Studies from Pre-History to 1990: A Bibliographical Guide. 1992. [https://books.google.co.uk/books?id=CN9RAQAAIAAJ&pg=PP1#v=onepage&q&f=false]. "Bibliographies" at pp 1 to 3. *K.B.S. Bibliography of Standard Reference Books for Japanese Studies, with Descriptive Notes. University of Tokyo Press. [https://books.google.co.uk/books?id=95wbAAAAMAAJ] *[[w:en:Japan Forum]]. British Association for Japanese Studies. [https://www.tandfonline.com/journals/rjfo20] History and culture *John W Dower. Japanese History & Culture from Ancient to Modern Times: Seven Basic Bibliographies. 1986. [https://books.google.co.uk/books?id=NX67AAAAIAAJ&pg=PP1#v=onepage&q&f=false]. "Bibliographies & Research Guides" at chapter 6. Research guides *Mindy L Kotler. Information Gathering on Japan: A Primer. Search Associates. 1988. ISBN 9780962546006. Catalogue: [https://search.worldcat.org/zh-cn/title/Information-gathering-on-Japan-Joho-:-a-primer/oclc/20530148]. Review: (1989) [https://books.google.co.uk/books?id=NZLiAAAAMAAJ 27] Choice 82 Encyclopedias *Louis-Frédéric. Japan Encyclopedia. 2002. [https://books.google.co.uk/books?id=p2QnPijAEmEC&pg=PP1#v=onepage&q&f=false] *Japan: An Illustrated Encyclopedia. Kodansha. 1993. **Japan: Profile of a Nation. Kodansha. 1995. Revised Edition. 1999. *[[w:Kodansha Encyclopedia of Japan|Kodansha Encyclopedia of Japan]]. 1983. Supplement. 1986. [https://books.google.co.uk/books?id=WvApAQAAMAAJ] *Dorothy Perkins. Encyclopedia of Japan: Japanese History and Culture, from Abacus to Zori. Facts on File. A Roundtable Press Book. 1991. [https://books.google.co.uk/books?id=JLKGAAAAIAAJ] *Pictorial Encyclopedia of Modern Japan. Gakken. 1986. [https://books.google.co.uk/books?id=0FgKAQAAIAAJ] *Boye Layfayette De Mente. Japan Encyclopedia. 1995. [https://books.google.co.uk/books?id=f9c7AAAAMAAJ] **Boye De Mente. Everything Japanese. [The Authoritave Reference on Japan Today]. 1989. [https://books.google.co.uk/books?id=Duku89bARgoC] Media *[https://www.bbc.com/news/world-asia-pacific-15217593 Japan media guide]. News. BBC. 20 March 2023. *Masaaki Kasagi. Mass Media in Japan. (Orientation seminars on Japan, number 14). 1983. [https://books.google.co.uk/books?id=odkgAAAAIAAJ] *Routledge Handbook of Japanese Media [https://books.google.co.uk/books?id=zilKDwAAQBAJ&pg=PA1#v=onepage&q&f=false] Publishers *[https://www.publishersweekly.com/pw/by-topic/international/international-book-news/article/99729-get-to-know-these-japanese-publishing-companies.html Get to Know These Japanese Publishing Companies]. Publishers Weekly. 20 February 2026. Press and journalism *[https://reutersinstitute.politics.ox.ac.uk/digital-news-report/2025/japan Japan]. Reuters Institute for the Study of Journalism. 17 June 2025. *Marjane Aalam and Philippe Régnier. The Japanese Press and Information System. The Graduate Institute of International Studies. Geneva. [https://books.google.co.uk/books?id=RTcbAQAAIAAJ] *The Japanese Press: Past and Present. Japan Newspaper Publishers' and Editors' Association. [https://books.google.co.uk/books?id=5tcQAAAAIAAJ 1949]. *Anthony Rausch. Japanese Journalism and the Japanese Newspaper: A Supplemental Reader. [https://books.google.co.uk/books?id=mZrToQEACAAJ] *Frank L Martin. The Journalism of Japan. 1918. [https://books.google.com/books?id=ruYzAQAAMAAJ] *William De Lange. A History of Japanese Journalism. Japan Library. 1998. [https://books.google.co.uk/books?id=Rd5tb0cuz8QC&pg=PP1#v=onepage&q&f=false] *Kanesada Hanazono. The Development of Japanese Journalism. Osaka. 1924. [https://books.google.co.uk/books?id=z99ZAAAAMAAJ] *Kanesada Hanazono. Journalism in Japan and Its Early Pioneers. 1926. [https://books.google.co.uk/books?id=IGTFfLc4bq0C] *César Castellvi. A Sociology of Journalism in Japan: The Last Empire of the Press. 2024. [https://books.google.co.uk/books?id=a2z8EAAAQBAJ&pg=PR4#v=onepage&q&f=false] *"Japan". Christopher H Sterling (ed). Encyclopedia of Journalism. A Sage Reference Publication. 2009. ISBN 9780761929574. vol 3. pp [https://books.google.co.uk/books?id=ZQhDq8fPj2IC&pg=PA809#v=onepage&q&f=false 809] to 815. Press annuals *The Japanese Press. (Nihon Shinbun Kyokai). [https://books.google.co.uk/books?id=AfvyAAAAMAAJ 1979] [https://books.google.co.uk/books?id=Au3yAAAAMAAJ 1998] Summaries of the press *Daily Summary of Japanese Press Foreign correspondents *Foreign Correspondents in Japan: Reporting a Half Century of Upheavals, from 1945 to the Present. Tuttle. 1998. [https://books.google.co.uk/books?id=YI3TAgAAQBAJ&pg=PP1#v=onepage&q&f=false] Periodicals *Nunn (comp). Japanese Periodicals and Newspapers in Western Languages: An International Union List. Mansell. 1979. [https://books.google.co.uk/books?id=jEROAQAAIAAJ] *Japan Periodicals. Keizai Koho Center. 3rd Ed [https://books.google.co.uk/books?id=ATm0AAAAIAAJ]. Japan Periodicals, 1982. 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The Japan Times. 26 April 2011. *Japan Report (1955 onwards) (Consulate General of Japan, Japan Information Center). Vol 39 published in 1993. [https://books.google.co.uk/books?id=MX4BN_frv4IC&pg=PP7#v=onepage&q&f=false] editions:jYuMSMIQC-AC **Japan Information *Japan Now [https://books.google.co.uk/books?id=Nul7DRQaexMC&pg=PP7#v=onepage&q&f=false] *Japan Quarterly. (Asahi Shimbun). 1954 to 2001. [https://books.google.co.uk/books?id=nZMMAQAAMAAJ] [https://books.google.co.uk/books?id=_RwVAAAAMAAJ] 189 issues. *Japan Illustrated: The Japan Times Quarterly [Pictorial] Magazine (October 1963 to Summer 1977) 15 vols [https://books.google.co.uk/books?id=D7UThOmE8T4C] *[[w:Japan Spotlight|Japan Spotlight]]. Economy, Culture & History: Japan Spotlight: Bimonthly. [https://books.google.co.uk/books?id=i7C0AAAAIAAJ] *Focus Japan. (Japan External Trade Organization, JETRO). 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[https://books.google.co.uk/books?id=Nf5OAQAAIAAJ] **News Bulletin [https://archive.org/details/bub_gb_QcA3AQAAIAAJ/page/n2/mode/1up] *[[w:en:Metropolis (free magazine)|Metropolis]] (metropolisjapan.com) *[[w:en:Tokyo Weekender|Tokyo Weekender]] (トーキョー・ウィークエンダー) [https://www.tokyoweekender.com/japan-life/news-and-opinion/nhk-world-features-the-tokyo-weekender-magazine/] *The Japan Gazette [https://books.google.co.uk/books?id=WSopAAAAYAAJ&pg=PA1#v=onepage&q&f=false] *The Tokio Times [https://books.google.co.uk/books?id=UDfiFBu0vB4C&pg=PA1#v=onepage&q&f=false] *[[w:en:Look Japan|Look Japan]]. (Look Japan Ltd). [https://books.google.co.uk/books?id=QnO6AAAAIAAJ]. Commentary: Gale Directory of Publications and Broadcast Media [https://books.google.co.uk/books?id=ve4dAQAAMAAJ] *[[w:en:Japan Echo|Japan Echo]]. 1974 to 2010. [https://books.google.co.uk/books?id=Cmq6AAAAIAAJ] [https://books.google.co.uk/books?id=fpmEPpl-85UC] *PHP Intersect. (Where Japan Meets Asia and the World). PHP Institute. [https://books.google.co.uk/books?id=i74TAQAAMAAJ] **Intersect Japan [https://books.google.co.uk/books?id=sL8TAQAAMAAJ] *Speaking of Japan [https://books.google.co.uk/books?id=U7S0AAAAIAAJ]. [Speeches.] Newspapers See also [[w:List of newspapers in Japan]] *Tanner. English Language Newspapers in Bakumatsu Japan. 1977. [https://books.google.co.uk/books?id=a2z8EAAAQBAJ&pg=PP1#v=onepage&q&f=false] *[[w:The Japan Times|The Japan Times]] **The Japan Times: Weekly Edition [https://books.google.co.uk/books?id=KoQ-AQAAMAAJ] [https://books.google.co.uk/books?id=yYQ-AQAAMAAJ&pg=PA1#v=onepage&q&f=false] *Japan Daily Mail *Japan Weekly Mail *The Japan Chronicle **Weekly Edition [https://books.google.co.uk/books?id=vXdRAQAAIAAJ&pg=PA1#v=onepage&q&f=false] *The Japan News. (The Japan News by The Yomiuri Shimbun) **Yomiuri Japan News (from 1955) **The Yomiuri (from 1958) **The Daily Yomiuri (from 1970) *The Asahi Shimbun: Asia & Japan Watch. [https://www.asahi.com/sp/ajw/] **Asahi Evening News (from 1954) ***Tokyo Evening News (1952 to 1954) [https://ndlsearch.ndl.go.jp/books/R100000002-I000000145073] *The Mainichi. [https://mainichi.jp/english/] **Mainichi Daily News (1922 to 2001) [https://www.nytimes.com/2001/02/27/business/worldbusiness/IHT-tech-briefstop-the-presses.html] [https://ndlsearch.ndl.go.jp/books/R100000002-I000000144910] Sports newspapers; sports dailies *Louise do Rosario, "News-stand stars" in "Japan" (1992) [https://books.google.co.uk/books?id=T_GzAAAAIAAJ 155] [[w:en:Far Eastern Economic Review|Far Eastern Economic Review]], 24 to 31 December 1992, p 21 *[[w:ja:岡崎満義|Mitsuyoshi Okazaki]], "Unsportsmanlike Journalism: Japan's sports dailies may be popular, but are they sporting?" in "Sport", [[w:en:Look Japan|Look Japan]], [https://books.google.co.uk/books?id=lD3tAAAAMAAJ January 1995], p 39 News *[[w:en:Japan Today|Japan Today]] (ジャパントゥデイ). GPlusMedia. Gakken Holdings. Annuals and year books *This is Japan. Asahi Shimbun. 1954 to 1971. [https://books.google.co.uk/books?id=2X9DAQAAIAAJ]. Commentary: A Victorian Sailor's Grave in the Seto Inland Sea, p 244 [https://books.google.co.uk/books?id=OegkAgAAQBAJ&pg=PA244#v=onepage&q&f=false] *The Japan Year Book. The Japan Year Book Office. 1905 onwards. [https://archive.org/details/bub_gb_arFPAAAAMAAJ/page/n10/mode/1up 1906]. [https://archive.org/details/in.ernet.dli.2015.553496/page/n27/mode/1up 1915]. *The "Japan Gazette" Japan Year Book. The Japan Gazette. [https://archive.org/details/japan-year-book-1913-1914/page/n15/mode/1up 1913-14] *The Japan Times Year Book Almanacs *Asahi Shimbun Japan Almanac. [https://books.google.co.uk/books?id=SEEEAQAAIAAJ 1995]. *Japan Almanac. (The Mainichi Newspapers). [https://books.google.co.uk/books?id=ufAIAQAAIAAJ 1972]. [https://books.google.co.uk/books?id=X4eXWRkbtFsC 1973]. [https://books.google.co.uk/books?id=7rMrAAAAIAAJ] [https://books.google.co.uk/books?id=krMrAAAAIAAJ] *[[w:Boyé Lafayette De Mente|Boye De Mente]]. Passport's Japan Almanac. [https://books.google.co.uk/books?id=741wAAAAMAAJ] General *Japan: A Country Study. (Area Handbook series). 4th Ed: 1983: [https://books.google.co.uk/books?id=HkM5N3JNc5IC]. 5th Ed: 1992: [https://books.google.co.uk/books?id=ze-wupXxpvEC] *Area Handbook for Japan. 2nd Ed: 1964: [https://books.google.co.uk/books?id=WucdAAAAMAAJ&pg=PR1#v=onepage&q&f=false]. 3rd Ed: 1974: [https://books.google.co.uk/books?id=LG2aoq1U_eoC&pg=PR1#v=onepage&q&f=false] (DA Pam 550-30). *Colin Simpson. Picture of Japan. **Japan: An Intimate View. A S Barnes. [https://books.google.co.uk/books?id=3hkeAAAAMAAJ] **This is Japan. Angus & Robertson. [https://books.google.co.uk/books?id=HJEJAQAAIAAJ] *Japan. (The World and Its Peoples). Greystone Press, New York. 1964. Volume 1: [https://books.google.co.uk/books?id=yysUAQAAMAAJ]. Volume 2 "Japan Korea", including Korea: [https://books.google.co.uk/books?id=uQAUAQAAMAAJ]. See pp 1 to 375 for Japan, and pp 376 to 379 for Ryukyu and Bonin Islands. *Japan. (World and its Peoples: Eastern and Southern Asia, volume 8). Marshall Cavendish. 2008. ISBN 9780761476412. *Edward Seidensticker. This Country, Japan. Kodansha International. 1979. ISBN 9780870112294. [https://books.google.co.uk/books?id=88wwAQAAIAAJ] *Hall and Beardsley. Twelve Doors to Japan. McGraw-Hill. New York. 1965. [https://books.google.co.uk/books?id=0KpxAAAAMAAJ] Handbooks *Heenan (ed). The Japan Handbook. (Regional Handbooks of Economic Development). 1998. [https://books.google.co.uk/books?id=IMG2AgAAQBAJ&pg=PP1#v=onepage&q&f=false] Introduction *Introducing Japan Through Books: A Selected Bibliography. Public Information Bureau, Ministry of Foreign Affairs, Japan. 1968. [https://books.google.co.uk/books?id=FvsyAQAAIAAJ]. 2nd Ed: 1973: [https://books.google.co.uk/books?id=Vj0XAQAAMAAJ]. *Donald Ritchie. Introducing Japan. 1st Ed: 1978. Revised Ed: 1986. 6th printing: 1989: [https://books.google.co.uk/books?id=FE-nxxoKayQC]. 2nd Revised Ed: 1990. 2nd printing: 1991: [https://books.google.co.uk/books?id=hz4UAQAAIAAJ]. 1994: [https://books.google.co.uk/books?id=FMvT6m4SgIQC&pg=PP1#v=onepage&q&f=false]. *Webb. An Introduction to Japan. 2nd Ed: 1957: [https://books.google.co.uk/books?id=YQ8MAQAAIAAJ]. *Introducing Modern Japan. A publication of the Japan Information and Culture Center, Embassy of Japan. Today and yesterday *Ray Downs. Japan Yesterday and Today. Praeger Publishers. 1970. [https://books.google.co.uk/books?id=PwKxAAAAIAAJ] Today *Buckley. Japan Today. 3rd Ed [https://books.google.co.uk/books?id=thyqBtJp2DcC&pg=PP1#v=onepage&q&f=false] Contemporary *Routledge Handbook of Contemporary Japan. 2021. [https://books.google.co.uk/books?id=yfH3DwAAQBAJ&pg=PA2011#v=onepage&q&f=false] *McCargo. Contemporary Japan. 3rd Ed: 2012. [https://books.google.co.uk/books?id=8I5KEAAAQBAJ&pg=PP1#v=onepage&q&f=false] *Kingston. Contemporary Japan: History, Politics, and Social Change since the 1980s. [https://books.google.co.uk/books?id=enJQZA3R4FMC&pg=PP1#v=onepage&q&f=false] Modern *Cortazzi. Modern Japan: A Concise Survey. 1993. [https://books.google.co.uk/books?id=Cf--DAAAQBAJ&pg=PP1#v=onepage&q&f=false] The Japanese *Tasker. The Japanese: Portrait of a Nation. 1989 [https://books.google.com/books?id=Q1N8ld78wwQC] **The Japanese: A Major Exploration of Modern Japan. [https://books.google.co.uk/books?id=CW-6AAAAIAAJ] **Inside Japan: Wealth, Work and Power in the New Japanese Empire. 1987. [https://books.google.co.uk/books?id=2OJuAAAAMAAJ] Travel books *DK Eyewitness Travel: Japan. Reprinted with revisions. 2015: [https://books.google.co.uk/books?id=g2NaBgAAQBAJ&pg=PP1#v=onepage&q&f=false]. 2017: [https://books.google.co.uk/books?id=vg15DQAAQBAJ&pg=PP1#v=onepage&q&f=false]. *Dodd and Richmond. The Rough Guide to Japan. 2nd Ed: 2001: [https://books.google.co.uk/books?id=pRGq95ytWZoC&pg=PP1#v=onepage&q&f=false]. *Frommer's Japan. 5th Ed: 2000: [https://books.google.co.uk/books?id=-QC8mVyvPa8C]. *Fodor's Japan YYYY. 1984. [https://books.google.co.uk/books?id=aH2Ow27HUQ0C 1986]. [https://books.google.co.uk/books?id=3gTTf6nbv20C 1987]. 1988. **Fodor's YY Japan. [https://books.google.co.uk/books?id=9QMHllzldlYC 91]. 92. 93. **Fodor's Japan. 13th Ed: 1996: [https://books.google.co.uk/books?id=cZxZAAAAYAAJ] *The New Official Guide: Japan. Japan Travel Bureau. 1966. [https://books.google.co.uk/books?id=HoxxAAAAMAAJ] *Here is Japan. Asahi Broadcasting Corporation. [https://books.google.co.uk/books?id=8QXRCTMNG7MC] *Japan. (Nagel Travel Guide Series, vol 32). 1964. [https://books.google.co.uk/books?id=QsbXAAAAMAAJ] *Clark. All the Best in Japan: with Manila, Hong Kong, and Macao. ("All the Best" series). 1959. Reprinted 1964. [https://books.google.co.uk/books?id=yUq4YaaryrwC]. Reviews: [https://archive.dartmouthalumnimagazine.com/article/1958/6/1/all-the-best-in-japan] (1958) 110 Travel 51 [https://books.google.co.uk/books?id=UVwXAQAAMAAJ] 3 Bulletin of the Japan Society, London, No 11: June 1960, p 25 [https://books.google.co.uk/books?id=2oy74hRRXk4C] **All the Best in Japan and the Orient. 1967. Music See [[Universal Bibliography/Music#Japanese and Japan|Music of Japan]] [[Category:Countries]] 7t7c5826ikpt4vakhdjl4cnbenyku0a 10 271155 2804166 2249533 2026-04-10T15:22:16Z Codename Noreste 2969951 This uses a styles.css page. 2804166 wikitext text/x-wiki {{Documentation subpage}} {{TemplateStyles|Template:Archive top/styles.css}} <!-- Categories and interwikis go at the bottom of this page. --> == Usage == This template is used to archive discussions on a talk page or a noticeboard. Place this template '''below''' the header containing the discussion, then place [[Template:Archive bottom]] at the end of the discussion. Again: '''Place it below the header. Do not include the header, it will break archiving bots!''' == Example == <nowiki> ==Header== {{Archive top}} Hi, I would like to discuss... {{Archive bottom}}</nowiki> == See also == * [[Template:Talkarchive]] - for marking talkpages as archived and for not subsequent editing <includeonly> <!-- Categories and interwikis go here: --> [[Category:Archival templates|{{PAGENAME}}]] </includeonly> meeedr5yqtny4tkp4mgrjlmjxfnqroj 0 286295 2804180 2521682 2026-04-10T15:41:35Z CommonsDelinker 9184 Removing [[:c:File:T_robins_scrrrreeensht.png|T_robins_scrrrreeensht.png]], it has been deleted from Commons by [[:c:User:Herbythyme|Herbythyme]] because: Copyright violation, see [[:c:Commons:Licensing|]]. 2804180 wikitext text/x-wiki {{title|Chunking and goal pursuit:<br>How does chunking affect goal pursuit?}} {{MECR3|1=https://youtu.be/u810mxF0oUQ}} __TOC__ ==Overview== Sometimes reaching a goal can be an immensely overwhelming and difficult task. Maybe your assignment consists of too many parts or hitting 10 seconds on the 100m sprint seems too farfetched. In this book chapter we discuss/ analyse and critically evaluate the key psychological mechanisms involved in chunking and goal pursuit. The chapter identifies the relevance of various psychological concepts in relation to chunking and goal pursuit. Of which, these include various chunking mechanisms, goal setting theory and various case studies{{gr}}. We also aim to aid the reader in understanding how to apply chunking in the pursuit of goals. {{RoundBoxTop|theme=3}} '''Focus questions:''' * What are chunks and why are they important? * How and why do goals help? * How can we apply these theoretical concepts into everyday life? {{RoundBoxBottom}} ==Chunking== Chunking, first coined by [[wikipedia:George_Armitage_Miller|George A. Miller]] 1956, is as a mechanism for human learning. A chunk is a stored piece of information in the human mind which collects several subcomponents of information from the environment and stores them as a single unit (GOBET et al., 2001). The brain does this in order to reduce cognitive load. For example, when you think of the word fruit, various images of apples, bananas, oranges etc will pop up in your head. In this context, the word fruit is the chunk and its subcomponents of information are the apples, bananas, oranges etc. This process is mainly due to the limitations felt by short term memory, where we can only hold five to seven items ( Mcgregor, 1987). The first display of chunkings' effectiveness was in an experiment done by [[wikipedia:Adriaan_de_Groot|A. De Groot]] in the 1960s. [[File:Chess simulation.jpg|alt=link|thumb|308x308px|Figure 1.1: A. De Groot : Chunking Experiment discovering the effectiveness of chunking as a thought process]] === Thought as a choice in chess === In the 1940s Dutch psychologist and amateur chess player A. De Groot , found that he struggled to keep up with better chess players. He figured that they were just extremely gifted, however upon some careful consideration he created a chess experiment to discover, {{gr}}what really separated novices from [[wikipedia:Grandmaster_(chess)|chess grandmasters]] ( de Groot, 1946). The experiment consisted of showing participants of varying chess playing experience a board from a master’s game for between 2-15 seconds. After which the subjects were asked to mimic the placement of pieces using a different board{{gr}}. After which they were given the same task but with pieces sitting in completely random positions ''(see figure 1.1).''{{gr}} As suspected, the results from the first set of data showed a significant difference wherein grandmasters could remember the entire set up and novices could only remember a few pieces. The second attempt came with surprising results as subjects recalled a similar number of pieces. This discovery was ground-breaking because it helped identify that superb memory isn’t the reason for an advanced understanding of chess piece positioning. The study highlighted the presence of a concept called chunking. Where grandmasters had mastered the art of organising and coding entire sequences of moves into their brains{{gr}}. Leaving room for them to make logical predictions of where pieces might end up{{gr}}. This also lead to the discovery that once tight chunks are formed ''([[wikipedia:Schema_(psychology)|schema]])'', they can be extremely difficult to change even when new information is presented. Furthermore, chunking can be broken down into two categories. These are ''perceptual'' ''chunking'' and ''goal oriented'' ''chunking''. The method of chunking can also be broken into two chunking variations which are ''tight'' and ''loose'' chunking.{{facxt}} {{RoundBoxTop|theme=3}} '''Case Study:''' Amiee is a year 11 student trying memorise two phone numbers for a memory task in her psychology class. She only has 30 minutes before the test and she spends so much time struggling to remember all 20 numbers 0452316199, 0456733890. However, she realises that if she breaks up the numbers into three smaller pieces 0452-316-199 and 0456-733-890 the task becomes so much easier. This simplification process is called chunking. {{RoundBoxBottom}} == Types of chunking == We know that chunks are meaningful units containing stored information of which have similar properties or correlations{{gr}}. What differentiates some chunks from others is the method in which the chunk was created. Here we discuss goal-oriented and perceptual chunks. It is also important to consider that the way in which chunks are stored can make a considerable difference in cognition. The methods of which chunks are stored include tight and loose chunking{{gr}}. ===== Perceptual chunking ===== First suggested by Chase and Simon, perceptual chunks are rather implicit in nature and are seen as a by-product of perception. Allowing for the comprehension of an overwhelming environment which we are faced with{{gr}}. Perceptual chunks are complex however they are limited to four chunks ( Cowen, 2001 ). ==== Goal oriented chunking ==== Unlike perceptual chunks which are automatic, goal-oriented chunks are strategic and intentional (<nowiki>https://www.researchgate.net/publication/308158087_Chunking_mechanisms_and_learning</nowiki> ). These are where you recode information but in a more efficient way. They also require multiple steps as well as an implementation plan to be effective. ===== Tight chunking ===== Tight chunks are where the components that make up the chunk are not meaningful themselves. These can be quite difficult to alter because individuals are rarely aware of the chunking ( like the strokes of “\” and “/” in the letter “V”) ( Wu, 2013). ===== Loose chunking ===== Unlike tight chunks loose chunks contain meaningful subcomponents or there is easy access to these subcomponents. Individuals are usually aware of these chunks, therefore making them much easier to alter ( such as identifying a ‘lion’ and a ‘tiger’ as cats in a string of random animals). {{RoundBoxTop|theme=3}} '''Case Study:''' Harry lost a bet with one of his colleagues and as a result, he is tasked with running a marathon in six months. Given that Harry has no long-distance running experience he knows that he will need to practise running. Instead of attempting to run 42km right away, he breaks the run into more manageable pieces. First run 1km, then 2km, then 5km etc… He finds that by creating smaller more manageable goals, he doesn’t feel as overwhelmed. {{RoundBoxBottom}} <quiz display="simple"> {Harry utilises perceptual chunking: |type="(False)"} - True + False {Harrys'{{gr}} goals are tight chunks: |type="(False)"} - True + False </quiz> == Goal Pursuit == Goals are an essential tool for humans as they give us something to work towards. Whether it be hourly, daily, monthly etc. At its core, goal directed action is based in biology, all living organisms need to engage in goal directed actions in order to survive{{gr}}. All organisms have needs and needs require action to fulfil (Locke & Latham, 2013). However, what separates humans from more primitive species is the ability to think, and therefore have the ability to choose their goals whether they be short or long term. Humans have this option, however how they choose to use this is highly variable. One key concept that has aided in the production of many theories, models and literature in the study of motivation is the presence of goals and goal pursuit. In order to understand how goals can be achieved easier, we first need to understand what a goal is. According to ("APA Dictionary of Psychology", 2022), a goal is “a target of proficiency to be achieved in a task within a set period of time.”. Goals can vary in outcome as well as goal intention. In motivational psychology there are two key types of goals which are known as performance and learning goals. Goal pursuit requires the implementation of three essential tools of which these include goal setting, goal striving and mental contrasting. Furthermore, there are some theories/ models that can aid in understanding why and how we pursue goals. One such theory is known as “ Goal Setting Theory”.{{fact}} == Goal setting Theory == [[File:Steaua vs. CFR Cluj in 2010.jpg|thumb|Figure 2.1: Imagery used to display the final step of goal pursuit. Goal attainment]] {{ic|How does this relate to chunking?}} Goal setting Theory, {{gr}} is a motivational psychological theory first introduced in 1968 by Edwin A. Locke. The theory takes inspiration from various motivational concepts, namely Drive Theory, Hull (1952) and Reinforcement Theory,  Skinner ( 1953). The theory suggests that the reason for some people performing better than others in the same task is due to conscious variations in performance goals (Locke et al., 1990) . Goal setting is the development of an action plan made intentionally in order to reach a desired outcome ( <nowiki>https://journals.aom.org/doi/abs/10.5465/255381</nowiki> ). The first display of its efficacy was from 1990-2002 where over 400 laboratory experiments were examined{{fact}}. These studies came to the causal conclusion that setting specific and ‘hard’ goals lead to far better performance from individuals as opposed to easy/ broad goals (Locke & Latham, 1990, 2002). The reason for hard or high goals resulting in greater performance is all due to motivation. High, or hard goals are motivating because they require one to attain more in order to be satisfied, in contrast to low or easy goals (Latham & Yukl, 1975). Due to these studies various concepts and models have been created with the intention of creating specific and hard goals to create the best performance from individuals (''see'' ''[[wikipedia:SMART_criteria|S.M.A.R.T]] framework).'' Goals (''see figure 2.1'') in conjunction with self-efficacy mediate or at least partially mediate other motivating variables, namely ''feedback''. === Goal striving === {{ic|How does this relate to chunking?}} Goals can be framed as ideal states and the discrepancy between where you are now and your ideal state acts as a motivational force. The discrepancy can be reduced through one of two methods, one being ''goal striving'' or modifying the ideal self so that it is more similar to the actual self (Messermet et al., 2010 ). In order for goal striving to be successful goals need to be framed correctly. This can be done by making sure that goals are specific as opposed to general ‘work hard’ goals. Furthermore, goal content is also very important such as thematic content ( ''autonomy, competence and social integration are said to have further intrinsic value'') (Oettingen & Gollwitzer, 2004).). Importantly, goal intentions play a very large role in the success of goal striving ( ''see figure 3.1'') ==== Goal Intention ==== {{ic|How does this relate to chunking?}} Although the process of pursuing goals is extremely important, so too is the goal type. According to Locke and Latham (1990) there are two types of goal intention, ''learning'' goals and ''performance'' goals. Learning goals focus on knowledge and skill acquisition. They involve focusing attention to mastering a task and reaching learning based objectives. It {{what}} can be extremely effective in group contexts because it allows for team members to pool their knowledge and devise group strategies aimed at achieving a higher goals (Nahrgang et al., 2013). In contrast to this, performance goals are goals with the sole intention of reaching a desired outcome ("APA Dictionary of Psychology", 2022). Setting performance goals too early can drastically reduce a persons{{gr}} effectiveness at performance because of how important the early learning phase is in terms of task performance (Seijits & Latham, 2005). Learning goals appear to be much more effective because they allow for coping with negative feedback (''see Table 1.1''). As such, failure indicates room for improvement for people who have set learning goals. In contrast to this negative feedback indicates failure and lack of ability in people with performance goals and may in turn lead to giving up prematurely. {| class="wikitable" |+Table 1.1 Difference summary of Goal Intentions !Goal Intention !Learning Goals !Performance Goals |- |Positives | * Individuals gain knowledge and skills * Effective in group contexts * Minimizes perceived failure in tasks | * Allows for greatest accomplishments ([[wikipedia:Usain_Bolt#:~:text=He%20is%20the%20world%20record,4%20%C3%97%20100%20metres%20relay.&text=An%20eight%2Dtime%20Olympic%20gold,%C3%97%20100%20relay%20gold%20medals.|Usain Bolt]] 100m 9.58s) *Results in greater feelings of success *Typically avoidance focused |- |Negatives | * Too much focus on learning reduces focus on performance | * Failure may lead to withdrawal *Failure much more likely if still in early learning phase |} ==== Mental Contrasting ==== {{ic|How does this relate to chunking?}} Mental contrasting is a self regulation process necessary for strong goal commitment (Cross & Sheffield, 2016). When mental contrasting is used effectively individuals imagine a desired future goal and contrast it with reality proceeding the intended goal state. Afterward, reflection is viewed as an obstacle (Oettingen et al., 2001). Mental contrasting a positive future with reality allows individuals to turn positive attitudes and high efficacy into strong goal commitment. On the flip side, this strategy can also be used to decrease goal commitment. This was first observed by ( Kapes 1971) where expectations of reaching a desired outcome were high then mental contrasting strengthened the association between the desired future and reality. When expectations were low, then mental contrasting lowered association between desired future and reality. == The role of feedback in goal pursuit == {{ic|How does this relate to chunking?}} Feedback or more specifically performance feedback is a highly influential moderator variable when looking into goal pursuit. Information on failed or successful actions allows people to decide if more effort or alternative strategy is required in order to reach their goal (Bandura, 1991; Dweck & Leggett, 1988; Festinger, 1954; Locke & Latham, 1990). Feedback is especially important when learning goals are sought out because they allow for individuals to reach mastery of goals. There are two types of feedback strategies that can be used for goal pursuit, these include ''positive'' and ''negative'' feedback.  Positive feedback is a type of feedback which focusses on amplifying strengths by reinforcing what people are doing well. In contrast negative feedback is aimed at reducing behaviours. Some theories suggest that positive feedback is more effective because it increases confidence in ones own ability (Atkinson, 1964; Bandura & Cervone, 1983; Lewin, 1935; Weiner, 1974; Zajonc & Brickman, 1969). In contrast to this some argue that negative feedback is more effective because positive feedback leads to a sense of partial goal attainment which in turn may lead to people believing that less effort is required to reach the desired goal (Carver & Scheier, 1998; Higgins, 1987; Kluger & DeNisi, 1996; Locke & Latham, 1990; Miller, Galanter, & Pribram, 1960; Powers, 1973). However, (Fishbach et al., 2010) suggests that the type of feedback used and its efficacy is mostly circumstantial and can vary between individuals. {{RoundBoxTop|theme=5}} Case Study: Thien and Billy are two woodwork students who are given the task of creating a wooden beam out of timber for their woodwork class. They have broken their project into steps, set out specific and challenging goals and they believe that their project is going to work because they are doing their best. However two months into their project, they find that they are faced with a major design flaw and do not know how to fix it. {{RoundBoxBottom}} <quiz display="simple"> {Which goal pursuit strategy should the boys consider?: |type="(Feedback)"} - Chunking + Feedback - Goal setting - Mental contrasting </quiz> == Chunking and Goal Pursuit == Chunking and goal setting are two concepts that can be very effective if used in unison. One advocate of the chunking concept is American author and philanthropist [[wikipedia:Tony_Robbins|Tony Robbins]] (see figure 3.1) {{gr}} Who frequently highlights the advantages, implications and methods for chunking. In this video https://www.youtube.com/watch?v=A-mcrGveHM4 , he describes how daily goals can be reached by using goal-oriented chunking. He also highlights application of goal-oriented chunking (''see figure 3.2''). Considering all that we have learned about chunking, goals and various concepts{{gr}}. This begs the question ‘ How could chunking be used in the pursuit of goals?’ Let’s take a look! [[File:Chunkingprocess.jpg|thumb|331x331px|Figure 3.2: A brief example of goal-oriented chunking]] {{RoundBoxTop|theme=9}} Case Study: Benjit is a twenty-one-year-old chef who works in Sydney restaurant. He has been working there for many years and due to his Italian heritage, he wishes to move to Italy. However, given that he is still young, and migrating is an extremely complex and costly task. Moving away seems almost entirely far-fetched and completely out of reach. He knows that he will need money ( but doesn’t know how much), he knows that he will need to organise work ( but he doesn’t know where or how) and he knows that he will need to organise a place to stay ( but he doesn’t know where or how). {{RoundBoxBottom}} First. Before the outcome can be reached, Goal Setting Theory tells us that a specific goal/s first need to be set. Goals can come in various forms. In most instances selecting a learning goal instead of a performance goal leads to a higher chance of you completing your goal and learning something in the process. Next, utilising cognitive strategies such as mental contrasting can be extremely effective and cannot be overlooked. In Benjts case, it would be beneficial if he imagined where he is now and then imagined his ideal state. Thirdly, chunking is a method in which we can make tasks easier and more efficient. When looking to pursue a goal, one of the most difficult tasks is overcoming  that feeling of being overwhelmed. Finally, feedback is an effective method to remain goal striving. Negative feedback reduces unwanted behaviours and positive feedback increases wanted behaviours. Which goal/s should Benjit set? <quiz display="simple"> Quick Quiz: Which goal/s should Benjit set?: |type="(Fly to Italy by 01/01/2025)"} - Save an extra $200 a week, look at three properties a week - Work more hours and look at flights + Fly to Italy by 01/01/2025 - Find a night job {What would Benjits{{gr}} mental contrast look like?: |type="(Sitting in an Italian café sipping espresso)"} - Playing basketball with some friends from school - Buying a really cool new car - Going for a stroll over the Sydney Harbour bridge after work + Sitting in an Italian café sipping espresso {How might Benjit utilise chunking?: |type="(By breaking his larger goal of moving into smaller more manageable steps)"} + By breaking his larger goal of moving into smaller more manageable steps - Trying to memorise Italian streets - By attempting to reorganise his schema - By selling his car {Given that Benjits goal is entirely intrinsic, how might he receive feedback?: |type="(By self made objectives (such as monetary eg. saving $40,000))"} + By self made objectives ( such as monetary eg. saving $40,000) - By asking his boss Belinda for an evaluation - By utilizing online quizzes - By getting a loan </quiz> ==Conclusion== This chapter provided an overview of the variables that motivate people to pursue goals. We have identified key concepts such as Goal Setting Theory and chunking. Thereby determining what chunks are and why they are important{{gr}}. It is important to note that there are some directly applicable concepts that we did not choose to explore{{vague}}{{ic|Why not?}}. Moreover, there were also some limitations in research surrounding chunking, especially regarding chunking types such as tight/loose chunking{{expand}}. We have also worked through applying many of the theories identified into common settings allowing the audience to identify these patterns in their everyday lives. Overall, this has been an exciting take on motivation, and we hope that you learned something valuable from it{{vague}}{{ic|What are the practical, take-home messages?}}. == See also == * [[Motivation and emotion/Book/2022/Approach motivation|Approach motivation]] (Book chapter, 2022) * [[wikipedia:Goal_setting|Goal setting]] (Wikipedia) ==References== {{Hanging indent|1= GOBET, F., LANE, P., CROKER, S., CHENG, P., JONES, G., OLIVER, I., & PINE, J. (2001). Chunking mechanisms in human learning. Trends In Cognitive Sciences, 5(6), 236-243. https://doi.org/10.1016/s1364-6613(00)01662-4 Mcgregor, J. (1987). Short-term memory capacity: Limitation or optimization?. Psycnet.apa.org. Retrieved 6 October 2022, from https://psycnet.apa.org/buy/1987-12462-001. de Groot, A. D. (1946). Het denken van den schaker: een experimenteel-psychologische studie. Noord-Hollandsche Uitgevers Maatschappij. Cowan, N. (2001). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioural and Brain Sciences, 24(1), 87-114. https://doi.org/10.1017/S0140525X01003922 Wu, L., Knoblich, G., & Luo, J. (2013). The role of chunk tightness and chunk familiarity in problem solving: evidence from ERPs and fMRI. Human brain mapping, 34(5), 1173–1186. https://doi.org/10.1002/hbm.21501 Locke, E., & Latham, G. (2013). A Theory of Goal Setting and Task PerformanceA Theory of Goal Setting and Task Performance, by LockeEdwin A. and LathamGary P.. Englewood Cliffs, NJ: Prentice-Hall, 1990. Academy Of Management Review, 16(2), 440-483. https://doi.org/10.5465/amr.1991.4278976 APA Dictionary of Psychology. Dictionary.apa.org. (2022). Retrieved 17 September 2022, from https://dictionary.apa.org/goal. Latham, G., & Yukl, G. (1975). A Review of Research on the Application of Goal Setting in Organizations. Academy Of Management Journal, 18(4), 824-845. https://doi.org/10.5465/255381 Messersmith, E. E., & Schulenberg, J. E. (2010). Goal attainment, goal striving, and well-being during the transition to adulthood: a ten-year U.S. national longitudinal study. New directions for child and adolescent development, 2010(130), 27–40. https://doi.org/10.1002/cd.279 Oettingen, G., & Gollwitzer, P. (2004). Goal setting and goal striving (1st ed., pp. 45-96). APA Dictionary of Psychology. Dictionary.apa.org. (2022). Retrieved 3 October 2022, from https://dictionary.apa.org/performance-goal. Seijts, Gerard & Latham, Gary. (2005). Learning versus performance goals: When should each be used?. Academy of Management Perspectives. 19. 124-131. 10.5465/AME.2005.15841964. Cross, A., & Sheffield, D. (2016). Mental contrasting as a behaviour change technique: a systematic review protocol paper of effects, mediators and moderators on health. Systematic reviews, 5(1), 201. https://doi.org/10.1186/s13643-016-0382-6 Fishbach, A., Eyal, T., & Finkelstein, S. (2010). How Positive and Negative Feedback Motivate Goal Pursuit. Social And Personality Psychology Compass, 4(8), 517-530. https://doi.org/10.1111/j.1751-9004.2010.00285.x }} ==External links== * [https://www.sciencedirect.com/science/article/pii/S1364661300016624 Chunking Mechanisms in Human Learning] (Fernand Gobet et.al) * [https://www.researchgate.net/publication/286044628_Goal_Pursuit Goal Pursuit] (The Oxford Handbook of Human Motivation) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Goal pursuit]] g6jlxqs5der3a2zodxtmokwcxl420x0 2804212 2804180 2026-04-10T22:08:53Z Jtneill 10242 2804212 wikitext text/x-wiki {{title|Chunking and goal pursuit:<br>How does chunking affect goal pursuit?}} {{MECR3|1=https://youtu.be/u810mxF0oUQ}} __TOC__ ==Overview== Sometimes reaching a goal can be an immensely overwhelming and difficult task. Maybe your assignment consists of too many parts or hitting 10 seconds on the 100m sprint seems too farfetched. In this book chapter we discuss/ analyse and critically evaluate the key psychological mechanisms involved in chunking and goal pursuit. The chapter identifies the relevance of various psychological concepts in relation to chunking and goal pursuit. Of which, these include various chunking mechanisms, goal setting theory and various case studies{{gr}}. We also aim to aid the reader in understanding how to apply chunking in the pursuit of goals. {{RoundBoxTop|theme=3}} '''Focus questions:''' * What are chunks and why are they important? * How and why do goals help? * How can we apply these theoretical concepts into everyday life? {{RoundBoxBottom}} ==Chunking== Chunking, first coined by [[wikipedia:George_Armitage_Miller|George A. Miller]] 1956, is as a mechanism for human learning. A chunk is a stored piece of information in the human mind which collects several subcomponents of information from the environment and stores them as a single unit (GOBET et al., 2001). The brain does this in order to reduce cognitive load. For example, when you think of the word fruit, various images of apples, bananas, oranges etc will pop up in your head. In this context, the word fruit is the chunk and its subcomponents of information are the apples, bananas, oranges etc. This process is mainly due to the limitations felt by short term memory, where we can only hold five to seven items ( Mcgregor, 1987). The first display of chunkings' effectiveness was in an experiment done by [[wikipedia:Adriaan_de_Groot|A. De Groot]] in the 1960s. [[File:Chess simulation.jpg|alt=link|thumb|308x308px|Figure 1.1: A. De Groot : Chunking Experiment discovering the effectiveness of chunking as a thought process]] === Thought as a choice in chess === In the 1940s Dutch psychologist and amateur chess player A. De Groot , found that he struggled to keep up with better chess players. He figured that they were just extremely gifted, however upon some careful consideration he created a chess experiment to discover, {{gr}}what really separated novices from [[wikipedia:Grandmaster_(chess)|chess grandmasters]] ( de Groot, 1946). The experiment consisted of showing participants of varying chess playing experience a board from a master’s game for between 2-15 seconds. After which the subjects were asked to mimic the placement of pieces using a different board{{gr}}. After which they were given the same task but with pieces sitting in completely random positions ''(see figure 1.1).''{{gr}} As suspected, the results from the first set of data showed a significant difference wherein grandmasters could remember the entire set up and novices could only remember a few pieces. The second attempt came with surprising results as subjects recalled a similar number of pieces. This discovery was ground-breaking because it helped identify that superb memory isn’t the reason for an advanced understanding of chess piece positioning. The study highlighted the presence of a concept called chunking. Where grandmasters had mastered the art of organising and coding entire sequences of moves into their brains{{gr}}. Leaving room for them to make logical predictions of where pieces might end up{{gr}}. This also lead to the discovery that once tight chunks are formed ''([[wikipedia:Schema_(psychology)|schema]])'', they can be extremely difficult to change even when new information is presented. Furthermore, chunking can be broken down into two categories. These are ''perceptual'' ''chunking'' and ''goal oriented'' ''chunking''. The method of chunking can also be broken into two chunking variations which are ''tight'' and ''loose'' chunking.{{facxt}} {{RoundBoxTop|theme=3}} '''Case Study:''' Amiee is a year 11 student trying memorise two phone numbers for a memory task in her psychology class. She only has 30 minutes before the test and she spends so much time struggling to remember all 20 numbers 0452316199, 0456733890. However, she realises that if she breaks up the numbers into three smaller pieces 0452-316-199 and 0456-733-890 the task becomes so much easier. This simplification process is called chunking. {{RoundBoxBottom}} == Types of chunking == We know that chunks are meaningful units containing stored information of which have similar properties or correlations{{gr}}. What differentiates some chunks from others is the method in which the chunk was created. Here we discuss goal-oriented and perceptual chunks. It is also important to consider that the way in which chunks are stored can make a considerable difference in cognition. The methods of which chunks are stored include tight and loose chunking{{gr}}. ===== Perceptual chunking ===== First suggested by Chase and Simon, perceptual chunks are rather implicit in nature and are seen as a by-product of perception. Allowing for the comprehension of an overwhelming environment which we are faced with{{gr}}. Perceptual chunks are complex however they are limited to four chunks ( Cowen, 2001 ). ==== Goal oriented chunking ==== Unlike perceptual chunks which are automatic, goal-oriented chunks are strategic and intentional (<nowiki>https://www.researchgate.net/publication/308158087_Chunking_mechanisms_and_learning</nowiki> ). These are where you recode information but in a more efficient way. They also require multiple steps as well as an implementation plan to be effective. ===== Tight chunking ===== Tight chunks are where the components that make up the chunk are not meaningful themselves. These can be quite difficult to alter because individuals are rarely aware of the chunking ( like the strokes of “\” and “/” in the letter “V”) ( Wu, 2013). ===== Loose chunking ===== Unlike tight chunks loose chunks contain meaningful subcomponents or there is easy access to these subcomponents. Individuals are usually aware of these chunks, therefore making them much easier to alter ( such as identifying a ‘lion’ and a ‘tiger’ as cats in a string of random animals). {{RoundBoxTop|theme=3}} '''Case Study:''' Harry lost a bet with one of his colleagues and as a result, he is tasked with running a marathon in six months. Given that Harry has no long-distance running experience he knows that he will need to practise running. Instead of attempting to run 42km right away, he breaks the run into more manageable pieces. First run 1km, then 2km, then 5km etc… He finds that by creating smaller more manageable goals, he doesn’t feel as overwhelmed. {{RoundBoxBottom}} <quiz display="simple"> {Harry utilises perceptual chunking: |type="(False)"} - True + False {Harrys'{{gr}} goals are tight chunks: |type="(False)"} - True + False </quiz> == Goal Pursuit == Goals are an essential tool for humans as they give us something to work towards. Whether it be hourly, daily, monthly etc. At its core, goal directed action is based in biology, all living organisms need to engage in goal directed actions in order to survive{{gr}}. All organisms have needs and needs require action to fulfil (Locke & Latham, 2013). However, what separates humans from more primitive species is the ability to think, and therefore have the ability to choose their goals whether they be short or long term. Humans have this option, however how they choose to use this is highly variable. One key concept that has aided in the production of many theories, models and literature in the study of motivation is the presence of goals and goal pursuit. In order to understand how goals can be achieved easier, we first need to understand what a goal is. According to ("APA Dictionary of Psychology", 2022), a goal is “a target of proficiency to be achieved in a task within a set period of time.”. Goals can vary in outcome as well as goal intention. In motivational psychology there are two key types of goals which are known as performance and learning goals. Goal pursuit requires the implementation of three essential tools of which these include goal setting, goal striving and mental contrasting. Furthermore, there are some theories/ models that can aid in understanding why and how we pursue goals. One such theory is known as “ Goal Setting Theory”.{{fact}} == Goal setting Theory == [[File:Steaua vs. CFR Cluj in 2010.jpg|thumb|Figure 2.1: Imagery used to display the final step of goal pursuit. Goal attainment]] {{ic|How does this relate to chunking?}} Goal setting Theory, {{gr}} is a motivational psychological theory first introduced in 1968 by Edwin A. Locke. The theory takes inspiration from various motivational concepts, namely Drive Theory, Hull (1952) and Reinforcement Theory,  Skinner ( 1953). The theory suggests that the reason for some people performing better than others in the same task is due to conscious variations in performance goals (Locke et al., 1990) . Goal setting is the development of an action plan made intentionally in order to reach a desired outcome ( <nowiki>https://journals.aom.org/doi/abs/10.5465/255381</nowiki> ). The first display of its efficacy was from 1990-2002 where over 400 laboratory experiments were examined{{fact}}. These studies came to the causal conclusion that setting specific and ‘hard’ goals lead to far better performance from individuals as opposed to easy/ broad goals (Locke & Latham, 1990, 2002). The reason for hard or high goals resulting in greater performance is all due to motivation. High, or hard goals are motivating because they require one to attain more in order to be satisfied, in contrast to low or easy goals (Latham & Yukl, 1975). Due to these studies various concepts and models have been created with the intention of creating specific and hard goals to create the best performance from individuals (''see'' ''[[wikipedia:SMART_criteria|S.M.A.R.T]] framework).'' Goals (''see figure 2.1'') in conjunction with self-efficacy mediate or at least partially mediate other motivating variables, namely ''feedback''. === Goal striving === {{ic|How does this relate to chunking?}} Goals can be framed as ideal states and the discrepancy between where you are now and your ideal state acts as a motivational force. The discrepancy can be reduced through one of two methods, one being ''goal striving'' or modifying the ideal self so that it is more similar to the actual self (Messermet et al., 2010 ). In order for goal striving to be successful goals need to be framed correctly. This can be done by making sure that goals are specific as opposed to general ‘work hard’ goals. Furthermore, goal content is also very important such as thematic content ( ''autonomy, competence and social integration are said to have further intrinsic value'') (Oettingen & Gollwitzer, 2004).). Importantly, goal intentions play a very large role in the success of goal striving. ==== Goal Intention ==== {{ic|How does this relate to chunking?}} Although the process of pursuing goals is extremely important, so too is the goal type. According to Locke and Latham (1990) there are two types of goal intention, ''learning'' goals and ''performance'' goals. Learning goals focus on knowledge and skill acquisition. They involve focusing attention to mastering a task and reaching learning based objectives. It {{what}} can be extremely effective in group contexts because it allows for team members to pool their knowledge and devise group strategies aimed at achieving a higher goals (Nahrgang et al., 2013). In contrast to this, performance goals are goals with the sole intention of reaching a desired outcome ("APA Dictionary of Psychology", 2022). Setting performance goals too early can drastically reduce a persons{{gr}} effectiveness at performance because of how important the early learning phase is in terms of task performance (Seijits & Latham, 2005). Learning goals appear to be much more effective because they allow for coping with negative feedback (''see Table 1.1''). As such, failure indicates room for improvement for people who have set learning goals. In contrast to this negative feedback indicates failure and lack of ability in people with performance goals and may in turn lead to giving up prematurely. {| class="wikitable" |+Table 1.1 Difference summary of Goal Intentions !Goal Intention !Learning Goals !Performance Goals |- |Positives | * Individuals gain knowledge and skills * Effective in group contexts * Minimizes perceived failure in tasks | * Allows for greatest accomplishments ([[wikipedia:Usain_Bolt#:~:text=He%20is%20the%20world%20record,4%20%C3%97%20100%20metres%20relay.&text=An%20eight%2Dtime%20Olympic%20gold,%C3%97%20100%20relay%20gold%20medals.|Usain Bolt]] 100m 9.58s) *Results in greater feelings of success *Typically avoidance focused |- |Negatives | * Too much focus on learning reduces focus on performance | * Failure may lead to withdrawal *Failure much more likely if still in early learning phase |} ==== Mental Contrasting ==== {{ic|How does this relate to chunking?}} Mental contrasting is a self regulation process necessary for strong goal commitment (Cross & Sheffield, 2016). When mental contrasting is used effectively individuals imagine a desired future goal and contrast it with reality proceeding the intended goal state. Afterward, reflection is viewed as an obstacle (Oettingen et al., 2001). Mental contrasting a positive future with reality allows individuals to turn positive attitudes and high efficacy into strong goal commitment. On the flip side, this strategy can also be used to decrease goal commitment. This was first observed by ( Kapes 1971) where expectations of reaching a desired outcome were high then mental contrasting strengthened the association between the desired future and reality. When expectations were low, then mental contrasting lowered association between desired future and reality. == The role of feedback in goal pursuit == {{ic|How does this relate to chunking?}} Feedback or more specifically performance feedback is a highly influential moderator variable when looking into goal pursuit. Information on failed or successful actions allows people to decide if more effort or alternative strategy is required in order to reach their goal (Bandura, 1991; Dweck & Leggett, 1988; Festinger, 1954; Locke & Latham, 1990). Feedback is especially important when learning goals are sought out because they allow for individuals to reach mastery of goals. There are two types of feedback strategies that can be used for goal pursuit, these include ''positive'' and ''negative'' feedback.  Positive feedback is a type of feedback which focusses on amplifying strengths by reinforcing what people are doing well. In contrast negative feedback is aimed at reducing behaviours. Some theories suggest that positive feedback is more effective because it increases confidence in ones own ability (Atkinson, 1964; Bandura & Cervone, 1983; Lewin, 1935; Weiner, 1974; Zajonc & Brickman, 1969). In contrast to this some argue that negative feedback is more effective because positive feedback leads to a sense of partial goal attainment which in turn may lead to people believing that less effort is required to reach the desired goal (Carver & Scheier, 1998; Higgins, 1987; Kluger & DeNisi, 1996; Locke & Latham, 1990; Miller, Galanter, & Pribram, 1960; Powers, 1973). However, (Fishbach et al., 2010) suggests that the type of feedback used and its efficacy is mostly circumstantial and can vary between individuals. {{RoundBoxTop|theme=5}} Case Study: Thien and Billy are two woodwork students who are given the task of creating a wooden beam out of timber for their woodwork class. They have broken their project into steps, set out specific and challenging goals and they believe that their project is going to work because they are doing their best. However two months into their project, they find that they are faced with a major design flaw and do not know how to fix it. {{RoundBoxBottom}} <quiz display="simple"> {Which goal pursuit strategy should the boys consider?: |type="(Feedback)"} - Chunking + Feedback - Goal setting - Mental contrasting </quiz> == Chunking and Goal Pursuit == Chunking and goal setting are two concepts that can be very effective if used in unison. One advocate of the chunking concept is American author and philanthropist [[wikipedia:Tony_Robbins|Tony Robbins]] {{gr}} Who frequently highlights the advantages, implications and methods for chunking. In this video https://www.youtube.com/watch?v=A-mcrGveHM4 , he describes how daily goals can be reached by using goal-oriented chunking. He also highlights application of goal-oriented chunking (''see figure 3.2''). Considering all that we have learned about chunking, goals and various concepts{{gr}}. This begs the question ‘ How could chunking be used in the pursuit of goals?’ Let’s take a look! [[File:Chunkingprocess.jpg|thumb|331x331px|Figure 3.2: A brief example of goal-oriented chunking]] {{RoundBoxTop|theme=9}} Case Study: Benjit is a twenty-one-year-old chef who works in Sydney restaurant. He has been working there for many years and due to his Italian heritage, he wishes to move to Italy. However, given that he is still young, and migrating is an extremely complex and costly task. Moving away seems almost entirely far-fetched and completely out of reach. He knows that he will need money ( but doesn’t know how much), he knows that he will need to organise work ( but he doesn’t know where or how) and he knows that he will need to organise a place to stay ( but he doesn’t know where or how). {{RoundBoxBottom}} First. Before the outcome can be reached, Goal Setting Theory tells us that a specific goal/s first need to be set. Goals can come in various forms. In most instances selecting a learning goal instead of a performance goal leads to a higher chance of you completing your goal and learning something in the process. Next, utilising cognitive strategies such as mental contrasting can be extremely effective and cannot be overlooked. In Benjts case, it would be beneficial if he imagined where he is now and then imagined his ideal state. Thirdly, chunking is a method in which we can make tasks easier and more efficient. When looking to pursue a goal, one of the most difficult tasks is overcoming  that feeling of being overwhelmed. Finally, feedback is an effective method to remain goal striving. Negative feedback reduces unwanted behaviours and positive feedback increases wanted behaviours. Which goal/s should Benjit set? <quiz display="simple"> Quick Quiz: Which goal/s should Benjit set?: |type="(Fly to Italy by 01/01/2025)"} - Save an extra $200 a week, look at three properties a week - Work more hours and look at flights + Fly to Italy by 01/01/2025 - Find a night job {What would Benjits{{gr}} mental contrast look like?: |type="(Sitting in an Italian café sipping espresso)"} - Playing basketball with some friends from school - Buying a really cool new car - Going for a stroll over the Sydney Harbour bridge after work + Sitting in an Italian café sipping espresso {How might Benjit utilise chunking?: |type="(By breaking his larger goal of moving into smaller more manageable steps)"} + By breaking his larger goal of moving into smaller more manageable steps - Trying to memorise Italian streets - By attempting to reorganise his schema - By selling his car {Given that Benjits goal is entirely intrinsic, how might he receive feedback?: |type="(By self made objectives (such as monetary eg. saving $40,000))"} + By self made objectives ( such as monetary eg. saving $40,000) - By asking his boss Belinda for an evaluation - By utilizing online quizzes - By getting a loan </quiz> ==Conclusion== This chapter provided an overview of the variables that motivate people to pursue goals. We have identified key concepts such as Goal Setting Theory and chunking. Thereby determining what chunks are and why they are important{{gr}}. It is important to note that there are some directly applicable concepts that we did not choose to explore{{vague}}{{ic|Why not?}}. Moreover, there were also some limitations in research surrounding chunking, especially regarding chunking types such as tight/loose chunking{{expand}}. We have also worked through applying many of the theories identified into common settings allowing the audience to identify these patterns in their everyday lives. Overall, this has been an exciting take on motivation, and we hope that you learned something valuable from it{{vague}}{{ic|What are the practical, take-home messages?}}. == See also == * [[Motivation and emotion/Book/2022/Approach motivation|Approach motivation]] (Book chapter, 2022) * [[wikipedia:Goal_setting|Goal setting]] (Wikipedia) ==References== {{Hanging indent|1= GOBET, F., LANE, P., CROKER, S., CHENG, P., JONES, G., OLIVER, I., & PINE, J. (2001). Chunking mechanisms in human learning. Trends In Cognitive Sciences, 5(6), 236-243. https://doi.org/10.1016/s1364-6613(00)01662-4 Mcgregor, J. (1987). Short-term memory capacity: Limitation or optimization?. Psycnet.apa.org. Retrieved 6 October 2022, from https://psycnet.apa.org/buy/1987-12462-001. de Groot, A. D. (1946). Het denken van den schaker: een experimenteel-psychologische studie. Noord-Hollandsche Uitgevers Maatschappij. Cowan, N. (2001). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioural and Brain Sciences, 24(1), 87-114. https://doi.org/10.1017/S0140525X01003922 Wu, L., Knoblich, G., & Luo, J. (2013). The role of chunk tightness and chunk familiarity in problem solving: evidence from ERPs and fMRI. Human brain mapping, 34(5), 1173–1186. https://doi.org/10.1002/hbm.21501 Locke, E., & Latham, G. (2013). A Theory of Goal Setting and Task PerformanceA Theory of Goal Setting and Task Performance, by LockeEdwin A. and LathamGary P.. Englewood Cliffs, NJ: Prentice-Hall, 1990. Academy Of Management Review, 16(2), 440-483. https://doi.org/10.5465/amr.1991.4278976 APA Dictionary of Psychology. Dictionary.apa.org. (2022). Retrieved 17 September 2022, from https://dictionary.apa.org/goal. Latham, G., & Yukl, G. (1975). A Review of Research on the Application of Goal Setting in Organizations. Academy Of Management Journal, 18(4), 824-845. https://doi.org/10.5465/255381 Messersmith, E. E., & Schulenberg, J. E. (2010). Goal attainment, goal striving, and well-being during the transition to adulthood: a ten-year U.S. national longitudinal study. New directions for child and adolescent development, 2010(130), 27–40. https://doi.org/10.1002/cd.279 Oettingen, G., & Gollwitzer, P. (2004). Goal setting and goal striving (1st ed., pp. 45-96). APA Dictionary of Psychology. Dictionary.apa.org. (2022). Retrieved 3 October 2022, from https://dictionary.apa.org/performance-goal. Seijts, Gerard & Latham, Gary. (2005). Learning versus performance goals: When should each be used?. Academy of Management Perspectives. 19. 124-131. 10.5465/AME.2005.15841964. Cross, A., & Sheffield, D. (2016). Mental contrasting as a behaviour change technique: a systematic review protocol paper of effects, mediators and moderators on health. Systematic reviews, 5(1), 201. https://doi.org/10.1186/s13643-016-0382-6 Fishbach, A., Eyal, T., & Finkelstein, S. (2010). How Positive and Negative Feedback Motivate Goal Pursuit. Social And Personality Psychology Compass, 4(8), 517-530. https://doi.org/10.1111/j.1751-9004.2010.00285.x }} ==External links== * [https://www.sciencedirect.com/science/article/pii/S1364661300016624 Chunking Mechanisms in Human Learning] (Fernand Gobet et.al) * [https://www.researchgate.net/publication/286044628_Goal_Pursuit Goal Pursuit] (The Oxford Handbook of Human Motivation) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Goal pursuit]] 6np5gmfq2cxtn9zsq3e3o6gff4cqi2k 2 289273 2804192 2804002 2026-04-10T20:07:02Z Dc.samizdat 2856930 /* Real Euclidean four-dimensional space R⁴ */ 2804192 wikitext text/x-wiki = Real Euclidean four-dimensional space R⁴ = {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|June 2023 - April 2026}} <blockquote>'''Abstract:''' The physical universe is properly visualized as a Euclidean space of four orthogonal spatial dimensions. Space itself has a fourth orthogonal dimension, of which we are unaware in ordinary life. Atoms are 4-polytopes, small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. We ourselves and our planet are only 3-dimensional objects, but nonetheless we can see in four dimensions of space. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math>. Light from them reaches us directly, on straight lines through 4-space. This view of the observed universe is compatible with special and general relativity, and with quantum mechanics. It furnishes those theories with an explanatory geometric model.</blockquote> == Summary == We observe that physical space has four perpendicular dimensions, not just three; atoms are [[W:4-polytope|4-polytopes]]; the sun is a 4-ball that is round in four dimensions; everything of intermediate size between an atom and a star, including us and our planet, lies in a 3-dimensional manifold of ordinary space; and our entire 3-space manifold is translating through Euclidean 4-space at the speed of light, in a direction perpendicular to its three interior dimensions. == A theory of the Euclidean cosmos == The physical universe is properly visualized as a [[w:Four-dimensional_space|Euclidean space of four orthogonal spatial dimensions]]. Space itself has a fourth orthogonal dimension, of which we are unaware in ordinary life. Atoms are [[w:4-polytope|4-polytopes]], small round 4-dimensional objects, and stars are 4-balls of atomic plasma, large round 4-dimensional objects. Objects intermediate in size between atoms and stars, including molecules, people, and planets, are so flat as to be essentially 3-dimensional, having only the thickness of an atom in the orthogonal fourth dimension. All objects with mass move through Euclidean 4-space at velocity <math>c</math> as long as they exist, and acceleration only varies their direction. Objects moving in the same direction are in the same inertial reference frame. Their direction of motion through 4-space at velocity <math>c</math> is their proper time dimension, simply because their direction and velocity of motion through time is the same as their direction and velocity of motion through space. A typical spiral galaxy such as ours is a 4-ball of mostly empty space, with stars and other objects distributed non-uniformly within it. The galaxy's orbital center may be nothing: a smaller 4-ball of empty space they surround. The stars in our galaxy appear from our viewpoint to be distributed in a cloud of elliptical spirals occupying a flattened ellipsoid region of 3-dimensional space, but they are not so confined: they are distributed within a spherical region of 4-dimensional space. The galaxy's actual shape is spherical, not a flattened ellipsoid, but it is rounder than round can be in our ordinary experience: it occupies a hyperspherical region of space. The concentric spirals of stars that we observe lie in concentric [[W:3-sphere|3-sphere]]s (4-dimensional spheres), not in concentric 2-ellipsoids (3-dimensional elliptical spirals). Our sun and solar system lies in one of those concentric 3-spheres. ...rotating illustration of the 4-ball galaxy showimg its spirals of star clouds on the surface of concentric 3-spheres...obtained by reverse sterographic projection from 3D images of the galaxy... The galaxy as a whole, or more properly its orbital center point, is translating through 4-space at velocity <math>c</math>, in a distinct direction orthogonal to all three dimensions of our ordinary proper 3-space. Stars within the galaxy are translating with it at the same velocity <math>c</math> in the same direction, but on spiral trajectories relative to the galaxy's linear trajectory, as they pursue their various orbits within the galaxy. The spherical galaxy as a whole occupies a 4-ball within its proper inertial reference frame (that is, in the moving frame of reference in which the galaxy considers itself to be a stationary rotating 4-ball). Over time, the galaxy occupies a 4-dimensional cylinder and progresses along the cylinder's axis at velocity <math>c</math>. In this more universal inertial reference frame, the stars in the galaxy follow helical geodesic paths through the cylinder; their trajectories are screw-displacements. The gravitational force and the inertial tendency to follow a geodesic are the same phenomenon, by the equivalence principle. That said, they can be distinguished, and the galaxy is held together primarily by gravity as inertia, not by gravity as attraction to a central mass toward which objects fall in orbit. There is not enough mass in the galaxy to hold it together by attraction, there is just enough to bend the stars' trajectories toward each other, in helical orbits around a barycentric axis. It is the tremendous inertial force of stars in motion at velocity <math>c</math> that holds the cylinder of motion together. The observed universe as a whole appears to be a 3-sphere expanding radially from a central origin point at velocity <math>c</math>, the invariant velocity of mass-carrying objects through 4-space, also the propagation speed of light relative to any moving 3-space manifold, as measured by all observers. For all observers, the conjectured origin point of the universe corresponds not only to a now-distant point in their proper time past, it also corresponds to a distinct now-distant point in 4-dimensional space (the same point in the same Euclidean 4-space for all observers). The big bang had a distinct origin point in real space as well as in real time. More generally, time and Euclidean 4-space can be measured separately, just as time and Euclidean 3-space were measured classically, without the necessity to combine them as spacetime. The same inertial force which holds the galactic cylinder of motion together also confines us physically to an exceedingly thin three-dimensional surface manifold moving through 4-space at velocity <math>c</math>. All objects in our solar system except the sun itself lie within this thinest three-dimensional manifold. That is why we are 3-dimensional objects ourselves, and why we cannot construct more than three perpendiculars through a single point in our local 3-dimensional space. The enclosing surface of a spherical region of 4-space is itself a finite, curved (non-Euclidean) 3-dimensional space called a [[w:3-sphere|3-sphere]]. We live within such a 3-space, in an infinitesimally curved 3-manifold surface embedded in Euclidean 4-space. That surface is the ordinary 3-dimensional space we experience, and it contains the earth, all the planets and the 3-dimensional space between them. Our solar system is only a small patch on the surface of a dimensionally rounder space, although that surface is not infinite. It is curved, and finite, analogous to the way the 2-dimensional surface of the earth -- once thought to be flat -- is curved and finite. Our particular 3-sphere is one of the galaxy's concentric 3-spheres of spiral star-clouds. The solar system occupies a tiny patch of this filmy 4-dimensional soap-bubble of galactic size, that is thicker-skinned than the diameter of an atom only in the interior of stars and supermassive objects. Our entire 3-sphere manifold, as a spherical shell within the moving galaxy, is translating through 4-space at velocity <math>c</math> with the galaxy in a distinct direction that is orthogonal to the manifold's three orthogonal dimensions of interior space. At every material point in the manifold (at every atom), the galaxy's translation is following a geometric law of motion discovered by Coxeter that governs the propagation of rotating objects through space by screw translation. The solar system's atoms of mass are 4-polytopes that are simultaneously rotating and translating, and as they advance together they define a moving 3-dimensional manifold by their own inertia, also called gravity, the property of matter's ceaseless propagation through 4-space at the constant velocity <math>c</math>, the universal rate of causality at which quantum events occur, all objects move, and the universe evolves. Any moving 3-dimensional manifold that is such an evolving surface boundary is empty in most places, occupied by single atoms in comparatively fewer places, and occupied by bound complexes of multiple atoms (molecules) in still fewer places. In all these places it is no thicker than one atom in the dimension corresponding to its direction of translation, because molecules are 3-dimensional complexes of atoms that add no thickness to the manifold. Every object which we find occurring naturally in the solar system other than the sun itself, even the largest of 3-dimensional objects a planet, is a three-dimensional smear of atoms no thicker than one atom in its fourth dimension, which is the direction of movement through 4-space at velocity <math>c</math> of the solar system's 3-manifold container, which is one of the galaxy's concentric 3-sphere shells. The moving surface manifold cannot be thicker than one atom at any point unless and until there is enough mass near that point for the force of gravity as attraction to overcome the force of gravity as inertia, allowing atoms to be "heaped up" into larger 4-dimensional objects that form a lump in its moving surface. We have little understanding of such 4-dimensional lumps thicker than one atom, since they occur naturally in our vicinity only in the interior of the sun. In fact the sun is the only such lump occurring naturally in our solar system. We refer to 4-dimensional lumps of matter as plasma, and have little experimental knowledge of their geometry or structure. We know that such a lump as the sun burns at its surface 3-sphere and emits radiation, and we know a good deal about those surface processes which are nuclear atomic processes, but we know nothing about its interior 4-ball. Every such 3-dimensional surface boundary of matter in the observed universe is moving and evolving in four dimensions at velocity <math>c</math>. Its current location in 4-space corresponds to the present moment in the proper time of its inertial reference frame. Its direction of movement at velocity <math>c</math> corresponds to its proper time dimension, which is a spiral over time, not a Euclidean (straight-line) dimension, since its direction is changing in its orbit. Objects with mass of all sizes, from atoms to the largest objects observed in the cosmos, are perpetually in inertial rotational motion in some orbit, and simultaneously in inertial translational motion propagating themselves through 4-space, two orthogonal motions each at the constant universal rate of transformation <math>c</math>. Every object moves on its own distinct geodesic spiral. Objects without mass such as photons lie off such surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in motion at velocity <math>c</math> in all four dimensions concurrently, so they move diagonally through 4-space on straight lines at a compound velocity. The propagation speed of light measured on a straight line through Euclidean 4-space is <math>c^\prime = 2c</math>, so we can see in 4 dimensions, even though we are physically confined to a moving 3-dimensional manifold. For example, we can look across the center of our mostly-empty 4-ball galaxy and see stars in the opposite sides of its concentric 3-sphere surfaces. We have been unaware that when we look up at night we see stars and galaxies, themselves large 4-dimensional objects, distributed all around us in 4-dimensional Euclidean space, and moving through it, like us, at the constant velocity <math>c</math> in the 4-space direction corresponding to their proper time, which is perpendicular to all three dimensions of their proper space. Light from them reaches us directly, propagating on straight lines through 4-space at twice the velocity at which they, and we ourselves, are propagating through 4-space. This physical model of the observed universe is compatible with the theories of special and general relativity, and with the atomic theory of quantum mechanics. It explains those theories geometrically, as expressions of intrinsic symmetries in Euclidean space. == Symmetries == It is common to speak of nature as a web, and so it is, the great web of our physical experiences. Every web must have its root systems somewhere, and nature in this sense must be rooted in the symmetries which underlie physics and geometry, the [[W:Group (mathematics)|mathematics of groups]].{{Sfn|Conway, Burgiel & Goodman-Strauss|2008}} As I understand [[W:Noether's theorem|Noether's theorem]] (which is not mathematically), hers is the deepest meta-theory of nature yet, deeper than [[W:Theory of relativity|Einstein's relativity]] or [[W:Evolution|Darwin's evolution]] or [[W:Euclidean geometry|Euclid's geometry]]. It finds that all fundamental findings in physics are based on conservation laws which can be laid at the doors of distinct [[W:symmetry group |symmetry group]]s. Thus all fundamental systems in physics, as examples [[W:quantum chromodynamics|quantum chromodynamics]] (QCD) the theory of the strong force binding the atomic nucleus and [[W:quantum electrodynamics|quantum electrodynamics]] (QED) the theory of the electromagnetic force, each have a corresponding symmetry [[W:group theory|group theory]] of which they are an expression. [[W:Coxeter group|Coxeter's theory of symmetry groups]] generated by reflections did for geometry what Noether's theorem and Einstein's relativity did for physics. [[W:Coxeter|Coxeter]] showed that Euclidean geometry is based on conservation laws that correspond to distinct symmetry groups, and their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (congruent transformations) possible in an ''n''-dimensional Euclidean space, excerpted:{{Sfn|Coxeter|1973|pp=217-218|loc=§12.2 Congruent transformations}} <blockquote>Let <small><math>\mathrm{Q}</math></small> denote a rotation, <small><math>\mathrm{R}</math></small> a reflection, <small><math>\mathrm{T}</math></small> a translation, and let <small><math>\mathrm{Q}^q \mathrm{R}^r\mathrm{T}</math></small> denote a product of several such transformations, all commutative with one another. Then <small><math>\mathrm{RT}</math></small> is a glide-reflection (in two or three dimensions), <small><math>\mathrm{QR}</math></small> is a rotary-reflection, <small><math>\mathrm{QT}</math></small> is a screw-displacement, and <small><math>\mathrm{Q^2}</math></small> is a double rotation (in four dimensions).<br> Every orthogonal transformation is expressible as:<br> :<small><math>\mathrm{Q}^q \mathrm{R}^r</math></small><br> where <small><math>(2^q + r \le n)</math></small>, the number of dimensions.<br> Transformations involving a translation are expressible as:<br> :<small><math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}</math></small><br> where <small><math>(2^q + r + 1 \le n)</math></small>.<br> For <small><math>(n = 4)</math></small> in particular, every displacement is either a double rotation <small><math>\mathrm{Q}^2</math></small>, or a screw-displacement <small><math>\mathrm{QT}</math></small> [where the rotation component <small><math>\mathrm{Q}</math></small> is a simple rotation, but the <small><math>\mathrm{QT}</math></small> is chiral like a <small><math>\mathrm{Q^2}</math></small>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <small><math>\mathrm{QRT}</math></small>.</blockquote> If we begin with this most elemental [[w:Kinematics|kinematics]] of Coxeter's, and also assume the [[W:Galilean relativity|Galilean principle of relativity]], every displacement in 4-space can be viewed as either a <small><math>\mathrm{Q^2}</math></small> or a <small><math>\mathrm{QT}</math></small>, because we can view any <small><math>\mathrm{QT}</math></small> as a <small><math>\mathrm{Q^2}</math></small> in a linearly moving (translating) reference frame. Therefore any transformation from one inertial reference frame to another is expressable as a <small><math>\mathrm{Q^2}</math></small>. By the same principle, we can view any <small><math>\mathrm{QT}</math></small> or <small><math>\mathrm{Q^2}</math></small> as an isoclinic (equi-angled) <small><math>\mathrm{Q^2}</math></small> by proper choice of reference frame.{{Efn|[[W:Arthur Cayley|Cayley]] showed that any rotation in 4-space can be decomposed into two isoclinic rotations, which intuitively we might see follows from the fact that any transformation from one inertial reference frame to another is expressable as a [[W:SO(4)|rotation in 4-dimensional Euclidean space]].|name=Cayley's rotation factorization into two isoclinic reference frame transformations}} Coxeter's relation is thus a mathematical statement of the principle of relativity, on group-theoretic grounds. It correctly captures the limits to [[W:General relativity|general relativity]], in that we can only exchange the translation (<small><math>\mathrm{T}</math></small>) for ''one'' of the two rotations (<small><math>\mathrm{Q}</math></small>). An observer in any inertial reference frame can always measure the presence, direction and velocity of ''one'' rotation (<small><math>\mathrm{Q}</math></small>) up to uncertainty, and can always distinguish the direction of their own proper time translation (<small><math>\mathrm{T}</math></small>). As I understand Coxeter theory (which is not mathematically), the symmetry groups underlying physics seem to have an expression in a [[W:Euclidean space|Euclidean space]] of four [[W:dimension|dimension]]s, that is, they are [[W:Euclidean geometry#Higher dimensions|four-dimensional Euclidean geometry]]. Therefore as I understand that geometry (which is entirely by synthetic methods rather than by Clifford's algebraic methods), the [[W:Atom|atom]] seems to have a distinct Euclidean geometry, such that atoms and their constituent particles are four-dimensional geometric objects (4-polytopes), and nature can be understood in terms of their [[W:group action|group actions]], including centrally their group <small><math>SO(4)</math></small> [[W:rotations in 4-dimensional Euclidean space|rotations in 4-dimensional Euclidean space]]. The distinct Coxeter symmetry groups have characteristic <small><math>SO(4)</math></small> rotational expressions as the [[W:Regular_4-polytope|regular 4-polytopes]]. Their discrete isoclinic rotations are distinguishing properties of fundamental objects in geometry, relativity and quantum mechanics. For example, we shall see that stationary atoms exhibit the <small><math>SO(4)</math></small> symmetries of the discrete isoclinic (equi-angled) double rotations (<small><math>\mathrm{Q^2}</math></small>) of a set of regular 4-polytopes that is characteristic of their [[w:Atomic_number|atomic number]]. == Special relativity describes Euclidean 4-space == <blockquote>Our entire model of the universe is built on symmetries. Some, like isotropy (the laws are the same in all directions), homogeneity (same in all places), and time invariance (same at all times) seem natural enough. Even relativity, the Lorentz Invariance that allows everyone to observe a constant speed of light, has an elegance to it that makes it seem natural.<ref>{{Cite book|first=Dave|last=Goldberg|title=The Universe in the Rearview Mirror: How Hidden Symmetries Shape Reality|chapter=§10. Hidden Symmetries: Why some symmetries but not others?|year=2013|publisher=Dutton Penguin Group|isbn=978-0-525-95366-1|ref={{SfnRef|Goldberg|2013}}}}</ref></blockquote> Although the Minkowski spacetime of relativity is a non-Euclidean 4-dimensional space,{{Efn|Spacetime is a non-Euclidean (curved) 4-dimensional "space" because it consists of three orthogonal space dimensions and a time dimension. The time dimension is not orthogonal to the three spatial dimensions; the time coordinate has the opposite sign to the three space coordinates so spacetime is hyperbolic, not a flat Euclidean 4-space at all.}} it has been noticed that its 3-dimensional space component could be modeled as a [[W:3-sphere|3-sphere]] embedded in 4-dimensional Euclidean (flat) space. That is, we could imagine that the ordinary 3-dimensional space we perceive is the curved 3-dimensional surface of a 4-dimensional ball (since the surface of a 4-ball is a curved 3-dimensional space called a 3-sphere, just as the surface of a 3-ball like the earth is a curved 2-dimensional space called a 2-sphere). This was first described by Einstein himself in 1921, as a thought experiment in which he carefully described his fourth orthogonal spatial dimension as merely a mathematical abstraction. Subsequently it was noticed by others (not mainstream physicists) that if physical space were really embedded in Euclidean 4-dimensional space (with our 3-dimensional space embedded in 4-space as some 3-manifold, not necessarily a 3-sphere), then the Lorentz transformations of special relativity (spatial forshortenings and time dilations and so forth) could all be explained by ordinary perspective geometry in 4-dimensional Euclidean space. Special relativity reduces to classical geometry (based on the 4-dimensional version of the Pythagorean theorem), but if and only if every observer is moving through 4-space at a universal constant velocity ''c'', in some 4-space direction. This counter-intuitive alternative geometric model of relativity, which has usually been called [[W:Formulations of special relativity#Euclidean relativity|Euclidean relativity]], is motivated by the fact that in every kind of relativity, but originally in Einstein's special relativity, each observer moves on a vector through a four-dimensional space consisting of their three proper spatial dimensions and their proper time dimension, and the Pythagorean vector-sum of their motion through this kind of proper 4-space is always ''c'', as measured by all observers in any inertial reference frame. This is the Lorentz invariant, that allows everyone to observe a constant speed of light, regardless of their motion relative to the light source. But no physicists have taken the leap of claiming that therefore, our universe is physically [[W:Euclidean geometry#Higher dimensions|this kind of Euclidean 4-space]], and that observers are actually moving through it at velocity ''c''. In physics as it has been universally understood, observers are not supposed to be able to move at velocity ''c''. Their motion takes place in 3-space and in universal coordinate time (in Minkowski spacetime), and the cosmos is considered to be a non-Euclidean 3-space, generally a closed (finite) expanding 3-space, but with only three spatial dimensions, not four. In the Euclidean relativity alternative view, however, every observer is always moving at velocity ''c'' through the universe, which is real Euclidean 4-dimensional space <small><math>\mathbb{R^4}</math></small>. The direction in which they are moving is called their proper time axis.{{Efn|Time in spacetime is universal coordinate time, but there is another kind of time in relativity, the proper time in each inertial reference frame. Your proper time is the time you experience, and every observer has his own proper time; proper time runs at different rates in different inertial reference frames. It runs slower (compared to universal coordinate time) in a gravitational field (according to general relativity), and observers in motion with respect to each other view each other's clocks as running slower than their own clocks (according to special relativity).}} Their movement in time is not just modelled as movement in an abstract fourth dimension (as it is in Minkowski spacetime), their movement in time is isomorphic to their movement through physical space in a distinct direction at velocity ''c''. Their direction of movement through space may be different for different observers (or not, if they happen to be going in the same direction). Your proper time dimension is whichever direction you are moving. The other three directions perpendicular to your proper time axis are the three dimensions of your proper space, which again, may be different directions for you than for other observers moving in a different direction. There are four orthogonal spatial dimensions which we all share, but we share the same orthogonal proper time axis and proper space axes only if we are at rest with respect to each other, actually moving in the same direction at velocity ''c'', in the same inertial reference frame. Your proper 4-space is rotated with respect to another observer's proper 4-space, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other.{{Efn|The angular divergence between two observer's motion vectors is proportional to their relative velocity: the more they diverge, the greater their relative velocity, up to the maximum divergence possible in the space. In Euclidean relativity all observers are in motion at velocity ''c'' relative to universal 4-coordinate space, so the maximum relative velocity between two observers is 2''c'' when they are moving in exactly opposite directions in 4-space. This is not a contradiction of special relativity, which limits the maximum relative velocity between two observers to ''c'', it is the same measurement in different units. Special relativity measures all velocities in a 3-space of Minkowski spacetime. Euclidean relativity measures all velocities in Euclidean 4-space.}} So in this novel alternate view of relativity, every mass in the universe must be perpetually in motion at velocity ''c'' in Euclidean 4-space, along with all the masses in its vicinity that are going in (nearly) the same direction. The entire solar system, for example, must be translating in the fourth dimension at the "speed of light" ''c'', although we do not notice it, since we are all moving in that same direction together. Acceleration of an object varies its direction of motion through 4-space, but never its velocity, which is invariant for all objects with mass. Two objects which are in motion relative to each other are both actually in motion at the same velocity ''c'', but in at least slightly different directions. In Einstein's relativity, the invariant ''c'' is the speed of light through 3-space. In Euclidean relativity, the invariant ''c'' is the speed of matter through 4-space! The speed of light through 3-space is also perceived as ''c'' by all observers, because they are each living in a moving 3-manifold that is moving through 4-space at velocity ''c''. Despite their extreme differences in viewpoint, Einstein's relativity and Euclidean relativity are equivalent theories in complete agreement with each other, by definition. The two theories make exactly the same predictions about how observers in different reference frames will perceive each other's motions in time and space, and we shall see that they also agree on the predictions of general relativity. They both describe the same geometric relations of space and time, but they describe that geometry as embedded in two very different universal host spaces: Minkowski spacetime versus Euclidean 4-space. ...cite Lewis Epstein's elegant explanation of the Lorentz Invariance as observers moving at constant velocity <math>c</math> through space and proper time ...cite Yamashita{{Sfn|Yamashita|2023}} on the equivalence of special relativity and Euclidean 4-space relativity ...cite Kappraff & Adamson's 2003 paper on The Relationship of the Cotangent Function to Special Relativity Theory, geometry and properties of number,{{Sfn|Kappraff & Adamson|2003|loc=Special Relativity Theory, Geometry and properties of number}} which shows how the Lorentz coefficient is a function of a deep geometric property of number{{Sfn|Kappraff & Adamson|2000|loc=A Fresh Look at Number}} discovered by Steinbach,{{Sfn|Steinbach|1997|loc=Golden Fields: A Case for the Heptagon}} by means of which the root formula of geometry in any Euclidean dimension, the Pythagorean theorem, may be derived solely in terms of the addition of polygon side lengths, without recourse to their products or squares. More generally, Steinbach found that in the relations among regular polytope chords, to add is to multiply; every chord is both the product (quotient) of a pair of chords and the sum (difference) of another pair of chords. Euclidean relativity is not even a fringe theory; no physicists have adopted it. There are many good reasons why the revolutionary leap to a four orthogonal spatial dimensions viewpoint has not been taken, beginning with the universally observed fact that we can only construct three perpendiculars through a point in our immediate space, which appears to be resolutely 3-dimensional, not 4-dimensional. Euclidean relativity offers a nice geometric explanation of the reasons for the Lorentz transformations, but only at the cost of raising other mysteries, which have been difficult for its aficionados to explain. Another mystery is how light signals between observers in relative motion could "catch up" with the receiver moving on a diverging path through 4-space from the emitter. If both observers are already moving at ''c'' (on diverging paths), the propagation speed of light through 4-space between them would have to be greater than ''c''. Euclidean relativity is a revolutionary theory indeed, in which ''c'' cannot possibly be the speed of light! We conclude that, for a theory of Euclidean 4-space to be physically viable (that is, for it to be our real space and not merely an abstract mathematical space), the speed of light through Euclidean 4-space must be <math>c^\prime = 2c</math>, with massless photons translating through 4-space at twice the speed of mass-carrying objects. Photons must translate the diagonal distance through 4-space along the long diameter of a unit 4-hypercube, in the same time that massive particles translate linearly along the edge of a unit 4-hypercube. This is conceivable in 4-space (and in no other Euclidean space of any dimensionality) because the diagonal of the unit 4-hypercube is the natural number <small><math>\sqrt{4}</math></small>. == An object's motion in space is the product of its discrete self-reflections == Coxeter theory describes all the possible motions of an object in space as local functions of the object's discrete geometry (its shape). Coxeter observed that in a Euclidean space of any number of dimensions, any displacement of a geometric object from one place to another, and any rotation of the object from one orientation to another, can be broken down into the product of a small number of discrete self-reflections. Any action of a geometric object that transforms its position and orientation in space may be measured as a distinct group of self-reflections of the object in its own surfaces. Any motion of the object whatsoever may be precisely described as the object propagating itself through space by a discrete set of local self-reflections. Coxeter found that both changes in position (translations) and changes in orientation (rotations) can be broken down into the simplest of all displacements (self-reflections). A translation occurs when an object self-reflects twice, in two distinct surfaces which are parallel to each other. A rotation also occurs when an object self-reflects twice, but in two distinct surfaces which touch (intersect each other). When a object self-reflects once, it turns itself inside out (it reverses its chirality), but in translations and rotations it self-reflects twice, leaving itself right-side-out again. Coxeter's laws of motion are a geometric counterpart to Newton's laws of motion in three dimensional Euclidean space. They are helpful because they can be understood as simple geometric pictures, by anyone baffled by algebraic formulas. But they are also a revolutionary advance beyond Newton's laws, because Coxeter formulated them in Euclidean spaces of any number of dimensions. For example, they give us simple geometric pictures of all the possible motions of objects in four dimensional Euclidean space: <blockquote>Every orthogonal transformation in 4-space is expressible as:<br> :<small><math>\mathrm{Q}^q \mathrm{R}^r \mathrm{T}^t</math></small><br> where <small><math>(2^q + r + t \le 4)</math></small>. Every displacement is either a double rotation <small><math>\mathrm{Q}^2</math></small>, or a screw-displacement <small><math>\mathrm{QT}</math></small> [where the rotation component <small><math>\mathrm{Q}</math></small> is a simple rotation, but the <small><math>\mathrm{QT}</math></small> is chiral like a <small><math>\mathrm{Q^2}</math></small>]. Every enantiomorphous transformation in 4-space (reversing chirality) is a <small><math>\mathrm{QRT}</math></small>.</blockquote> While this description may be understood as simple geometric pictures, some of the pictures may not be easy for us to visualize, since we have no physical experience in 4-dimensional space. <small><math>\mathrm{R}, \mathrm{T}, \mathrm{Q}</math></small> are just what they are in three-dimensional space, but <small><math>\mathrm{Q}^2</math></small> is something new and unprecedented in our physical experience, because double rotations do not occur until you have four or more dimensions of space to rotate in. ...to readers who have not studied Coxeter (almost all readers including TAC), the blockquote above is "just math", not visualizable geometry...but I could describe Coxeter's congruent transformations in 4-space here geometrically: I could say clearly what they mean in spatial terms, in language anyone can understand, because they don't require any math to be understood; the "math" here is really just simple pictures (reflections and rotations); even double rotations can be visualized by dimensional analogy, as compounds of simple rotations...since even most physicists are unacquainted with Coxeter geometry, it really is important that I do this here... == Light propagates through 4-space at twice its apparent velocity ''c''== Coxeter's geometric laws of motion apply to all objects with mass in 4-dimensional Euclidean space, but we find there is an additional kind of displacement which applies only to massless particles such as photons. Light quanta (photons) translate through 4-space by 4-dimensional reflection <small><math>\mathrm{R}^4</math></small>, which may be termed a double translation <small><math>\mathrm{T}^2</math></small>, a pure translation via two pairs of parallel reflections, without any rotation component <small><math>\mathrm{Q}</math></small>. Matter (atoms and all particles with mass) are perpetually rotating and translating through 4-space by <small><math>\mathrm{QT}</math></small>, a screw translation of a rotating object, which is relativistically equivalent to a stationary isoclinic <small><math>\mathrm{Q^2}</math></small>, an isoclinically rotating object such as an atom. A simple rotation <small><math>\mathrm{Q}</math></small> or simple translation <small><math>\mathrm{T}</math></small> is a double reflection <small><math>\mathrm{R^2}</math></small>, so a <small><math>\mathrm{QT}</math></small> or <small><math>\mathrm{Q^2}</math></small> is also an <small><math>\mathrm{R^4}</math></small>, but not with the same group of reflection angles as a light signal <small><math>\mathrm{R^4}</math></small>. A translation <small><math>\mathrm{T = R^2}</math></small> is a double reflection in two parallel planes, and a rotation <small><math>\mathrm{Q = R^2}</math></small> is a double reflection in two intersecting planes, as in a <small><math>\mathrm{QT = R^4}</math></small> which is both at once. A double translation <small><math>\mathrm{T^2 = R^4}</math></small> is two or more double reflections in pairs of parallel planes at once, a reflection in four or more non-intersecting parallel planes; it is all translation and no rotation. In a <small><math>\mathrm{T^2}</math></small> all the motion goes to translation, so the translation goes twice as far as the simple translation <small><math>\mathrm{T}</math></small> in a <small><math>\mathrm{QT}</math></small>. A double translation <small><math>\mathrm{T^2 = R^4}</math></small> is the opposite of a double rotation <small><math>\mathrm{Q^2 = R^4}</math></small>, which is stationary but rotates twice as fast as the simple rotation <small><math>\mathrm{Q}</math></small> in a <small><math>\mathrm{QT}</math></small>. The product of the two translations in a <small><math>\mathrm{T^2}</math></small> is a diagonal 4-space translation over the long diameter of the unit 4-hypercube, exactly twice the distance of a simple <small><math>\mathrm{T}</math></small> over the edge length (or radius) of the unit 4-hypercube.{{Efn|The 4-hypercube (also known as the 8-cell or tesseract) is ''radially equilateral'', which means its edge length is equal to its radius, like the hexagon. So its long diameter (twice its radius) is exactly twice its edge length.}} The photon moves an equal distance in four orthogonal directions. By the four-dimensional Pythagorean theorem, each of those four distances is half the total distance the photon moves: one edge length (one radius) is half the total diagonal distance moved (the long diameter). That total movement is a double-the-distance translation, but without any rotation component, so it cannot carry any mass with it. A <small><math>\mathrm{T^2}</math></small> cannot reposition a 4-polytope the way a <small><math>\mathrm{QT}</math></small> does, it can only reposition a quantum of energy that has no distinguishing rotational symmetry, such as a photon. That is the price light pays to move exactly twice as fast as matter. ...lensing of double translations <small><math>\mathrm{T^2 = R^4}</math></small> in more than two pairs of parallel planes at once...relationship to the frequency of light emitted and the coherence length of the wave packet... == The Kepler problem is framed in Euclidean 4-space == The [[W:Kepler problem|Kepler problem]] is named for [[W:Johannes Kepler|Johannes Kepler]], the greatest geometer since the ancients up to [[w:Ludwig Schläfli|Ludwig Schläfli]], who proposed [[W:Kepler's laws of planetary motion|Kepler's laws of planetary motion]] which solved the problem of the orbits of the planets, and investigated the types of forces that would result in orbits obeying those laws. Those forces were later identified by [[W:Isaac Newton|Isaac Newton]] in his[[W:Philosophiæ Naturalis Principia Mathematica| Principia]], where he proves what today might be called the "inverse Kepler problem": the orbit characteristics require the force to depend on the inverse square of the distance.<ref>{{Cite book|last=Feynman|first=Richard|title=Feynman's Lost Lecture: The Motion of Planets Around the Sun|date=1996|publisher=W. W. Norton & Company|isbn=978-0393039184}}</ref> The inverse square law behind the Kepler problem is the [[W:Central force|central force]] law which governs not only [[W:Newtonian gravity|Newtonian gravity]] and celestial orbits, but also the motion of two charged particles in [[W:Coulomb’s law|Coulomb’s law]] of [[W:Electrostatics|electrostatics]]; it applies to attractive or repulsive forces. Problems in which two bodies interact by a central force that varies as the [[W:Inverse square law|inverse square]] of the distance between them are called Kepler problems. Thus the [[W:Hydrogen atom|hydrogen atom]] is a Kepler problem, since it comprises two charged particles interacting by Coulomb's law, another inverse-square central force. Using classical mechanics, the solution to a Kepler problem can be expressed as a [[W:Kepler orbit|Kepler orbit]] using six kinematical variables or [[W:Orbital elements|orbital elements]]. The solution conserves an orbital element called the [[W:Laplace–Runge–Lenz vector|Laplace–Runge–Lenz (LRL) vector]], a [[W:Constant of motion|constant of motion]], meaning that it is the same no matter where it is calculated on the orbit. The LRL vector was essential in the first quantum mechanical derivation of the [[W:Atomic emission spectrum|spectrum]] of the hydrogen atom, but this approach has rarely been used since the development of the [[W:Schrödinger equation|Schrödinger equation]]. The conservation of the LRL vector corresponds to the <small><math>SO(4)</math></small> symmetry, by Nother's theorem. The LRL vector lies orthogonal to both the orbital plane and the angular momentum vector of the Kepler orbit, in a fourth orthogonal dimension. Fock in 1935<ref>V. Fock, Zur Theorie des Wasserstoffatoms, Zeitschrift für Physik. 98 (3-4) (1935), 145–154.</ref> and Moser in 1970<ref>J. Moser, Regularization of Kepler’s problem and the averaging method on a manifold, Commun. Pure Appl. 23 (1970), 609–636</ref> observed that the Kepler problem is mathematically equivalent to non-affine geodesic motion (a particle moving freely) on the surface of a 3-sphere, so that the whole problem is symmetric under certain rotations of the four-dimensional space. This higher-dimensional symmetry results in two well-known properties of the Kepler problem: the momentum vector always moves in a perfect circle and, for a given total energy, all such velocity circles intersect each other in the same two points. ... Relativity establishes that an orbit in space is viewed in a different way in each distinct inertial reference frame. Depending on the choice of reference frame, the same Kepler system may be seen to be performing any one of a sequence of relativistically equivalent rotations in 4-space, on a continuum from an isoclinic rotation (Q²) in the orbit's proper reference frame, to a screw transfer (QT) with a simple rotation component (Q) and a translation component (T) at velocity <math>c</math>, in the universal reference frame of 4-coordinate space wherein every object is seen to be translating at velocity <math>c</math>. In reference frames between these two limit cases, the orbit is seen to be performing a double rotation (Q²) at two unequal, completely orthogonal angular rates of rotation: an elliptical double rotation. These include the reference frames of most typical observers, who are moving slowly relative to the observed orbital system's reference frame (their relative motion is a small fraction of the speed of light). In these cases the non-isoclinic elliptical (Q²) resembles a (QT), because one of its two completely orthogonal rotations (Q) has such a long period that it is almost indistinguishable from a straight translation (T). All orbits in 4-space are isoclinic in their own reference frame. Orbiting objects in their own proper Kepler systems follow circular geodesic isoclines through 4-space. Orbits in 4-space are perfectly circular in their own reference frame, as Copernicus assumed the orbits of planets to be. It is the orbit's path through the 3-space of its elliptic hyperplane that is an ellipse, as Kepler found it to be. The geodesic circle that an orbiting object follows through 4-space in the proper reference frame of its own Kepler system is not a simple great circle which turns in two orthogonal dimensions. It is a helical great circle that turns in four orthogonal dimensions at once.{{Efn|Geodesic orbits in 4-space are not simple 2-dimensional great circles; they are helical 4-dimensional great circles that curve in all four dimensions at once. Their circular trajectories are helixes which we call ''isoclines'', since they are the paths taken by points on a rigid object undergoing isoclinic rotation.}} Such circles lie outside our physical experience, since our local space has only three orthogonal dimensions. Nonetheless we can visualize them in imagination, because their helical, circular shape is perfectly well defined by the kinematical variables of the Kepler orbit. Moreover, the real physical correlates of abstract orthogonal planes and rotation angles are very familiar to us viscerally in our body-language of physical experience, and we are also endowed with highly evolved visual signal processing engines. These enable us to see and understand spatial relations and motions including rotations without even thinking about angles and orthogonal planes. This physical endowment amounts to an inborn capacity for dimensional analogy, since all our instinctive spatial reasoning is by dimensional analogy from flat 2-dimensional retinal images to 3-dimensional scenes, using our powerful instinctive visualization capacities of reverse stereographic projection and pattern recognition. We humans are thus very well equipped with everything we need to see in four-dimensional space... ...cite Jesper Goransson's very concise paper ... Recently Anco and Moghadam found that through Noether’s theorem in reverse, the LRL vector gives rise to a corresponding infinitesimal dynamical symmetry on the kinematical variables, which they show to be the semi-direct product of <small><math>SO(3)</math></small> and <small><math>\mathbb{R^3}</math></small>, in contrast to the <small><math>SO(4)</math></small> symmetry group generated by the LRL symmetries and the rotations.{{Sfn|Anco|Moghadam|2026|ps=; The physically relevant part of the LRL vector is its direction ... since its magnitude is just a function of energy and angular momentum.}} This remarkable symmetry breaking is expressive of the ''dimensional relativity'' between ordinary 3-space <small><math>\mathbb{R^3}</math></small>, spherical space <small><math>S^3</math></small> and Euclidean space <small><math>\mathbb{R^4}</math></small>. Consider a hydrogen atom in a Kepler orbit: for example, a hydrogen atom moving freely in space in an orbit around the sun. It is a ''double'' Kepler problem: an electrostatic Kepler problem within itself, and a gravitational Kepler problem in its environment. The ''single'' electrostatic Kepler problem of a hydrogen atom moving freely in space beyond any gravitational influence is a problem in special relativity. In our Euclidean 4-space model, this atom viewed as stationary in its own proper reference frame exhibits an <small><math>SO(4)</math></small> rotation symmetry corresponding to an isoclinic double rotation (<small><math>\mathrm{Q^2}</math></small>). The fourth dimension in this reference frame is the atom's proper time vector; it has constant velocity <math>c</math> and constant direction. From the point of view of our universal 4-coordinate space (which cannot be the proper inertial reference frame of any physical observer, all of whom are moving relative to it at velocity ''c''), the entire Kepler system (the atom) is translating through 4-space via a screw translation (<small><math>\mathrm{QT}</math></small>) at constant velocity <math>c</math>. From this viewpoint the atom has only a simple <small><math>SO(3)</math></small> rotation component (<small><math>\mathrm{Q}</math></small>), breaking its stationary <small><math>SO(4)</math></small> isoclinic rotation symmetry (<small><math>\mathrm{Q^2}</math></small>). Because each discrete part of the rotating atom moves along a helical trajectory through 4-space, the atom is in orbit around a barycentric axis (like a star in a galaxy), but only in a tiny orbit within its own radius, which is its inertial domain of rotation. The straight 4-dimensional cylinder it progresses along at velocity <math>c</math> is very narrow: only the diameter of the rotating atom itself. The gravitational Kepler problem of a hydrogen atom in a Kepler orbit around the sun is a problem in general relativity. In our 4-space model, this atom viewed in its own proper reference frame exhibits the same <small><math>SO(4)</math></small> rotation symmetry as it did in the electrostatic Kepler problem where the atom was translating linearly through space. The Kepler system in this case is not just the atom; it is the entire solar system. The LRL vector of this Kepler system is the proper time vector of the atom's inertial reference frame; once again it has constant velocity ''and constant direction''. Although the momentum vector moves in a perfect circle as the atom orbits the sun, the 4-space LRL vector does not move at all: it is a constant of motion, of linear motion (<small><math>\mathrm{T}</math></small>) of the Kepler system (the entire solar system in this case) in a constant 4-space direction, the proper time direction of the system. The direction of the system's proper time vector would vary under some kinds of acceleration of the atom, but it is constant under this kind of orbital acceleration. It continues to point in the same direction, like a 4-space compass needle, as the atom winds its way along its spiral path around the axis of the sun's straight-line translation through 4-space at velocity <math>c</math>. This compass needle always points in the direction the sun is moving, not the direction the atom is moving at any instant. ...Its Kepler orbit around the sun is its <small><math>SO(3)</math></small> rotation component (<small><math>\mathrm{Q}</math></small>). Although the atom is moving on a geodesic circle in the second problem, by the [[equivalence principle]] the difference in the state of the atomic systems in these two problems cannot be observed by examining the atoms alone. Even from another inertial reference frame, where the atom in the second problem is seen to be translating through 4-space via a wide screw translation (<small><math>\mathrm{QT}</math></small>) around the sun's axis of motion, there is still no difference between the two problems which can be detected by examining only the atoms within their own proper reference frames (even over time), because the LRL vector (<small><math>\mathrm{T}</math></small>) is a constant of motion of the entire system in both cases. ...Anco and Maghadam found that <small><math>SO(4)</math></small>) breaks to ... <small><math>S^3</math></small>)... if the energy in the Kepler orbit is negative (an elliptical orbit), and to ... <small><math>H^3</math></small>) ... Minkowski spacetime if the energy is positive (a hyperbolic orbit). ... Finally we consider a third problem in which a hydrogen atom enters the solar system as a comet, loops around the sun and exits the solar system again. This atom... ... As Hamilton found when he discovered the quaternions, we see that it is necessary to admit a fourth dimension to the system in order to properly model the problem: in Hamilton's case the general problem of ..., and in our case the Kepler problem. These are instances of the same problem in 4-dimensional Euclidean geometry, and indeed a solution to the Kepler problem in quaternions (the four Cartesian coordinates of Euclidean 4-space) is a solution to it in our model of the 4-coordinate Euclidean cosmos. == Distribution of stars in our galaxy == The stars in our own galaxy appear to us to be a rotating spiral cluster in 3-dimensional space. By assuming that light from them reaches us on straight lines through space, by assuming that we can measure their distance from us by its red shift, and by assuming that they are distributed in three dimensions of space, we have plotted their locations in 3-space. If we abandon the last of those three assumptions, we can just as easily reinterpret that dataset to plot their distribution around us in 4-dimensional space, and see how they actually lie. When we perform this experiment on the data for the stars in our galaxy, do we indeed find that they are distributed non-uniformly in various concentric spirals, but the spirals lie on the surface of various 3-spheres, rather than in elliptical orbits as we saw them in 3-space? That would be an expected consequence of the special rotational symmetry group of 4-space <small><math>SO(4)</math></small>, in which circular (isoclinic) orbits are the geodesics (shortest rotational paths) rather than elliptical (non-equi-angled double rotation) orbits. ...have to perform this experiment somehow, at least as a conclusive thought experiment, before I publish this paper... == Rotations == The [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotations]] of the convex [[W:regular 4-polytope|regular 4-polytope]]s are usually described as discrete rotations of a rigid object. For example, the rigid [[24-cell]] can rotate in a [[24-cell#Great hexagons|hexagonal]] (6-vertex) central [[24-cell#Planes of rotation|plane of rotation]]. A 4-dimensional [[24-cell#Isoclinic rotations|''isoclinic'' rotation]] (as distinct from a [[24-cell#Simple rotations|''simple'' rotation]] like the ones that occur in 3-dimensional space) is a ''diagonal'' rotation in multiple [[W:Clifford parallel|Clifford parallel]] [[24-cell#Geodesics|central planes]] of rotation at once. It is diagonal because it is a [[W:SO(4)#Double rotations|double rotation]]: in addition to rotating in parallel (like wheels), the multiple planes of rotation also tilt sideways in the completely orthogonal plane of rotation (like coins flipping) into each other's planes. Consequently, the path taken by each vertex is a [[24-cell#Helical hexagrams and their isoclines|twisted helical circle]], rather than the ordinary flat great circle a vertex follows in a simple rotation. In a rigid 4-polytope rotating isoclinically, ''all'' the vertices lie in one of the parallel planes of rotation, so all the vertices move in parallel along Clifford parallel twisting circular paths. [[24-cell#Clifford parallel polytopes|Clifford parallel planes]] are not parallel in the normal sense of parallel planes in three dimensions; the vertices are all moving in different directions around the [[W:3-sphere|3-sphere]]. In one complete 360° isoclinic revolution, a rigid 4-polytope turns itself inside out. This is sufficiently different from the simple rotations of rigid bodies in our 3-dimensional experience that a [[24-cell#Rotations|detailed description]] enabling the reader to properly visualize its counter-intuitive consequences runs to many pages and illustrations, with many accompanying pages of explanatory notes on surprising phenomena that arise in 4-dimensional space: [[24-cell#Great squares|completely orthogonal planes]], [[24-cell#Clifford parallel polytopes|Clifford parallelism]]{{Efn|name=Clifford parallels}} and [[W:Hopf fibration|Hopf fiber bundles]], [[24-cell#Isoclinic rotations|isoclinic geodesic paths]], and [[24-cell#Double rotations|chiral (mirror image) pairs of rotations]], among other complexities. Moreover, the characteristic rotations of the various regular 4-polytopes are all different; each is a unique surprise. [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|The 6 regular convex 4-polytopes]] have different numbers of vertices (5, 8, 16, 24, 120 and 600 respectively) and those with fewer vertices occur inscribed in those with more vertices (with one exception), with the result that the more complex 4-polytopes subsume the kinds of rotations characteristic of their less complex predecessors, as well as each having a characteristic kind of rotation not found in their predecessors. None of these symmetries is to be found in 3-dimensional space, although their simpler 3-dimensional analogues are all present there. [[W:Euclidean geometry#Higher dimensions|Four dimensional Euclidean space]] is more complicated (and more interesting) than three dimensional space because there is more room in it, in which unprecedented things can happen. It subsumes 3-dimensional space, with all of the symmetries we are accustomed to, and adds astonishing new surprises. These are hard for us to visualize, because the only way we can experience them is in our imagination; we have no body of sensory experience in 4-dimensional space to draw upon, other than our evolution in time. For that reason (our difficulty in visualizing them), descriptions of isoclinic rotations usually begin and end with rigid rotations: [[24-cell#Isoclinic rotations|for example]], all 24 vertices of a single rigid 24-cell rotating in unison, with 6 vertices evenly spaced around each of 4 Clifford parallel twisted circles.{{Efn|name=360 degree geodesic path visiting 3 hexagonal planes}} But that is only the simplest case, which is easiest for us to understand. Compound and [[W:Kinematics|kinematic]] 24-cells (with moving parts) are even more interesting (and more complicated) than the rotation of a single rigid 24-cell. To begin with, when we examine the individual parts of a single rigid 24-cell that are moving in an isoclinic rotation, such as the orbits of individual vertices, we can imagine a case where fewer than 24 point-objects are orbiting on those twisted circular paths at once. [[24-cell#Reflections|For example]], if we imagine just 8 point-objects, evenly spaced around the 24-cell at [[24-cell#Reciprocal constructions from 8-cell and 16-cell|the 8 vertices that lie on the 4 coordinate axes]], and rotate them isoclinically along exactly the same orbits they would take in the above-mentioned rotation of a rigid 24-cell, then in the course of a single 360° rotation the 8 point-objects will trace out the whole 24-cell, with just one point-object reaching each of the 24 vertex positions just once, and no point-object colliding with (or even crossing the path of) any other at any time. This is an example of a discrete Hopf fibration. But it is still an example of a rigid object in a discrete isoclinic rotation: a rigid 8-vertex object (called the 4-[[W:orthoplex|orthoplex]] or [[16-cell]]) performing one half of the characteristic rotation of the 24-cell. We can also imagine ''combining'' distinct isoclinic rotations. What happens when multiple point-objects are orbiting at once, but do ''not'' all follow the Clifford parallel paths characteristic of the ''same'' distinct rigid rotation? What happens when we combine orbits from distinct rotations characteristic of different 4-polytopes, for example when different rigid 4-polytopes are concentric and rotating simultaneously in their characteristic ways? What kinds of such hybrid rotations are possible in the same 3-sphere shell without collisions? In adjacent concentric shells without asymmetric imbalance? What sort of [[Kinematics of the cuboctahedron|kinematic polytopes]] do they trace out, and how do their [[24-cell#Clifford parallel polytopes|component parts]] relate to each other as they move? Is there (sometimes) some kind of mutual stability amid their lack of combined rigidity? Visualizing isoclinic rotations (rigid and otherwise) allows us to explore such questions of [[W:kinematics|kinematics]], and where dynamic stabilities arise, of [[wikipedia:kinetics (physics)|kinetics]]. In four dimensions, we discover that space has more room in it than we have experienced, which permits previously unimagined motions. Even 3-space is more commodious than we thought; when it is curved and lies embedded in a higher-dimensional space, it permits previously impossible symmetric packings. Sadoc studied double-twisted 3-dimensional molecules, and imagined them embedded in 4-dimensional space as the Hopf fibrations of regular 4-polytopes. He found that these molecules would close-pack on the 3-sphere perfectly without exhibiting any torsion, although their packing in ordinary flat 3-space is imperfect, "frustrated" by their twisted geometry. <blockquote>The frustration, which arises when the molecular orientation is transported along the two [spiral] AB paths of figure 1 [double twist helix], is imposed by the very topological nature of the Euclidean space R³. It would not occur if the molecules were embedded in the non-Euclidean space of the [[W:3-sphere|3-sphere]] S³, or hypersphere. This space with a homogeneous positive curvature can indeed be described by equidistant and uniformly twisted fibers, along which the molecules can be aligned without any conflict between compactness and [[W:torsion of a curve|torsion]].... The fibres of this [[W:Hopf fibration|Hopf fibration]] are great circles of S³, the whole family of which is also called the [[W:Clifford parallel|Clifford parallel]]s.{{Efn|name=Clifford parallels}} Two of these fibers are C_∞ symmetry axes for the whole fibration; each fibre makes one turn around each axis and regularly rotates when moving from one axis to another.{{Efn|name=helical geodesic}} These fibers build a double twist configuration while staying parallel, i.e. without any frustration, in the whole volume of S³.{{Efn|name=Petrie polygon of a honeycomb}} They can therefore be used as models to study the condensation of long molecules in the presence of a double twist constraint.{{Sfn|Sadoc & Charvolin|2009|loc=§1.2 The curved space approach|ps=; studies the helical orientation of molecules in crystal structures and their imperfect packings ("frustrations") in 3-dimensional space.}}</blockquote> Of course we do not find molecules condensing to close-pack the 3-sphere in our experience, and Sadoc does not say that we do. We find 3-spheres in the atomic realm (if atoms are 4-polytopes), and in the cosmic realm (as the surface boundaries of stars, and the concentric surfaces of galaxies). But in between, in the realm of ordinary experience which includes the molecular realm, ourselves and all the objects we can materially handle or observe up close including the planets, we are confined together by gravity as inertia within a curved 3-dimensional space that is no more than one atom thick in the fourth spatial dimension. That is why in the molecular realm we find only objects that occupy 3-spaces which, though infinitesimally curved in the fourth dimension, are tiny patches on whole 3-spheres of galactic size. So Sadoc's exercise is a thought experiment, like Einstein's gedankenexperiments about railroad embankments and trains moving at nearly the speed of light. It is no less illuminating, despite the symmetry it reveals not having a realization as an actual 3-sphere of actual molecules. And might not something very like it have an actual realization in the atomic realm? We know that atoms have their own complex internal structure, which we are unable to model geometrically in ordinary 3-dimensional space. Suppose such a model is impossible because an atom is actually a 4-polytope occupying a tiny spherical region of 4-dimensional space, and so we only find its constituent particles in close-packed helical orbits on the 3-sphere, in the manner of Sadoc's imaginary twisted molecules, but as real 4-dimensional helices of atomic scale. We would expect to find the atomic orbit of a fundamental particle in some discrete Hopf fibration characteristic of a symmetry group, that is, on the maximally symmetric isoclines of a discrete isoclinic rotation characteristic of some regular 4-polytope and the particle. == A theory of the Euclidean atom == <blockquote>Because quantum physics could be tested without being understood, it allowed humans to see how the universe worked without knowing why.<ref>Sebastian Junger, In My Time of Dying</ref></blockquote> ... == Light and Mass are Reflection and Rotation == The phenomena of light and mass are expressions of reflection symmetries and rotation symmetries, respectively. ... Atoms are 4-polytopes, elementary objects with SO(4) rotational symmetry. Light is .... Motion in space is the propagation of the elementary objects of light and matter in Coxeter congruent transformations by kaleidoscopic self-reflections, like the motion of self-reproducing cellular automata in [[Conway's Game of Life|Conway's game of life]]. ... === Atoms are 4-polytopes === ... == Relativity in real space of four or more orthogonal dimensions == Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions. General relativity is Galilean relativity in a general space of four or more orthogonal dimensions, e.g. in Euclidean 4-space <math>R^4</math>, spherical 4-space <math>S^4</math>, and any orthogonal 4-manifold. Light is a consequence of symmetry group reflections at quantum scale. Gravity and the other fundamental forces are consequences of rotations, which are consequences of quantum reflections. Both kinds of motion are group actions, expressions of intrinsic symmetries. That is all of physics. Every observer may properly see themself as stationary and the universe as an ''n''-sphere with themself at the center. The curvature of these spheres is a function of the rate at which causality evolves, and can be measured by the observer as the speed of light. === Special relativity is Galilean relativity in a Euclidean space of four orthogonal dimensions === ...TAC suggests this section is needed sooner, i.e. in the preceding Special Relativity section, as it explains how Euclidean relativity reduces special relativity to 4D perspective geometry...it's misplaced (too late) here... Perspective effects known as the Lorentz transformations occur because each observer's proper 3-dimensional space is a moving curved manifold embedded in flat 4-dimensional Euclidean space. The curvature of their 3-space complicates sightline calculations for observers; they sometimes require Lorentz transformations to produce the actual 4-space Cartesian coordinates of objects in the scene being observed. But if all four spatial dimensions are considered, no Lorentz transformations are required (or permitted) in correct scene construction, except when an observer wants to calculate a projection, that is, the shadow of how things will appear to them from a three-dimensional viewpoint (not how they really are).{{Sfn|Yamashita|2023}} Space really has four orthogonal dimensions, and space and time behave there just as they do in a classical vector space, only bigger by one dimension. It is not necessary to combine 4-space with time in a unified spacetime to explain 4-dimensional perspective effects at high relative velocities, because Euclidean 4-space is already 4-dimensional, and those effects fall out naturally from the 4-dimensional Pythagorean theorem, exactly as ordinary visual perspective does in three dimensions from the 3-dimensional Pythagorean theorem. Because one of the four spatial dimensions corresponds to an observer's direction of motion (in both space and proper time), and all observers and all scenes being observed are in motion (at constant velocity) in their respective proper time directions, we observe perspective foreshortenings in time as well as in three spatial dimensions. In special relativity these perspective effects are reciprocal, precisely because they are only apparent, not actual, changes in size and duration. (In general relativity, discussed below, the actual rate of physical processes varies from place to place, and those differences are neither reciprocal nor illusory.) None of these Lorentz effects are beyond geometric explanation or paradoxical. The universe is unexpectedly strange to us in precisely the ways the Euclidean fourth dimension is strange to us; but that does hold many surprises. Euclidean 4-space is much more interesting than Euclidean 3-space, analogous to the way 3-space is much more interesting and deeply explanatory to us than it would be if we experienced it only as a 2-space with many folds and curves, as perhaps an ant does. The emergent properties of 4-space are hard for us to visualize because they lie so wholly beyond our physical experience, just as it was hard for our ancestors to imagine the earth as round like a ball. However, successive Euclidean spaces are dimensionally analogous, and so higher dimensional spaces can be anticipated and explored: that is Schläfli's great discovery. Moreover dimensional analogy itself, like everything else in nature, is an exact expression of intrinsic symmetries: that is Nother's great discovery. === General relativity is Galilean relativity in a general space of four orthogonal dimensions === ... == Dimensional relativity == Coxeter's kinetic law of <math>n</math>-dimensional congruent Euclidean transformations may be called ''dimensional relativity'', since it captures the theories of special and general relativity entire, and has its roots in dimensional analogy. Dimensional analogy is the exploration of [[w:Hermann_Grassmann#Mathematician|Hermann Grassmann's vector space principle]], in which space cannot be limited to any finite number of dimensions. The geometry of higher-dimensional space is accessable by reason of direct analogy, as [[w:Ludwig Schläfli|Ludwig Schläfli]] subsequently demonstrated. By analogy to the surface of the earth, the bounding surface of a spherical region of <math>n</math>-dimensional Euclidean space is an <math>(n-1)</math>-sphere, a spherical space of one fewer dimensions than the <math>n</math>-ball of Euclidean space it surrounds. In dimensional relativity the sky is not a ceiling, but an infinite regress of alternating spherical and Euclidean <math>n</math>-spaces of increasing <math>n</math>, accessible from each observer's point of view. By dimensional analogy, each observer looks up into their own reference frame's regress of concentric alternating <math>n</math>-spaces. By the degree of dimensional analogy of which they are capable, some observers see deeper into <math>n</math>-dimensional space than others. == Polycentric spherical relativity == An intelligent observer equipped with the principle of relativity may perceive the universe from any inertial reference frame, not only from their own proper perspective. We see that every observer may properly view themself as stationary and the universe as an ''n''-sphere with themself at the center observing it, perceptually equidistant from all points on its surface, including their own physical location which is one of those surface points, distinguished to them but moving on the surface, and not the center of anything. This ''polycentric model'' of the universe is a further restatement of the principle of relativity. It is compatible with Galileo's relativity of uniformly moving objects in ordinary space, Einstein's special relativity of inertial reference frames in 4-dimensional spacetime, Einstein's general relativity of all reference frames in non-Euclidean spacetime, and Coxeter's dimensional relativity of orthogonal group actions in Euclidean and spherical spaces of any number of dimensions. It should be known as Thoreau's principle of ''spherical relativity'', since the first precise written statement of it appears in 1849: "The universe is a sphere whose center is wherever there is intelligence."{{Sfn|Thoreau|1849|p=349|ps=; "The universe is a sphere whose center is wherever there is intelligence." [Contemporaneous and independent of [[W:Ludwig Schlafli|Ludwig Schlafli]]'s pioneering work enumerating the complete set of regular polyschemes in any number of dimensions.]}} == Revolutions == The original Copernican revolution in 1543 displaced the center of the universe from the center of the earth to a point farther away, the center of the sun, with the earth performing a ''revolution'' around the sun, and the stars remaining on a fixed 2-sphere around the sun instead of around the earth. But this led inevitably to the recognition that the sun must be a star itself, not equidistant from all the stars, and the center of but one of many spheres, no monotheistic center at all. In such fashion the Euclidean four-dimensional revolution, emerging three to five centuries later, initially lends itself to the big bang theory of a single origin of the whole universe, but leads inevitably to the recognition that all the galaxies need not be equidistant from a single origin in time, any more than all the stars lie in the same galaxy, equidistant from a single center in space. The expanding sphere of matter on the surface of which we find ourselves living is likely to be one of many 3-spheres expanding at velocity ''c'', with their big bang origins occurring at distinct times and places in the ''n''-dimensional universe. The most distant objects we see when we look up at night may, or may not, all have the same origin in space and time. As recently as Copernicus we believed all the stars lay on a single 2-sphere embedded in Euclidean 3-space, with our sun at its center. During the enlightenment we dispersed those stars into an infinite Euclidean 3-space, and relinquished our privileged position at the center. Then Einstein showed us that our 3-space could not be Euclidean, that it must be a 3-manifold curved in every place in obedience to Newton's inverse-square law of gravity; and in a sense related to time, at least, it must be 4-dimensional. In this work we suggest a theory of ''n''-dimensional real space and how light travels in it, a theory which says we can see into four orthogonal dimensions of Euclidean space, and so when we look up at night we see cosmological objects distributed in at least four dimensions of space around us, rather than all located in our own local 3-space. Looking still deeper and farther out, the universe viewed as a 4-sphere might, or might not, be expanding, and the most distant objects we see when we look up at night may, or may not, lie in our 4-dimensional hyperplane. Real space has ''n'' dimensions as [[w:Hermann_Grassmann|Grassmann]] and [[w:Schläfli|Schläfli]] showed, and we do not know how many dimensions the most distant objects we see may be distributed in. They need not all lie within the four spatial dimensions in which we now observe them, any more than they lie in the three dimensional hyperplane of local space in which we find everything residing in our solar system. When we look up at the objects that surround us, we have no way of discerning how many dimensions beyond three the space we are looking into has. We know their distance from us only by virtue of how long it takes their light to reach us. We can measure their distribution around us in 4-space, but that is simply how we choose to measure them, not a finding of how they are actually distributed. Even if it is now evident that they do not all lie in the same 3-space, how many more dimensions than three are needed to contain them? We observe that our 4-ball galaxy is embedded in Euclidean ''n''-space as one of many 4-ball galaxies, each translating in a distinct direction through 4-space at velocity <math>c</math>, on more or less divergent paths from each other. But only much closer observation will reveal evidence of whether everything we see lies in the same 4-space, or if it is distributed in five or more dimensions, and how it is moving there. To remain in agreement with the theory of relativity, the Euclidean four-dimensional viewpoint requires that all mass-carrying objects be in motion in some distinct direction through 4-space at the constant velocity <math>c</math>, although the relative velocity between nearby objects is much smaller since they move on similar vectors, aimed away from a common origin point in the past. It is natural to expect that objects moving at constant velocity away from a common origin will be distributed roughly on the surface of an expanding 3-sphere. Although their paths away from their origin are not straight lines but various helical isoclines (screw displacements), nearby objects must be translating radially at the same velocity, since the objects in a system (such as our solar system or galaxy) do not separate rapidly over time but remain in orbital formation. Each system's screw displacement has ''two'' [[w:Completely_orthogonal|completely orthogonal]] components of motion in 4-space, an orbital rotation (such as the earth's around our sun) and a linear translation of the entire system at velocity <math>c</math> in the direction of the original 3-sphere's radial expansion (along the system's proper time vector). Of course the view from our solar system does not suggest that each galaxy's own distinct 3-sphere is expanding at this great rate from its galactic center. The standard theory has been that the entire observable universe is expanding from a single big bang origin in time, with galaxies forming later. While the Euclidean four-dimensional viewpoint lends itself to that standard theory, it also supports theories which require no single origin point in space and time. These are the voyages of starship Earth, to boldly go where no one has gone before. We made the jump to lightspeed long ago, in whatever big bang our atoms emerged from, and have never slowed down since. == Origins of the theory == Einstein himself may have been the first to imagine the universe as the three-dimensional surface of a four-dimensional Euclidean 3-sphere, in what was narrowly the first written articulation of the geometry of Euclidean 4-space relativity, contemporaneous with the teen-aged Coxeter's (quoted below).{{Efn|[[W:William Rowan Hamilton|Hamilton]]'s algebra '''H''' of [[W:Quaternions|quaternions]] contains the notion of a [[W:Three-dimensional sphere|three-dimensional sphere]] embedded in a four-dimensional space, but Hamilton did not conceive of the quaternions as the Cartesian 4-coordinates of a Euclidean 4-space, and did not describe our ordinary 3-space embedded in Euclidean 4-space.}} Einstein did this as a [[W:Gedankenexperiment|gedankenexperiment]] in the context of investigating whether his equations of general relativity predicted an infinite or a finite universe, in his 1921 Princeton lecture.<ref>{{Cite book|url=http://www.gutenberg.org/ebooks/36276|title=The Meaning of Relativity|last=Einstein|first=Albert|publisher=Princeton University Press|year=1923|isbn=|location=|pages=110-111}}</ref> He invited us to imagine "A spherical manifold of three dimensions, embedded in a Euclidean continuum of four dimensions", but he was careful to disclaim parenthetically that "The aid of a fourth space dimension has naturally no significance except that of a mathematical artifice." Informally, the Euclidean 4-dimensional theory of relativity may be given as a sort of reciprocal of that disclaimer of Einstein's: ''The Minkowski spacetime has naturally no significance except that of a mathematical artifice, as an aid to understanding how things will appear to an observer from their perspective; the foreshortenings, clock desynchronizations and other Lorentz transformations it predicts are proper calculations of actual perspective effects; but real space is a flat, Euclidean continuum of four orthogonal spatial dimensions, and in it the ordinary laws of a flat vector space hold (such as the Pythagorean theorem), and all sightline calculations work classically, so long as you consider all four spatial dimensions.'' The Euclidean theory of relativity differs from the special theory of relativity in ascribing to the physical universe a geometry of four or more orthogonal spatial dimensions, rather than the special theory's [[w:Minkowski spacetime|Minkowski spacetime]] geometry, in which three spatial dimensions and a time dimension comprise a unified spacetime of four dimensions. Anco and Maghadam found that <small><math>SO(4)</math></small> breaks to ... <small><math>S^3</math></small>... if the energy in the Kepler orbit is negative (an elliptical orbit), and to ... <small><math>H^3</math></small> ... Minkowski spacetime if the energy is positive (a hyperbolic orbit). Because the planets orbit on ellipses in our 3-space, Euclidean 4-space is the actual geometry of our physical universe, and Minkowski spacetime is an abstraction; the reciprocal of Einstein's disclaimer is the truer model. Of course spacetime remains a true and useful abstraction, although it must relinquish its privileged position of centrality as our exclusive conception of our place in space. ...origins of the Euclidean 4-space insight in the observations of Fock, Atkinson, Moser and others. The invention of Euclidean geometry of more than three spatial dimensions preceded Einstein's theories by more than fifty years, when it was worked out originally by the Swiss mathematician [[w:Ludwig Schläfli|Ludwig Schläfli]] before 1853.{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; "Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853 — a time when Cayley, Grassmann and Möbius were the only other people who had ever conceived the possibility of geometry in more than three dimensions."}} Schläfli extended Euclid's geometry of one, two, and three dimensions in a direct way to four or more dimensions, generalizing the rules and terms of [[w:Euclidean geometry|Euclidean geometry]] to spaces of any number of dimensions. He coined the general term ''[[polyscheme]]'' to mean geometric forms of any number of dimensions, including two-dimensional [[w:polygon|polygons]], three-dimensional [[w:polyhedron|polyhedra]], four dimensional [[w:polychoron|polychora]], and so on, and in the process he found all of the [[w:Regular polytope|regular polyschemes]] that are possible in every dimension, including in particular the [[User:Dc.samizdat/Rotations#Sequence of regular 4-polytopes|six convex regular polychora]] which can be constructed in a Euclidean space of four dimensions (the set analogous to the five [[w:Platonic solid|Platonic solids]] the ancients found in three dimensional space). Thus Schläfli was the first to explore the fourth dimension, reveal its emergent geometric properties, and discover its astonishing regular objects. Because his work was only published posthumously in 1901, and remained almost completely unknown until Coxeter published [[w:Regular_Polytopes_(book)|Regular Polytopes]] in 1947, other researchers had more than fifty years to rediscover the regular polychora, and competing terms were coined; today [[w:Reinhold_Hoppe|Reinhold Hoppe]]'s word ''[[w:Polytope|polytope]]'' is the commonly used term for ''polyscheme.''{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} Because of this century-long lag in the dissemination of a scientific discovery, the regular 4-polytopes appear to have played no role at all, by any name, in the twentieth century discovery and evolution of the theories of relativity and quantum mechanics.{{Efn|One could argue that the higher-dimensional polytopes have barely influenced science or culture at all thus far. The physicist John Edward Huth's comprehensive deep dive through the history of cultural and scientific concepts of physical space, from ancient flatland models of the world through general relativity and quantum mechancs, shows exactly how we got to our present standard model of the universe, although it includes no mention of higher-dimensional Euclidean space.<ref>{{Cite book|last=Huth|first=John Edward|title=A Sense of Space: A local's guide to a flat earth, the edge of the cosmos, and other curious places|year=2025|publisher=University of Chicago Press}}</ref>}} == Boundaries == <blockquote>Ever since we discovered that Earth is round and turns like a mad-spinning top, we have understood that reality is not as it appears to us: every time we glimpse a new aspect of it, it is a deeply emotional experience. Another veil has fallen.<ref>{{Cite book|author=Carlo Rovelli|author-link=W:Carlo Rovelli|title=Seven Brief Lessons on Physics|publisher=Riverhead|year=2016|isbn=978-0399184413}}</ref></blockquote> Of course it is strange to consciously contemplate this world we inhabit, our planet, our solar system, our vast galaxy, as the merest film, a boundary no thicker in the places we inhabit than the diameter of an electron (though much thicker in some places we cannot inhabit, such as the interior of stars). But is not our unconscious traditional concept of the boundary of our world even stranger? Since the enlightenment we are accustomed to thinking that there is nothing beyond three dimensional space: no boundary, because there is nothing else to separate us from. But anyone who knows the [[polyscheme]]s Schläfli discovered knows that space can have any number of dimensions, and that there are fundamental objects and motions to be discovered in four dimensions that are even more various and interesting than those we can discover in three. The strange thing, when we think about it that way, is that there ''is'' a boundary between three and four dimensional space. ''Why'' can't we move (or apparently, see) in more than three dimensions? Why is our physical world apparently only three dimensional? Why would it have just ''three'' dimensions, and not four, or five, or the ''n'' dimensions that Schläfli mapped? ''What is the nature of the boundary which confines us to just three dimensions?'' We know that in Euclidean geometry the boundary between three and four dimensions is itself a spherical three dimensional space, so we should suspect that we are materially confined within such a curved boundary surface. Light need not be confined with us within our three dimensional boundary space. We would look directly through four dimensional space in our natural way, by receiving light signals that travelled through it to us on straight lines. In that case the reason we do not observe a fourth spatial dimension in our vicinity is that there are no nearby objects in it, just off our hyperplane in the wild. The nearest four-dimensional object we can see with our eyes is our sun, which lies equatorially in our own hyperplane, though it bulges out of it above and below. But when we look up at the heavens, every pinprick of light we observe is itself a four-dimensional object off our hyperplane, and they are distributed all around us in four-dimensional space through which we gaze. We are four-dimensionally sighted creatures, even though our bodies are three-dimensional objects, thin as an atom in the fourth dimension. But that should not perplex us: we can see into three dimensional space even though our retinas are two dimensional objects, thin as a photoreceptor cell. Our unconscious provincial concept is that there is nothing else outside our three dimensional world: no boundary, because there is nothing else to separate us from. But Schläfli discovered something else: all the astonishing regular objects that exist in higher dimensions, which vastly extend our notions of the beauty and mystery of space itself, and the intrinsic spatial symmetries of our universe which geometry reveals. Space is more commodious than we thought it was, and permits previously unimagined motions and objects. So our provincial conception of our place in it now has the same kind of status as our idea that the sun rises in the east and passes overhead: it is mere appearance, not a true model and no longer a proper explanation. A boundary is an explanation, be it ever so thin. And would a boundary of ''no'' thickness, a mere abstraction with no physical power to separate, be a more suitable explanation? We must look for a physically powerful explanation in the geometry of space itself, which general relativity properly associates with the gravitational or inertial force. <blockquote>The number of dimensions possessed by a figure is the number of straight lines each perpendicular to all the others which can be drawn on it. Thus a point has no dimensions, a straight line one, a plane surface two, and a solid three .... In space as we now know it only three lines can be imagined perpendicular to each other. A fourth line, perpendicular to all the other three would be quite invisible and unimaginable to us. We ourselves and all the material things around us probably possess a fourth dimension, of which we are quite unaware. If not, from a four-dimensional point of view we are mere geometrical abstractions, like geometrical surfaces, lines, and points are to us. But this thickness in the fourth dimension must be exceedingly minute, if it exists at all. That is, we could only draw an exceedingly small line perpendicular to our three perpendicular lines, length, breadth and thickness, so small that no microscope could ever perceive it. We can find out something about the conditions of the fourth and higher dimensions if they exist, without being certain that they do exist, by a process which I have termed "Dimensional Analogy."<ref>{{Citation|title=Dimensional Analogy|last=Coxeter|first=Donald|date=February 1923|publisher=Coxeter Fonds, University of Toronto Archives|authorlink=W:Harold Scott MacDonald Coxeter|series=|postscript=|work=}}</ref></blockquote> I believe, but I cannot prove, that we live in real space, which is Schläfli's and Coxeter's Euclidean space of ''n'' analogous dimensions. As Grassmann showed first, space cannot be limited to any finite number of dimensions. There will always be higher dimensions to discover in imagination and then explore physically, each an astonishing new enlightenment.<ref>{{Cite book|first=T.S.|last=Eliot|title=Little Gidding|volume=Four Quartets|year=1943}}<blockquote> :We shall not cease from exploration :And the end of all our exploring :Will be to arrive where we started :And know the place for the first time. :Through the unknown, remembered gate :When the last of earth left to discover :Is that which was the beginning; :At the source of the longest river :The voice of the hidden waterfall :And the children in the apple-tree :Not known, because not looked for :But heard, half-heard, in the stillness :Between two waves of the sea. </blockquote></ref> Schläfli discovered every regular convex polytope that exists in any dimension, but that was only the beginning of the story of dimensional analogy, not its end or even the end of its beginning. This project is forever beginning anew. Coxeter showed us that Schläfli's Euclidean space is an expression of intrinsic symmetries, as Noether showed us all of physics is. Kappraff and Adamson discovered that even the sequences of humble regular polygons have fractal complexity, and Conway found that symmetry itself is chaotic, always reachable but forever beyond our complete grasp. We are on a Wilderness Project, just at its beginning, but already we observe a Euclidean space of four or more orthogonal spatial dimensions, in which all objects with mass move ceaselessly at the constant velocity <math>c</math>, the universal rate at which everything moves, quantum events occur, and each of our proper times evolves. I believe these facts explain the experimentally verified theories of relativity and quantum mechanics, by revealing their unified polycentric geometry, the same way the facts about Copernicus's heliocentric solar system explained the observed motions of the planets, by revealing the geometry of gravity. But others will have to do the math, work out the physics, and perform experiments to prove or disprove all of this, because I don't have the mathematics; entirely unlike Coxeter and Einstein, I am illiterate in those languages. <blockquote> ::::::BEECH :Where my imaginary line :Bends square in woods, an iron spine :And pile of real rocks have been founded. :And off this corner in the wild, :Where these are driven in and piled, :One tree, by being deeply wounded, :Has been impressed as Witness Tree :And made commit to memory :My proof of being not unbounded. :Thus truth's established and borne out, :Though circumstanced with dark and doubt— :Though by a world of doubt surrounded. :::::::—''The Moodie Forester''<ref>{{Cite book|title=A Witness Tree|last=Frost|first=Robert|year=1942|series=The Poetry of Robert Frost|publisher=Holt, Rinehart and Winston|edition=1969|}}</ref> </blockquote> == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == ... == {{Efn|In a ''[[W:William Kingdon Clifford|Clifford]] displacement'', also known as an [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinic rotation]], all the Clifford parallel{{Efn|name=Clifford parallels}} invariant planes are displaced in four orthogonal directions (two completely orthogonal planes) at once: they are rotated by the same angle, and at the same time they are tilted ''sideways'' by that same angle. A [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|Clifford displacement]] is [[W:8-cell#Radial equilateral symmetry|4-dimensionally diagonal]].{{Efn|name=isoclinic 4-dimensional diagonal}} Every plane that is Clifford parallel to one of the completely orthogonal planes (including in this case an entire Clifford parallel bundle of 4 hexagons, but not all 16 hexagons) is invariant under the isoclinic rotation: all the points in the plane rotate in circles but remain in the plane, even as the whole plane tilts sideways. All 16 hexagons rotate by the same angle (though only 4 of them do so invariantly). All 16 hexagons are rotated by 60 degrees, and also displaced sideways by 60 degrees to a Clifford parallel hexagon. All of the other central polygons (e.g. squares) are also displaced to a Clifford parallel polygon 60 degrees away.|name=Clifford displacement}} {{Efn|It is not difficult to visualize four hexagonal planes intersecting at 60 degrees to each other, even in three dimensions. Four hexagonal central planes intersect at 60 degrees in the [[W:cuboctahedron|cuboctahedron]]. Four of the 24-cell's 16 hexagonal central planes (lying in the same 3-dimensional hyperplane) intersect at each of the 24-cell's vertices exactly the way they do at the center of a cuboctahedron. But the ''edges'' around the vertex do not meet as the radii do at the center of a cuboctahedron; the 24-cell has 8 edges around each vertex, not 12, so its vertex figure is the cube, not the cuboctahedron. The 8 edges meet exactly the way 8 edges do at the apex of a canonical [[W:cubic pyramid]|cubic pyramid]].{{Efn|name=24-cell vertex figure}}|name=cuboctahedral hexagons}} {{Efn|The long radius (center to vertex) of the 24-cell is equal to its edge length; thus its long diameter (vertex to opposite vertex) is 2 edge lengths. Only a few uniform polytopes have this property, including the four-dimensional 24-cell and [[W:Tesseract#Radial equilateral symmetry|tesseract]], the three-dimensional [[W:Cuboctahedron#Radial equilateral symmetry|cuboctahedron]], and the two-dimensional [[W:Hexagon#Regular hexagon|hexagon]]. (The cuboctahedron is the equatorial cross section of the 24-cell, and the hexagon is the equatorial cross section of the cuboctahedron.) '''Radially equilateral''' polytopes are those which can be constructed, with their long radii, from equilateral triangles which meet at the center of the polytope, each contributing two radii and an edge.|name=radially equilateral|group=}} {{Efn|Eight {{sqrt|1}} edges converge in curved 3-dimensional space from the corners of the 24-cell's cubical vertex figure{{Efn|The [[W:vertex figure|vertex figure]] is the facet which is made by truncating a vertex; canonically, at the mid-edges incident to the vertex. But one can make similar vertex figures of different radii by truncating at any point along those edges, up to and including truncating at the adjacent vertices to make a ''full size'' vertex figure. Stillwell defines the vertex figure as "the convex hull of the neighbouring vertices of a given vertex".{{Sfn|Stillwell|2001|p=17}} That is what serves the illustrative purpose here.|name=full size vertex figure}} and meet at its center (the vertex), where they form 4 straight lines which cross there. The 8 vertices of the cube are the eight nearest other vertices of the 24-cell. The straight lines are geodesics: two {{sqrt|1}}-length segments of an apparently straight line (in the 3-space of the 24-cell's curved surface) that is bent in the 4th dimension into a great circle hexagon (in 4-space). Imagined from inside this curved 3-space, the bends in the hexagons are invisible. From outside (if we could view the 24-cell in 4-space), the straight lines would be seen to bend in the 4th dimension at the cube centers, because the center is displaced outward in the 4th dimension, out of the hyperplane defined by the cube's vertices. Thus the vertex cube is actually a [[W:cubic pyramid|cubic pyramid]]. Unlike a cube, it seems to be radially equilateral (like the tesseract and the 24-cell itself): its "radius" equals its edge length.{{Efn|The vertex cubic pyramid is not actually radially equilateral,{{Efn|name=radially equilateral}} because the edges radiating from its apex are not actually its radii: the apex of the [[W:cubic pyramid|cubic pyramid]] is not actually its center, just one of its vertices.}}|name=24-cell vertex figure}} {{Efn|The hexagons are inclined (tilted) at 60 degrees with respect to the unit radius coordinate system's orthogonal planes. Each hexagonal plane contains only ''one'' of the 4 coordinate system axes.{{Efn|Each great hexagon of the 24-cell contains one axis (one pair of antipodal vertices) belonging to each of the three inscribed 16-cells. The 24-cell contains three disjoint inscribed 16-cells, rotated 60° isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other (so their corresponding vertices are 120° {{=}} {{radic|3}} apart). A [[16-cell#Coordinates|16-cell is an orthonormal ''basis'']] for a 4-dimensional coordinate system, because its 8 vertices define the four orthogonal axes. In any choice of a vertex-up coordinate system (such as the unit radius coordinates used in this article), one of the three inscribed 16-cells is the basis for the coordinate system, and each hexagon has only ''one'' axis which is a coordinate system axis.|name=three basis 16-cells}} The hexagon consists of 3 pairs of opposite vertices (three 24-cell diameters): one opposite pair of ''integer'' coordinate vertices (one of the four coordinate axes), and two opposite pairs of ''half-integer'' coordinate vertices (not coordinate axes). For example: {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,{{spaces|2}}1,{{spaces|2}}0) {{indent|5}}({{spaces|2}}<small>{{sfrac|1|2}}</small>,–<small>{{sfrac|1|2}}</small>,{{spaces|2}}<small>{{sfrac|1|2}}</small>,–<small>{{sfrac|1|2}}</small>){{spaces|3}}({{spaces|2}}<small>{{sfrac|1|2}}</small>,{{spaces|2}}<small>{{sfrac|1|2}}</small>,{{spaces|2}}<small>{{sfrac|1|2}}</small>,{{spaces|2}}<small>{{sfrac|1|2}}</small>) {{indent|5}}(–<small>{{sfrac|1|2}}</small>,–<small>{{sfrac|1|2}}</small>,–<small>{{sfrac|1|2}}</small>,–<small>{{sfrac|1|2}}</small>){{spaces|3}}(–<small>{{sfrac|1|2}}</small>,{{spaces|2}}<small>{{sfrac|1|2}}</small>,–<small>{{sfrac|1|2}}</small>,{{spaces|2}}<small>{{sfrac|1|2}}</small>) {{indent|17}}({{spaces|2}}0,{{spaces|2}}0,–1,{{spaces|2}}0)<br> is a hexagon on the ''y'' axis. Unlike the {{sqrt|2}} squares, the hexagons are actually made of 24-cell edges, so they are visible features of the 24-cell.|name=non-orthogonal hexagons|group=}} {{Efn|Visualize the three [[16-cell]]s inscribed in the 24-cell (left, right, and middle), and the rotation which takes them to each other. [[24-cell#Reciprocal constructions from 8-cell and 16-cell|The vertices of the middle 16-cell lie on the (w, x, y, z) coordinate axes]];{{Efn|name=six orthogonal planes of the Cartesian basis}} the other two are rotated 60° [[W:Rotations in 4-dimensional Euclidean space#Isoclinic rotations|isoclinically]] to its left and its right. The 24-vertex 24-cell is a compound of three 16-cells, whose three sets of 8 vertices are distributed around the 24-cell symmetrically; each vertex is surrounded by 8 others (in the 3-dimensional space of the 4-dimensional 24-cell's ''surface''), the way the vertices of a cube surround its center.{{Efn|name=24-cell vertex figure}} The 8 surrounding vertices (the cube corners) lie in other 16-cells: 4 in the other 16-cell to the left, and 4 in the other 16-cell to the right. They are the vertices of two tetrahedra inscribed in the cube, one belonging (as a cell) to each 16-cell. If the 16-cell edges are {{radic|2}}, each vertex of the compound of three 16-cells is {{radic|1}} away from its 8 surrounding vertices in other 16-cells. Now visualize those {{radic|1}} distances as the edges of the 24-cell (while continuing to visualize the disjoint 16-cells). The {{radic|1}} edges form great hexagons of 6 vertices which run around the 24-cell in a central plane. ''Four'' hexagons cross at each vertex (and its antipodal vertex), inclined at 60° to each other.{{Efn|name=cuboctahedral hexagons}} The [[24-cell#Hexagons|hexagons]] are not perpendicular to each other, or to the 16-cells' perpendicular [[24-cell#Squares|square central planes]].{{Efn|name=non-orthogonal hexagons}} The left and right 16-cells form a tesseract.{{Efn|Each pair of the three 16-cells inscribed in the 24-cell forms a 4-dimensional [[W:tesseract|hypercube (a tesseract or 8-cell)]], in [[24-cell#Relationships among interior polytopes|dimensional analogy]] to the way two tetrahedra form a cube: the two 8-vertex 16-cells are inscribed in the 16-vertex tesseract, occupying its alternate vertices. The third 16-cell does not lie within the tesseract; its 8 vertices protrude from the sides of the tesseract, forming a cubic pyramid on each of the tesseract's cubic cells. The three pairs of 16-cells form three tesseracts.{{Efn|name=three 8-cells}} The tesseracts share vertices, but the 16-cells are completely disjoint.{{Efn|name=completely disjoint}}|name=three 16-cells form three tesseracts}} Two 16-cells have vertex-pairs which are one {{radic|1}} edge (one hexagon edge) apart. But a [[24-cell#Simple rotations|''simple'' rotation]] of 60° will not take one whole 16-cell to another 16-cell, because their vertices are 60° apart in different directions, and a simple rotation has only one hexagonal plane of rotation. One 16-cell ''can'' be taken to another 16-cell by a 60° [[24-cell#Isoclinic rotations|''isoclinic'' rotation]], because an isoclinic rotation is [[3-sphere]] symmetric: four [[24-cell#Clifford parallel polytopes|Clifford parallel hexagonal planes]] rotate together, but in four different rotational directions,{{Efn|name=Clifford displacement}} taking each 16-cell to another 16-cell. But since an isoclinic 60° rotation is a ''diagonal'' rotation by 60° in ''two'' completely orthogonal directions at once,{{Efn|name=isoclinic geodesic}} the corresponding vertices of the 16-cell and the 16-cell it is taken to are 120° apart: ''two'' {{radic|1}} hexagon edges (or one {{radic|3}} hexagon chord) apart, not one {{radic|1}} edge (60°) apart as in a simple rotation.{{Efn|name=isoclinic 4-dimensional diagonal}} By the [[W:chiral|chiral]] diagonal nature of isoclinic rotations, the 16-cell ''cannot'' reach the adjacent 16-cell by rotating toward it; it can only reach the 16-cell ''beyond'' it. But of course, the 16-cell beyond the 16-cell to its right is the 16-cell to its left. So a 60° isoclinic rotation ''will'' take every 16-cell to another 16-cell: a 60° ''right'' isoclinic rotation will take the middle 16-cell to the 16-cell we may have originally visualized as the ''left'' 16-cell, and a 60° ''left'' isoclinic rotation will take the middle 16-cell to the 16-cell we visualized as the ''right'' 16-cell. (If so, that was our error in visualization; the 16-cell to the "left" is in fact the one reached by the left isoclinic rotation, as that is the only sense in which the two 16-cells are left or right of each other.)|name=three isoclinic 16-cells}} {{Efn|In a double rotation each vertex can be said to move along two completely orthogonal great circles at the same time, but it does not stay within the central plane of either of those original great circles; rather, it moves along a helical geodesic that traverses diagonally between great circles. The two completely orthogonal planes of rotation are said to be ''invariant'' because the points in each stay in the plane ''as the plane moves'', tilting sideways by the same angle that the other plane rotates.|name=helical geodesic}} {{Efn|A point under isoclinic rotation traverses the diagonal{{Efn|name=isoclinic 4-dimensional diagonal}} straight line of a single '''isoclinic geodesic''', reaching its destination directly, instead of the bent line of two successive '''simple geodesics'''. A '''[[W:geodesic|geodesic]]''' is the ''shortest path'' through a space (intuitively, a string pulled taught between two points). Simple geodesics are great circles lying in a central plane (the only kind of geodesics that occur in 3-space on the 2-sphere). Isoclinic geodesics are different: they do ''not'' lie in a single plane; they are 4-dimensional [[W:helix|spirals]] rather than simple 2-dimensional circles.{{Efn|name=helical geodesic}} But they are not like 3-dimensional [[W:screw threads|screw threads]] either, because they form a closed loop like any circle (after ''two'' revolutions). Isoclinic geodesics are ''4-dimensional great circles'', and they are just as circular as 2-dimensional circles: in fact, twice as circular, because they curve in a circle in two completely orthogonal directions at once.{{Efn|Isoclinic geodesics are ''4-dimensional great circles'' in the sense that they are 1-dimensional geodesic ''lines'' that curve in 4-space in two completely orthogonal planes at once. They should not be confused with ''great 2-spheres'',{{Sfn|Stillwell|2001|p=24}} which are the 4-dimensional analogues of 2-dimensional great circles (great 1-spheres).}} These '''isoclines''' are geodesic 1-dimensional lines embedded in a 4-dimensional space. On the 3-sphere{{Efn|All isoclines are geodesics, and isoclines on the 3-sphere are circles (curving equally in each dimension), but not all isoclines on 3-manifolds in 4-space are circles.}} they always occur in [[W:chiral|chiral]] pairs and form a pair of [[W:Villarceau circle|Villarceau circle]]s on the [[W:Clifford torus|Clifford torus]],{{Efn|Isoclines on the 3-sphere occur in non-intersecting chiral pairs. A left and a right isocline form a [[W:Hopf link|Hopf link]] called the {1,1} torus knot{{Sfn|Dorst|2019|loc=§1. Villarceau Circles|p=44|ps=; "In mathematics, the path that the (1, 1) knot on the torus traces is also known as a [[W:Villarceau circle|Villarceau circle]]. Villarceau circles are usually introduced as two intersecting circles that are the cross-section of a torus by a well-chosen plane cutting it. Picking one such circle and rotating it around the torus axis, the resulting family of circles can be used to rule the torus. By nesting tori smartly, the collection of all such circles then form a [[W:Hopf fibration|Hopf fibration]].... we prefer to consider the Villarceau circle as the (1, 1) torus knot [a [[W:Hopf link|Hopf link]]] rather than as a planar cut [two intersecting circles]."}} in which ''each'' of the two linked circles traverses all four dimensions.}} the paths of the left and the right [[W:Rotations in 4-dimensional Euclidean space#Double rotations|isoclinic rotation]]. They are [[W:Helix|helices]] bent into a [[W:Möbius strip|Möbius loop]] in the fourth dimension, taking a diagonal [[W:Winding number|winding route]] twice around the 3-sphere through the non-adjacent vertices of a 4-polytope's [[W:Skew polygon#Regular skew polygons in four dimensions|skew polygon]].|name=isoclinic geodesic}} {{Efn|[[File:Hopf band wikipedia.png|thumb|150px|Two [[W:Clifford parallel|Clifford parallel]] great circles spanned by a twisted [[W:Annulus (mathematics)|annulus]].]][[W:Clifford parallel|Clifford parallel]]s are non-intersecting curved lines that are parallel in the sense that the perpendicular (shortest) distance between them is the same at each point. A double helix is an example of Clifford parallelism in ordinary 3-dimensional Euclidean space. In 4-space Clifford parallels occur as geodesic great circles on the [[W:3-sphere|3-sphere]].{{Sfn|Kim|Rote|2016|pp=8-10|loc=Relations to Clifford Parallelism}} Whereas in 3-dimensional space, any two geodesic great circles on the [[W:2-sphere|2-sphere]] will always intersect at two antipodal points, in 4-dimensional space not all great circles intersect. In 4-polytopes various discrete sets of Clifford parallel non-intersecting geodesic great circles can be found on the 3-sphere. They spiral around each other in [[W:Hopf fibration|Hopf fiber bundles]] which visit all the vertices just once. The simplest example is that six mutually orthogonal great circles can be drawn on the 3-sphere, as three pairs of completely orthogonal great circles, intersecting at 8 points defining a [[16-cell]]. Each completely orthogonal pair of circles is Clifford parallel. They cannot intersect at all, because they lie in planes which intersect at only one point: the center of the 16-cell. Because they are perpendicular and share a common center, the two circles are obviously not parallel and separate in the usual way of parallel circles in 3 dimensions; rather they are connected like adjacent links in a chain, each passing through the other without intersecting at any points, forming a [[W:Hopf link|Hopf link]]|name=Clifford parallels}} {{Efn|In the 24-cell each great square plane is completely orthogonal{{Efn|name=completely orthogonal planes}} to another great square plane, and each great hexagon plane is completely orthogonal to a plane which intersects only two vertices: a great [[W:digon|digon]] plane.|name=pairs of completely orthogonal planes}} {{Efn|In an [[24-cell#Isoclinic rotations|isoclinic rotation]], each point anywhere in the 4-polytope moves an equal distance in four orthogonal directions at once, on a [[W:8-cell#Radial equilateral symmetry|4-dimensional diagonal]]. The point is displaced a total [[W:Pythagorean distance]] equal to the square root of four times the square of that distance. For example, when the unit-radius 24-cell rotates isoclinically 60° in a hexagon invariant plane and 60° in its completely orthogonal invariant plane,{{Efn|name=pairs of completely orthogonal planes}} all vertices are displaced to a vertex two edge lengths away. Each vertex is displaced to another vertex {{radic|3}} (120°) away, moving {{radic|3/4}} in four orthogonal coordinate directions.|name=isoclinic 4-dimensional diagonal}} {{Efn|Each square plane is isoclinic (Clifford parallel) to five other square planes but completely orthogonal{{Efn|name=completely orthogonal planes}} to only one of them.{{Efn|name=Clifford parallel squares in the 16-cell and 24-cell}} Every pair of completely orthogonal planes has Clifford parallel great circles, but not all Clifford parallel great circles are orthogonal (e.g., none of the hexagonal geodesics in the 24-cell are mutually orthogonal).|name=only some Clifford parallels are orthogonal}} {{Efn|In the [[16-cell#Rotations|16-cell]] the 6 orthogonal great squares form 3 pairs of completely orthogonal great circles; each pair is Clifford parallel. In the 24-cell, the 3 inscribed 16-cells lie rotated 60 degrees isoclinically{{Efn|name=isoclinic 4-dimensional diagonal}} with respect to each other; consequently their corresponding vertices are 120 degrees apart on a hexagonal great circle. Pairing their vertices which are 90 degrees apart reveals corresponding square great circles which are Clifford parallel. Each of the 18 square great circles is Clifford parallel not only to one other square great circle in the same 16-cell (the completely orthogonal one), but also to two square great circles (which are completely orthogonal to each other) in each of the other two 16-cells. (Completely orthogonal great circles are Clifford parallel, but not all Clifford parallels are orthogonal.{{Efn|name=only some Clifford parallels are orthogonal}}) A 60 degree isoclinic rotation of the 24-cell in hexagonal invariant planes takes each square great circle to a Clifford parallel (but non-orthogonal) square great circle in a different 16-cell.|name=Clifford parallel squares in the 16-cell and 24-cell}} {{Efn|In 4 dimensional space we can construct 4 perpendicular axes and 6 perpendicular planes through a point. Without loss of generality, we may take these to be the axes and orthogonal central planes of a (w, x, y, z) Cartesian coordinate system. In 4 dimensions we have the same 3 orthogonal planes (xy, xz, yz) that we have in 3 dimensions, and also 3 others (wx, wy, wz). Each of the 6 orthogonal planes shares an axis with 4 of the others, and is ''completely orthogonal'' to just one of the others: the only one with which it does not share an axis. Thus there are 3 pairs of completely orthogonal planes: xy and wz intersect only at the origin; xz and wy intersect only at the origin; yz and wx intersect only at the origin.|name=six orthogonal planes of the Cartesian basis}} {{Efn|Two planes in 4-dimensional space can have four possible reciprocal positions: (1) they can coincide (be exactly the same plane); (2) they can be parallel (the only way they can fail to intersect at all); (3) they can intersect in a single line, as two non-parallel planes do in 3-dimensional space; or (4) '''they can intersect in a single point'''{{Efn|To visualize how two planes can intersect in a single point in a four dimensional space, consider the Euclidean space (w, x, y, z) and imagine that the w dimension represents time rather than a spatial dimension. The xy central plane (where w{{=}}0, z{{=}}0) shares no axis with the wz central plane (where x{{=}}0, y{{=}}0). The xy plane exists at only a single instant in time (w{{=}}0); the wz plane (and in particular the w axis) exists all the time. Thus their only moment and place of intersection is at the origin point (0,0,0,0).|name=how planes intersect at a single point}} (and they ''must'', if they are completely orthogonal).{{Efn|Two flat planes A and B of a Euclidean space of four dimensions are called ''completely orthogonal'' if and only if every line in A is orthogonal to every line in B. In that case the planes A and B intersect at a single point O, so that if a line in A intersects with a line in B, they intersect at O.{{Efn|name=six orthogonal planes of the Cartesian basis}}|name=completely orthogonal planes}}|name=how planes intersect}} {{Efn|Polytopes are '''completely disjoint''' if all their ''element sets'' are disjoint: they do not share any vertices, edges, faces or cells. They may still overlap in space, sharing 4-content, volume, area, or lineage.|name=completely disjoint}} {{Efn|If the [[W:Euclidean distance|Pythagorean distance]] between any two vertices is {{sqrt|1}}, their geodesic distance is 1; they may be two adjacent vertices (in the curved 3-space of the surface), or a vertex and the center (in 4-space). If their Pythagorean distance is {{sqrt|2}}, their geodesic distance is 2 (whether via 3-space or 4-space, because the path along the edges is the same straight line with one 90^o bend in it as the path through the center). If their Pythagorean distance is {{sqrt|3}}, their geodesic distance is still 2 (whether on a hexagonal great circle past one 60^o bend, or as a straight line with one 60^o bend in it through the center). Finally, if their Pythagorean distance is {{sqrt|4}}, their geodesic distance is still 2 in 4-space (straight through the center), but it reaches 3 in 3-space (by going halfway around a hexagonal great circle).|name=Geodesic distance}} {{Efn|Two angles are required to fix the relative positions of two planes in 4-space.{{Sfn|Kim|Rote|2016|p=7|loc=§6 Angles between two Planes in 4-Space|ps=; "In four (and higher) dimensions, we need two angles to fix the relative position between two planes. (More generally, ''k'' angles are defined between ''k''-dimensional subspaces.)"}} Since all planes in the same [[W:hyperplane|hyperplane]] are 0 degrees apart in one of the two angles, only one angle is required in 3-space. Great hexagons in different hyperplanes are 60 degrees apart in ''both'' angles. Great squares in different hyperplanes are 90 degrees apart in ''both'' angles (completely orthogonal){{Efn|name=completely orthogonal planes}} or 60 degrees apart in ''both'' angles.{{Efn||name=Clifford parallel squares in the 16-cell and 24-cell}} Planes which are separated by two equal angles are called ''isoclinic''. Planes which are isoclinic have [[W:Clifford parallel|Clifford parallel]] great circles.{{Efn|name=Clifford parallels}} A great square and a great hexagon in different hyperplanes are neither isoclinic nor Clifford parallel; they are separated by a 90 degree angle ''and'' a 60 degree angle.|name=two angles between central planes}} {{Efn|The 24-cell contains 3 distinct 8-cells (tesseracts), rotated 60° isoclinically with respect to each other. The corresponding vertices of two 8-cells are {{radic|3}} (120°) apart. Each 8-cell contains 8 cubical cells, and each cube contains four {{radic|3}} chords (its long diagonals). The 8-cells are not completely disjoint{{Efn|name=completely disjoint}} (they share vertices), but each cube and each {{radic|3}} chord belongs to just one 8-cell. The {{radic|3}} chords joining the corresponding vertices of two 8-cells belong to the third 8-cell.|name=three 8-cells}} {{Efn|Departing from any vertex V₀ in the original great hexagon plane of isoclinic rotation P₀, the first vertex reached V₁ is 120 degrees away along a {{radic|3}} chord lying in a different hexagonal plane P₁. P₁ is inclined to P₀ at a 60° angle.{{Efn|P₀ and P₁ lie in the same hyperplane (the same central cuboctahedron) so their other angle of separation is 0.{{Efn|name=two angles between central planes}}}} The second vertex reached V₂ is 120 degrees beyond V₁ along a second {{radic|3}} chord lying in another hexagonal plane P₂ that is Clifford parallel to P₀.{{Efn|P₀ and P₂ are 60° apart in ''both'' angles of separation.{{Efn|name=two angles between central planes}} Clifford parallel planes are isoclinic (which means they are separated by two equal angles), and their corresponding vertices are all the same distance apart. Although V₀ and V₂ are ''two'' {{radic|3}} chords apart{{Efn|V₀ and V₂ are two {{radic|3}} chords apart on the geodesic path of this rotational isocline, but that is not the shortest geodesic path between them. In the 24-cell, it is impossible for two vertices to be more distant than ''one'' {{radic|3}} chord, unless they are antipodal vertices {{radic|4}} apart.{{Efn|name=Geodesic distance}} V₀ and V₂ are ''one'' {{radic|3}} chord apart on some other isocline. More generally, isoclines are geodesics because the distance between their ''adjacent'' vertices is the shortest distance between those two vertices, but a path between two vertices along a geodesic is not always the shortest distance between them (even on ordinary great circle geodesics).}}, P₀ and P₂ are just one {{radic|1}} edge apart (at every pair of ''nearest'' vertices).}} (Notice that V₁ lies in both intersecting planes P₁ and P₂, as V₀ lies in both P₀ and P₁. But P₀ and P₂ have ''no'' vertices in common; they do not intersect.) The third vertex reached V₃ is 120 degrees beyond V₂ along a third {{radic|3}} chord lying in another hexagonal plane P₃ that is Clifford parallel to P₁. The three {{radic|3}} chords lie in different 8-cells.{{Efn|name=three 8-cells}} V₀ to V₃ is a 360° isoclinic rotation.|name=360 degree geodesic path visiting 3 hexagonal planes}} {{Sfn|Mamone, Pileio & Levitt|2010|loc=§4.5 Regular Convex 4-Polytopes|pp=1438-1439|ps=; the 24-cell has 1152 symmetry operations (rotations and reflections) as enumerated in Table 2, symmetry group 𝐹₄.}} ==Notes== {{Regular convex 4-polytopes Notelist|wiki=W:}} ==Citations== {{Regular convex 4-polytopes Reflist|wiki=W:}} ==References== {{Refbegin}} * {{Cite book|title=A Week on the Concord and Merrimack Rivers|last=Thoreau|first=Henry David|author-link=W:Thoreau|publisher=James Munroe and Company|year=1849|isbn=|location=Boston|ref={{SfnRef|Thoreau|1849}}}} * {{Cite journal|title=Theoretical Evidence for Principles of Special Relativity Based on Isotropic and Uniform Four-Dimensional Space|first=Takuya|last=Yamashita|date=25 May 2023|doi= 10.20944/preprints202305.1785.v1|journal=Preprints|volume=2023|issue=2023051785|url=https://doi.org/10.20944/preprints202305.1785.v1}} * {{Cite_arXiv | arxiv=2512.02903v2 | date=2 January 2026 | title=Symmetry transformation group arising from the Laplace–Runge–Lenz vector | first1=Stephen C. | last1=Anco | first2=Mahdieh Gol Bashmani | last2=Moghadam | class=math-ph}} === [[Polyscheme|Polyschemes]] === {{Regular convex 4-polytopes Refs|wiki=W:}} {{Refend}} 6xobv7pu9novgh4fm0rac5plbrtr97g 14 295232 2804168 2527930 2026-04-10T15:26:39Z Codename Noreste 2969951 + 2804168 wikitext text/x-wiki {{tracking category}} This category tracks templates using TemplateStyles with a different protection level. It is automatically populated by {{tl|Uses TemplateStyles}}. [[Category:Templates using TemplateStyles|Different protection level]] [[Category:Wikiversity pages with incorrect protection levels]] f3py7yps04hs1pvz3vmmw5p5qle7nt9 10 304615 2804215 2790679 2026-04-10T22:37:59Z Dc.samizdat 2856930 added {{Research project}} banner so it will appear at the top of every Polyscheme project article 2804215 wikitext text/x-wiki {{Research project}} {{ambox | image = [[Image:120-cell-inner.gif|50px]] | imageright = [[File:Ludwig Schläfli.jpg|50px|alt=Ludwig Schläfli]] | title = | theme = 6 | text =Welcome to the [[Polyscheme]] learning project at Wikiversity on [[W:Euclidean space|Euclidean space]]s of 4 or more dimensions. This article is about one of the [[W:Polytope|polytope]]s or conceptual objects which resides in higher-dimensional space. It is {{{radius|a '''commentary''' on}}} the [[W:{{FULLPAGENAME}}|Wikipedia {{FULLPAGENAME}} article]], providing learning resources that complement the encyclopedia{{#ifeq:{{{radius|a '''commentary''' on}}}|a '''commentary''' on|, but do not replace its article||}}. Some of the expanded content may be [[Wikiversity:Original research|original research]] unsupported by references, and some may be opinion, not established fact, as of this date of publication. {{#if:{{{active|}}}|This article [[Polyscheme#Active research|{{{active|is the focus of active research}}}]].|}} Participants should feel free to ask questions and propose corrections or additions on its [[{{TALKPAGENAME}}|discuss page]]. }} {{#ifeq:{{{radius|a '''commentary''' on}}}|an '''expanded version''' of|| :::{{see also|Wikipedia:{{FULLPAGENAME}}}} }} <includeonly>[[Category:Geometry|{{PAGENAME}}]]</includeonly><noinclude> ''This adds page to [[:Category:Polyscheme]].'' [[Category:Templates|{{PAGENAME}}]] 6vmuqp6w8eqzhlb7al9iyi7xqwv2x0b 0 304617 2804216 2800570 2026-04-10T22:38:14Z Dc.samizdat 2856930 2804216 wikitext text/x-wiki {{Polyscheme}} [[File:24-cell-3CP.gif|thumb|The 24-point [[24-cell]], a 4-dimensional regular polytope, contains three 8-point [[16-cell]]s (red, green, and blue), double-rotated by 60 degrees with respect to each other. Each 8-point 16-cell is a coordinate system basis frame of four perpendicular (w,x,y,z) axes, just as a 6-point [[w:Octahedron|octahedron]] is a coordinate system basis frame of three perpendicular (x,y,z) axes. One octahedral cell of the 24 cells is emphasized. Each octahedral cell has two vertices of each color, delimiting an invisible perpendicular axis of the octahedron, which in a unit-radius, unit-edge 24-cell is a {{radic|2}} edge of the red, green, or blue 16-cell.]] '''Polyscheme''' is the name given to geometric objects of any number of dimensions ([[W:Polytope|polytope]]s) by [[W:Ludwig Schläfli|Ludwig Schläfli]], the Swiss mathematician who discovered [[W:Regular polytopes (book)|all the regular polytopes]] which exist in higher dimensions of [[w:Euclidean_space|Euclidean space]] before 1853, at "a time when [[w:Arthur Cayley|Cayley]], [[w:Hermann Grassmann|Grassmann]]{{Efn|In 1844, [[w:Hermann Grassmann|Hermann Grassmann]] proposed a new foundation for all of mathematics, the idea of vector spaces. He showed that once [[W:geometry|geometry]] is put into the algebraic form he advocated now known as the [[W:Grassmannian|Grassmannian]], the number three has no privileged role as the number of spatial [[W:dimension (mathematics)|dimension]]s; the number of possible dimensions is in fact unbounded. Even deeper than his invention of a language of mathematics was Grassmann's foundational role in the science of all languages.{{Efn|[[w:Hermann Grassmann|Grassmann]] moved on later in life from inventing a theory of mathematics to inventing a theory of linguistics. He reached the understanding that the true origin story of human languages is found in their common symmetries, which are intrinsic properties discovered in nature, not invented, rather than in the history of our common human linguistic experience.}}|name=Grassmann}} and [[w:August Ferdinand Möbius|Möbius]] were the only other people who had ever conceived the possibility of [[w:Euclidean_geometry#Higher_dimensions|geometry in more than three dimensions]]."{{Sfn|Coxeter|1973|loc=§7. Ordinary Polytopes in Higher Space; §7.x. Historical remarks|pp=141-144|ps=; "Practically all the ideas in this chapter ... are due to Schläfli, who discovered them before 1853."}} The [[Wikiversity:Introduction|Wikiversity]] was hosted on very slow servers in those days, and other researchers also discovered the [[w:4-polytope|4-polytopes]] before Schläfli's article was published posthumously in 1901, but Schläfli is the founding author of the Polyscheme learning project.{{Efn|[[w:Reinhold_Hoppe|Reinhold Hoppe]]'s German word ''polytop'' was introduced into English by [[W:Alicia Boole Stott|Alicia Boole Stott]], who like Hoppe and [[W:Thorold Gosset|Thorold Gosset]] rediscovered Schlafli's six regular convex 4-polytopes, with no knowledge of their prior discovery. Today Schläfli's original ''polyschem'', with its echo of ''schema'' as in the configurations of information structures, seems even more fitting in its generality than ''polytope'' -- perhaps analogously as information software (programming) is even more general than information hardware (computers).}} [[w:H.S.M._Coxeter|H.S.M. Coxeter]] is its founding editor, whose 1948 book [[w:Regular_Polytopes|Regular Polytopes]] tells the whole story of the project. == Polyscheme learning project == The Polyscheme project is intended to be [[Polyscheme#Polyscheme project articles|a series of wiki-format articles]] on the [[W:Regular polytope|regular polytope]]s, the [[W:Four-dimensional space|fourth spatial dimension]], and the general dimensional analogy of [[W:Euclidean space|Euclidean]] and [[W:n-sphere|spherical space]]s of any number of [[W:Dimension|dimension]]s. This series of articles expands the corresponding Wikipedia encyclopedia articles, to provide textbook-like treatment of the subject in depth, additional learning resources, and a subject-wide web of cross-linked explanatory footnotes which pop up in context.{{Efn|[[File:Fry-lightbulb-on-forehead1.jpg|thumbnail|upright|The inventor [[W:Arthur Fry|Arthur Fry]] with a Post-it note on his forehead.]]If you hover the cursor over a footnote it will pop up in a floating box like a [[W:post-it note|post-it note]], so you can quickly get a deeper explanation of a term or a sentence you can't parse. If you click on the footnote reference, you can read a larger note like this one where it appears in the [[#Notes|Notes section]] of the article, like a mini-article within the article. It may occur in other Polyscheme project articles as well. The notes are a subject-specific hypertext of polyscheme concepts, a wiki within a wiki. From the Notes section you can see all the places where this explanatory note is cited in this article, and even go there yourself if you want to understand what depends on this concept. Many of the explanatory notes contain footnote references themselves, to other explanatory notes. You can go as far down this rabbit hole as you need to go for comprehension, but beware of getting lost underground in a [[W:Twisty little maze of passages|twisty little maze of passages]]! At least with footnotes there is no danger of leaving the article altogether, and never coming back to finish what you started.|name=explanatory notes}} Some of what is in [[#Polyscheme project articles|these companion articles]] is the result of original research that may not have been peer reviewed yet, and so has the status of opinion as of this date of publication, and some of it is commentary, not essential fact. The commentary and recent research is precisely the difference between an expanded Wikiversity learning project article and the corresponding Wikipedia encyclopedia article; you can compare them to detect it, or just read the encyclopedia instead if you don't trust it. Most project articles are an annotated and '''expanded version''' of the Wikipedia article, and they replace it for learning purposes. Some project articles, however, do not reproduce the Wikipedia article. Their banner indicates that they are only a '''commentary''' on it, and participants are directed to the Wikipedia article by a "see also" link below the banner. == Active research == Polyschemes have been a subject of active and ongoing research since their discovery before 1853 by the Swiss researcher [[W:Ludwig Schläfli|Ludwig Schläfli]], who was the first person to extend Euclidean geometry by '''dimensional analogy''' beyond three dimensions. But for the first 50 years of the subject's history Schläfli's paper was unpublished, entirely inaccessible to other researchers. Even after its posthumous publication, Schläfli's paper remained obscure for another 50 years, in part because the mathematics it contained was only accessible to a few mathematicians who could read that specialized language. During this period other researchers also discovered higher-dimensional Euclidean space. H.S.M. Coxeter finally made the subject widely accessible in his 1948 book [[W:Regular Polytopes (book)|Regular Polytopes]], which synthesized all the research that had been done since Schläfli and added Coxeter's discoveries, including his invention of the [[w:Coxeter_group|theory of reflecting symmetry groups]], the [[w:Group_theory|group theory mathematics]] that underlies geometry. Since then, Coxeter's book has been the definitive work on [[W:Euclidean geometry|Euclidean geometry]] in ''n''-dimensional space, and every polyscheme researcher has been able to begin with it instead of reinventing the wheel, and contribute new observations to it. == Polyscheme project articles == The following Wikiversity articles comprise the Polyscheme collection of Wikipedia companion articles at present. Please add your research contributions to them, and consider adding to this list of Polyscheme articles, if you have a research contribution to make to another relevant Wikipedia article, that would not be appropriate in the encyclopedia, or you have written an original research article on the subject. === Regular convex 4-polytopes === *[[5-cell]] *[[16-cell]] *[[24-cell]] *[[600-cell]] *[[120-cell]] *[[Template:Regular convex 4-polytopes]] === Uniform 3-polytopes === *[[Kinematics of the cuboctahedron]] === Other conceptual objects === *[[Schläfli double six]] ===See also=== *[[w:Tesseract|8-cell (tesseract)]] *[[11-cell]] === Sequence of regular 4-polytopes === {{Regular convex 4-polytopes|columns=7|wiki=W:|radius={{radic|2}}|instance=2}} {{Regular convex 4-polytopes|columns=7|wiki=W:|radius=1}} ==Notes== {{Regular convex 4-polytopes Notelist|wiki=W:}} ==Citations== {{Regular convex 4-polytopes Reflist|wiki=W:}} ==References== {{Refbegin}} {{Regular convex 4-polytopes Refs|wiki=W:}} {{Refend}} [[Category:Geometry]] [[Category:Polyscheme]] 9bl1rgy6umb8euht6ybhzsu0izn03hv 4 305980 2804255 2804130 2026-04-11T01:57:59Z Jtneill 10242 /* See also */ * [[w:Wikipedia:Writing articles with large language models|Writing articles with large language models] (Guideline) 2804255 wikitext text/x-wiki {{Proposed policy|WV:AI}} This policy specifies the requirements for contributing [[w:Generative artificial intelligence|AI-generated content]] (text and media) to [[Main page|Wikiversity]]. AI-generated content is permitted where it follows good [[w:scholarly method|scholarly practice]]s, including: * '''Edit summary''': The origin of contributed AI text is clearly indicated in the [[Wikiversity:FAQ/Editing/Edit summary|edit summary]] along with a publicly accessible link to the chatbot conversation, where available, to maximise transparency. * '''Verifiability''' / '''Citations''': AI text is [[Wikiversity:Verifiability|verified]] by the contributor. [[Wikiversity:Cite sources|Citations]] are [[w:Fact-checked|fact-checked]] for appropriateness and relevance by the contributor. * '''Human revision''': AI text is revised and rewritten by the contributor (or originally human-written and improved using genAI) * '''Copyright''': AI content must be compatible with [[Wikiversity:Copyrights|Wikiversity’s licensing requirements]] (CC BY-SA). * '''Template''': Display the {{tl|AI-generated}} template at the top of pages, or below the description template for files, when the content contains substantial AI-generated material. Contributors wanting to use AI-generated content in ways not covered by this policy should seek community input by discussing at the [[Wikiversity:Colloquium|Colloquium]]. ==See also== ;Discussions * [[Is the output of ChatGPT copyrighted?]] (Wikidebate) * [[Should Wikiversity allow editors to post content generated by LLMs?]] (Wikidebate) ;Sister projects * [[b:Wikibooks:Artificial intelligence|Wikibooks:Artificial intelligence]] (Policy) * [[c:Commons:AI-generated media|Wikimedia Commons: AI-generated media]] (Policy) * [[w:Wikipedia:Large language models|Wikipedia:Large language models]] (Information page) * [[w:Wikipedia:Writing articles with large language models|Writing articles with large language models] (Guideline) ;Wiki Education Foundation * [https://dashboard.wikiedu.org/training/students/generative-ai Using generative AI tools with Wikipedia] (Training module) ;Wikiversity project guidelines * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] (Motivation and emotion) [[Category:Artificial intelligence]] [[Category:Wikiversity policy]] f4kdo5w631sgg5tanlckogka7zdae70 2804256 2804255 2026-04-11T01:58:17Z Jtneill 10242 /* See also */ 2804256 wikitext text/x-wiki {{Proposed policy|WV:AI}} This policy specifies the requirements for contributing [[w:Generative artificial intelligence|AI-generated content]] (text and media) to [[Main page|Wikiversity]]. AI-generated content is permitted where it follows good [[w:scholarly method|scholarly practice]]s, including: * '''Edit summary''': The origin of contributed AI text is clearly indicated in the [[Wikiversity:FAQ/Editing/Edit summary|edit summary]] along with a publicly accessible link to the chatbot conversation, where available, to maximise transparency. * '''Verifiability''' / '''Citations''': AI text is [[Wikiversity:Verifiability|verified]] by the contributor. [[Wikiversity:Cite sources|Citations]] are [[w:Fact-checked|fact-checked]] for appropriateness and relevance by the contributor. * '''Human revision''': AI text is revised and rewritten by the contributor (or originally human-written and improved using genAI) * '''Copyright''': AI content must be compatible with [[Wikiversity:Copyrights|Wikiversity’s licensing requirements]] (CC BY-SA). * '''Template''': Display the {{tl|AI-generated}} template at the top of pages, or below the description template for files, when the content contains substantial AI-generated material. Contributors wanting to use AI-generated content in ways not covered by this policy should seek community input by discussing at the [[Wikiversity:Colloquium|Colloquium]]. ==See also== ;Discussions * [[Is the output of ChatGPT copyrighted?]] (Wikidebate) * [[Should Wikiversity allow editors to post content generated by LLMs?]] (Wikidebate) ;Sister projects * [[b:Wikibooks:Artificial intelligence|Wikibooks:Artificial intelligence]] (Policy) * [[c:Commons:AI-generated media|Wikimedia Commons: AI-generated media]] (Policy) * [[w:Wikipedia:Large language models|Wikipedia:Large language models]] (Information page) * [[w:Wikipedia:Writing articles with large language models|Writing articles with large language models]] (Guideline) ;Wiki Education Foundation * [https://dashboard.wikiedu.org/training/students/generative-ai Using generative AI tools with Wikipedia] (Training module) ;Wikiversity project guidelines * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] (Motivation and emotion) [[Category:Artificial intelligence]] [[Category:Wikiversity policy]] edc6kjpyyai6pnjbtroe6ka7nvlvd5f 2804278 2804256 2026-04-11T10:18:10Z Jtneill 10242 /* See also */ 2804278 wikitext text/x-wiki {{Proposed policy|WV:AI}} This policy specifies the requirements for contributing [[w:Generative artificial intelligence|AI-generated content]] (text and media) to [[Main page|Wikiversity]]. AI-generated content is permitted where it follows good [[w:scholarly method|scholarly practice]]s, including: * '''Edit summary''': The origin of contributed AI text is clearly indicated in the [[Wikiversity:FAQ/Editing/Edit summary|edit summary]] along with a publicly accessible link to the chatbot conversation, where available, to maximise transparency. * '''Verifiability''' / '''Citations''': AI text is [[Wikiversity:Verifiability|verified]] by the contributor. [[Wikiversity:Cite sources|Citations]] are [[w:Fact-checked|fact-checked]] for appropriateness and relevance by the contributor. * '''Human revision''': AI text is revised and rewritten by the contributor (or originally human-written and improved using genAI) * '''Copyright''': AI content must be compatible with [[Wikiversity:Copyrights|Wikiversity’s licensing requirements]] (CC BY-SA). * '''Template''': Display the {{tl|AI-generated}} template at the top of pages, or below the description template for files, when the content contains substantial AI-generated material. Contributors wanting to use AI-generated content in ways not covered by this policy should seek community input by discussing at the [[Wikiversity:Colloquium|Colloquium]]. ==See also== ;Discussions * [[Is the output of ChatGPT copyrighted?]] (Wikidebate) * [[Should Wikiversity allow editors to post content generated by LLMs?]] (Wikidebate) ;Wikimedia projects * [[b:Wikibooks:Artificial intelligence|Wikibooks:Artificial intelligence]] (Policy) * [[c:Commons:AI-generated media|Wikimedia Commons: AI-generated media]] (Policy) * [[w:Wikipedia:Large language models|Wikipedia:Large language models]] (Information page) * [[w:Wikipedia:Writing articles with large language models|Writing articles with large language models]] (Guideline) ;Wikiversity project guidelines * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] (Motivation and emotion) ==External links== ;Wiki Education Foundation * [https://dashboard.wikiedu.org/training/students/generative-ai Using generative AI tools with Wikipedia] (Training module) [[Category:Artificial intelligence]] [[Category:Wikiversity policy]] 7bn5od2ejigk1l8opk6zye8xe9hjfkz 2804279 2804278 2026-04-11T10:18:58Z Jtneill 10242 2804279 wikitext text/x-wiki {{Proposed policy|WV:AI}} This policy specifies the requirements for contributing [[w:Generative artificial intelligence|AI-generated content]] (text and media) to [[Main page|Wikiversity]]. AI-generated content is permitted where it follows good [[w:scholarly method|scholarly practice]]s, including: * '''Edit summary''': The origin of contributed AI text is clearly indicated in the [[Wikiversity:FAQ/Editing/Edit summary|edit summary]] along with a publicly accessible link to the chatbot conversation, where available, to maximise transparency. * '''Verifiability''' / '''Citations''': AI text is [[Wikiversity:Verifiability|verified]] by the contributor. [[Wikiversity:Cite sources|Citations]] are [[w:Fact-checked|fact-checked]] for appropriateness and relevance by the contributor. * '''Human revision''': AI text is revised and rewritten by the contributor (or originally human-written and improved using genAI) * '''Copyright''': AI content must be compatible with Wikiversity’s [[Wikiversity:Copyrights|licensing requirements]] (CC BY-SA). * '''Template''': Display the {{tl|AI-generated}} template at the top of pages, or below the description template for files, when the content contains substantial AI-generated material. Contributors wanting to use AI-generated content in ways not covered by this policy should seek community input by discussing at the [[Wikiversity:Colloquium|Colloquium]]. ==See also== ;Discussions * [[Is the output of ChatGPT copyrighted?]] (Wikidebate) * [[Should Wikiversity allow editors to post content generated by LLMs?]] (Wikidebate) ;Wikimedia projects * [[b:Wikibooks:Artificial intelligence|Wikibooks:Artificial intelligence]] (Policy) * [[c:Commons:AI-generated media|Wikimedia Commons: AI-generated media]] (Policy) * [[w:Wikipedia:Large language models|Wikipedia:Large language models]] (Information page) * [[w:Wikipedia:Writing articles with large language models|Writing articles with large language models]] (Guideline) ;Wikiversity project guidelines * [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] (Motivation and emotion) ==External links== ;Wiki Education Foundation * [https://dashboard.wikiedu.org/training/students/generative-ai Using generative AI tools with Wikipedia] (Training module) [[Category:Artificial intelligence]] [[Category:Wikiversity policy]] cc3gcvhj54cx5mnj1oskr1vyw4kh7a4 2 318980 2804262 2801530 2026-04-11T04:45:01Z Ruud Loeffen 2998353 /* 2.1 How VRMS is Related to Cosmic Structuring */ insert equations for the derivation of Dpref 2804262 wikitext text/x-wiki [[File:CITbanner via Paint.png|center|1000px]] = Chapter 2: The Role of VRMS in Planetary Structuring = == Introduction == One of the fundamental insights of the '''Cosmic Influx Theory (CIT)''' is that the structure of planetary systems is not random but follows a predictable pattern based on the '''Root Mean Square Velocity (VRMS)''' of the original protoplanetary disk. This chapter explores: * The definition and significance of '''VRMS''' in planetary dynamics. * How VRMS determines the '''Preferred Distance (D_pref)''' [[User:Ruud_Loeffen/Cosmic_Influx_Theory(3)/Chapter_8#8.2.8|[8.2.8]]]. * The role of the '''Universal Scaling Constant (κ_CIT)'''. * The link between VRMS and observed exoplanetary systems. ---- <span id="2.1"></span> == 2.1 How VRMS is Related to Cosmic Structuring == The '''Root Mean Square Velocity (VRMS)''' is a statistical measure of velocities within a system. In CIT: * The original '''protoplanetary disk''' had a characteristic VRMS. * This velocity defines a '''Preferred Distance''' at which mass concentration tends to occur. * The '''largest planets''' are often found near this distance. The equation for the Preferred Distance is: <math>D_{\text{pref}} = \kappa_{\text{CIT}} \times M_{\text{star}}</math> ........'''(2.1.1)''' For planets around stars, the Preferred Distance relation can also be written in the familiar orbital form: <math>D_{\mathrm{pref}} = \frac{GM}{\mathrm{VRMS}^2}</math> This is the same as the well known Newtonian expression for orbiting planets: <math>D = \frac{GM}{v_p^2}</math> D is replaced by the Preferred Distance Dpref, and the velocity is replaced by the VRMS. since in CIT: <math>G = \frac{\mathrm{VRMS}^2}{8\pi c^2}</math> Combining this with the Preferred Distance relation gives: <math>D_{\mathrm{pref}} = \frac{GM}{\mathrm{VRMS}^2}</math> === Definition of κ_CIT === CIT introduces a fundamental proportionality constant: <math>\kappa_{\text{CIT}} = \frac{1}{8\pi c^2} = 4.4 \times 10^{-19} \ \text{m/kg}</math> ........'''(2.1.2)''' This can also be expressed as: <math>\kappa_{\text{CIT}} = \frac{D_{\text{pref}}}{M_{\text{star}}}</math> ........'''(2.1.3)''' or: <math>\kappa_{\text{CIT}} = \frac{G}{V_{\text{RMS}}^2}</math> ........'''(2.1.4)''' *Note: This expression arises from relativistic energy formulations and carries units of m/kg when derived from dimensional analysis of G and VRMS.* The precise calculated value is: <math>\kappa_{\text{CIT}} = 4.427093908810190 \times 10^{-19} \ \text{m/kg}</math> This remarkable connection suggests that: # Planetary structuring is governed by fundamental constants, linking gravitational mass distributions with the speed of light. # The Preferred Distance is an intrinsic property of cosmic structuring, rooted in mechanics and electrodynamics. # The scaling factor <math>\frac{1}{8\pi c^2}</math> unites gravitational and electromagnetic principles, reinforcing the internal consistency of CIT. These equations accurately predict the location of giant exoplanets in other star systems, reinforcing CIT’s predictive value. ---- <span id="2.2"></span> == 2.2 The Connection Between CIT and General Relativity == '''CIT does not reject General Relativity, but offers a complementary perspective, proposing that gravitational effects arise from a continuous influx of energy — an external flow into matter that contributes to its mass-energy and gravitational influence.''' This leads to three key extensions of traditional gravitational theory: # The gravitational field is not just a curvature of spacetime, but the observable result of an influx of energy. This influx guides objects along curved paths, producing the effects attributed to spacetime curvature in General Relativity. # The gravitational acceleration (g or a) at a planet’s surface depends on the intensity of the energy influx, which is related to the total mass of the object. # Observed planetary distances are not random, but reflect a cosmic structuring principle derived from the Root Mean Square Velocity (VRMS) and the resulting Preferred Distance (D_pref). A resonant-field curvature formulation that leads to the same effective coupling as the mechanical influx picture used in CIT is presented in Panagis & Loeffen (2025) [[User:Ruud_Loeffen/Cosmic_Influx_Theory(3)/Chapter_8#8.4.48|[8.4.48]]]. ---- <span id="2.3"></span> == 2.3 The Preferred Distance (D_pref) and Its Calculation == CIT introduces the concept of the '''Preferred Distance (D_pref)''', the location where the most massive planets tend to form. <math>D_{\text{pref}} = \kappa_{\text{CIT}} \times M_{\text{star}}</math> ........'''(2.3.1)''' where: * <math>\kappa_{\text{CIT}}</math> is the '''Universal Scaling Constant for Planetary Structuring''', approximately <math>4.4271 \times 10^{-19} \ \text{m/kg}</math>. * <math>M_{\text{star}}</math> is the mass of the central star. This proportionality helps explain: * Why Jupiter and Saturn formed at their observed distances in our solar system. * Why exoplanets tend to cluster at specific radii from their stars. * Why ring and gap structures in protoplanetary disks exhibit ordered patterns [[User:Ruud_Loeffen/Cosmic_Influx_Theory(3)/Chapter_8#8.3.2|[8.3.2]]]. ---- <span id="2.4"></span> == 2.4 Empirical Confirmation from Exoplanetary Systems == The predictions of CIT align closely with observed exoplanetary systems: * The distribution of exoplanets shows clustering of dust and gas at specific distances. * Protoplanetary disks exhibit gaps that correspond with predicted values of D_pref. * The TRAPPIST system may potentially host a yet-undiscovered giant planet near <math>D_{\text{pref}} = 7.825 \times 10^{10} \ \text{m}</math>. [[File:2.2A Image Excel file Selection calculated Preferred Distance.png|thumb|Selection of an extended Excel file with calculations for the Preferred Distance in exo star systems]] Future observations from the '''James Webb Space Telescope (JWST)''' may provide additional confirmation. ---- '''Observational Challenges at the Preferred Distance (D_pref)''' Detecting giant planets at the '''Preferred Distance''' predicted by CIT is a significant observational challenge. These planets typically have '''long orbital periods''' — often spanning many years or even decades — meaning they may not have completed a full orbit since their host systems were first monitored. Furthermore, it may take equally long for such a planet to transit again, delaying confirmation. Detection also depends on alignment: for radial velocity or transit methods to succeed, the planet must pass in front of the star from Earth’s point of view. In addition, the '''central star must be sufficiently massive''' to generate a detectable planetary body at D_pref. A promising alternative is to focus on '''protoplanetary disks'''. In these early-stage systems, concentric rings and gaps may indicate emerging planets. CIT suggests that the '''Preferred Distance''' corresponds to a balance point between the '''inward-directed influx stream''' and the '''orbital motion''' of the disk’s material — making this region a prime location for early planet formation. Observing such structures can provide indirect evidence supporting CIT’s planetary structuring model. <span id="2.5"></span> == 2.5 Implications for Planetary Formation Models == The connection between VRMS and planetary structuring suggests that: # '''Planetary migration models''' may need to include VRMS-based structuring principles. # '''The gravitational constant (G)''' may reflect deeper connections with kinetic and relativistic parameters. # '''Galactic structure formation''' might follow similar VRMS-based ordering on larger scales. '''Recent observational evidence supports CIT predictions''' A study published in the Publications of the Astronomical Society of Japan presents super-resolution imaging of 78 protoplanetary disks in the Ophiuchus star-forming region: [https://academic.oup.com/pasj/article/77/3/572/8117664 ''ALMA 2D super-resolution imaging survey of Ophiuchus Class I/flat spectrum/II disks. I. Discovery of new disk substructures''] (Shoshi et al., 2025). This study reveals that ring and spiral substructures already emerge a few hundred thousand years after star birth—much earlier than expected in traditional models. These findings significantly increase the statistical sample size over earlier ALMA projects (DSHARP and eDisk) and provide strong evidence for patterned disk evolution very early in stellar formation. A ChatGPT-assisted review of this publication concludes: ''"Relevance to Cosmic Influx Theory (CIT):'' ''This article supports CIT indirectly. CIT emphasizes structured, early planetary formation within dynamic disk environments. The observed early appearance of ring-like substructures aligns with CIT’s prediction that large planets form in dominant rings at Preferred Distances (Dₚᵣₑf) shortly after star formation. The rapid onset of such structuring offers observational backing to CIT’s premise of early, patterned planetary genesis—before classical accretion or migration theories would expect such development."'' (See full analysis: [https://chatgpt.com/share/686224d8-6390-8012-aa4e-e91f2081f568 ChatGPT Share Link]) These observations reinforce the view that the cosmic influx does not act only over long timescales, but plays a formative role from the earliest phases of stellar and planetary development. A disk is the '''primary environment'''; collisions are then a '''secondary consequence''' of that environment. That ordering matters. If one starts from collisions, one risks treating violent impact as the default creative mechanism. But if one starts from disks, then collisions become only one of several natural processes inside an already existing, evolving orbital system. That is also the more physically economical picture: A disk already contains the ingredients for growth, sorting, resonance, fragmentation, accretion, migration, and occasional impacts. So one does not need a catastrophic collision as the first explanatory step. One first asks how matter organizes in the disk, and only then whether some observed debris requires a major impact. In that sense, Saturn’s rings are a good intuitive example. They show that orbiting systems are not static: particles collide, merge, scatter, fragment, and reorganize continuously. But nobody would say the rings are fundamentally “about catastrophe.” They are fundamentally about a '''disk-like orbital structure''' with ongoing internal interactions. CIT can fully admit that collisions occur, including severe ones, while still maintaining that the broader formation of planets and moons is rooted in protoplanetary and circumplanetary disk dynamics. In that framing, catastrophic collisions are real but not foundational. They are episodes within the larger whirling history of disk evolution. This opens the possibility of extending CIT from planetary systems to broader cosmic evolution. === Extension to circumplanetary disks and moon formation === The Preferred Distance concept may also have implications beyond planetary formation around stars. If ''Dpref'' expresses a general structuring tendency in rotating matter systems, then a similar principle may also be expected in circumplanetary disks around forming planets. In that case, the same relation <math>D_{\mathrm{pref}} = \frac{M}{8\pi c^2}</math> with <math>M</math> representing the mass of the planet, can define a local preferred formation zone for moons. This suggests that moon systems may represent a smaller-scale repetition of the larger protoplanetary process. For planets around stars, the Preferred Distance relation can also be written in the familiar orbital form: <math>D_{\mathrm{pref}} = \frac{GM}{\mathrm{VRMS}^2}</math> since in CIT: <math>G = \frac{\mathrm{VRMS}^2}{8\pi c^2}</math> Applying the same logic to moons orbiting planets gives: <math>D = \frac{GM}{v_p^2}</math> where <math>D</math> is the actual orbital distance of the moon and <math>v_p</math> its measured orbital velocity around the planet. Combining this with the Preferred Distance relation gives: <math>\frac{D_{\mathrm{pref}}}{D} = \frac{v_p^2}{\mathrm{VRMS}^2}</math> and thus: <math>v_p^2 = \mathrm{VRMS}^2 \cdot \frac{D_{\mathrm{pref}}}{D}</math> or equivalently: <math>v_p = \mathrm{VRMS}\sqrt{\frac{D_{\mathrm{pref}}}{D}}</math> These equations show that the orbital velocity of a moon can be interpreted as a local circumplanetary expression of the more general CIT structuring principle. In this view, ''VRMS'' is not the direct orbital velocity of the moon itself, but the reference velocity scale from which the local moon velocity follows through the ratio between the Preferred Distance and the actual orbital distance. At the same time, present orbital distances of moons should not automatically be expected to match the local Preferred Distance exactly. Circumplanetary disks consist of a complex mixture of dust, grains, gas, ions, and growing clumps, in which aggregation, fragmentation, thermal exchange, chemical differentiation, ionisation, turbulence, and resonance effects all influence the final structure. Within the CIT framework, these processes may occur while matter also continues to absorb mass-energy from the PEW background. As a result, moons may originate near a preferred zone but later shift through migration, tidal evolution, capture, or long-term dynamical adjustment. This broader interpretation suggests that Preferred Distance should be understood as a large-scale organizing principle rather than as a strict final orbital rule. Planets in a protoplanetary disk and moons in a circumplanetary disk may both arise within structured rings or whirls, while their present positions reflect the combined outcome of original structuring and later evolution. In this way, CIT proposes a hierarchical model of cosmic formation in which similar ordering principles may operate from star systems down to moon systems. == 2.6 Measuring the VRMS == A useful interactive tool for exploring the concept of the root-mean-square velocity (VRMS) in relation to the '''Cosmic Influx Theory (CIT)''' is provided by '''Gabino Casanova''' through his open-source visualisation project: [https://gabinoc67.github.io/interstellar-star-clock/demos/vrms.html https://gabinoc67.github.io/interstellar-star-clock/demos/vrms.html] ==== Overview of the tool ==== The web-based simulator, titled '''CST-Locked v-RMS Gravity Equivalence – VT ≡ CIT''', enables users to explore the relationship between the VRMS velocity scale and the estimated gravitational constant. It computes a live value: :<math>G_{est} = \frac{v_{RMS}^2}{8 \pi c^2}</math> where <math>c</math> is the speed of light and <math>v_{RMS}</math> is the user-adjusted velocity parameter. The interface includes: * Planetary presets (Earth, Sun, Mercury, etc.) * An '''Auto-Scan''' routine that compares <math>G_{est}</math> to the standard terrestrial constant <math>G_0 = 6.67430 \times 10^{-11}\ \text{m}^3\text{kg}^{-1}\text{s}^{-2}</math> * Fine-tuning sliders for density, noise, and influx/vibration blending * A visual feedback mode showing whether the computed <math>G_{est}</math> passes or fails the target precision. The tool is accessible here: [https://gabinoc67.github.io/interstellar-star-clock/demos/vrms.html Gabino Casanova – VRMS Demo] ==== Relevance to Cosmic Influx Theory ==== * The simulator links directly to the CIT postulate that gravitational behaviour emerges from a universal velocity scale, expressed as the '''VRMS ≈ 12 278 m/s'''. * By setting the simulator to match <math>G_{est} = G_0</math>, users can empirically test which VRMS values reproduce the gravitational constant predicted by CIT: ::<math>G = \frac{v_{RMS}^2}{8 \pi c^2}</math> * The '''Auto-Calibrate''' function provides an intuitive way to visualise how different VRMS settings influence the computed gravitational constant, supporting CIT’s claim of a kinetic relationship between the influx field and gravitational strength. * The tool’s planetary presets also allow testing how CIT’s universal VRMS could manifest across planetary systems of varying mass and density. ==== Observational and critical notes ==== Although the simulator provides an excellent educational interface, it is primarily a '''conceptual visualizer''' rather than a precise experimental instrument. Key considerations: # The author labels it as a “concept visualizer; substitute observed modes when available”, reminding users that the displayed data are for illustration. # The mapping <math>G_{est} = v_{RMS}^2 / (8 \pi c^2)</math> should be interpreted in CIT as a simplified expression of the proportionality between influx velocity and gravitational coupling. # Adjustable factors such as “noise mix” or “influx/vibration blending” are useful for sensitivity studies but require clear physical interpretation within CIT’s framework of the '''Primordial Elementary Whirlings (PEWs)''' that transfer energy through the influx. # When using planetary presets, readers should remember that CIT’s VRMS refers to the early protoplanetary disk conditions, not the present orbital velocities of planets. ==== Integration into the CIT workflow ==== Within this chapter, the website may serve as a visual bridge between the theoretical and observable realms of VRMS. Readers are encouraged to: * Use the tool to verify that a VRMS around 12.3 km/s yields a <math>G_{est}</math> value close to the accepted constant. * Observe the live deviation '''Δ vs G₀ %''' shown by the simulator. * Compare the results with CIT’s derived equations for gravitational coupling and energy influx. A screenshot or embedded link to this page may be included to illustrate this relationship in action. ==== Reference ==== * Gabino Casanova (2025). '''CST-Locked v-RMS Gravity Equivalence – VT ≡ CIT'''. [https://gabinoc67.github.io/interstellar-star-clock/demos/vrms.html https://gabinoc67.github.io/interstellar-star-clock/demos/vrms.html] * Loeffen, R. (2025). '''Cosmic Influx Theory – Chapter 2: Lorentz Transformation and Mass-Energy Relations.''' Wikiversity. ---- == Summary == This chapter introduced: * The concept of '''VRMS''' and its role in planetary dynamics. * The equation for the '''Preferred Distance (D_pref)''' and the derivation of the Universal Scaling Constant. * How CIT aligns with observed data from exoplanetary systems. * Implications for planetary formation and gravitational theory. In the next chapter, we will explore '''how the Cosmic Influx relates to the gravitational constant (G)'''. ---- ++ Navigation * [[User:Ruud_Loeffen/Cosmic_Influx_Theory(3)/Chapter_1|← Previous Chapter]] * [[User:Ruud_Loeffen/Cosmic_Influx_Theory(3)|Back to Main Page]] * [[User:Ruud_Loeffen/Cosmic_Influx_Theory(3)/Chapter_3|Next Chapter →]] ---- 982cguz8s03khkb05ykhns4kbxt9g63 0 321771 2804160 2787156 2026-04-10T15:05:27Z Atcovi 276019 /* Future Outlook */ → [[User:Atcovi/sandbox]] 2804160 wikitext text/x-wiki {{Article info | journal = WikiJournal of Medicine <!-- WikiJournal of Medicine, Science, or Humanities --> | last1 = Azeez | orcid1 = 0009-0007-9202-4614 | first1 = Aaqib | last2 = | first2 = | last3 = | first3 = | last4 = | first4 = <!-- up to 9 authors can be added in this above format --> | et_al = <!-- if there are >9 authors, hyperlink to the list here --> | affiliation1 = Old Dominion University | correspondence1 = yonikmalik@gmail.com | affiliations = institutes / affiliations | correspondence = email@address.com | keywords = <!-- up to 6 keywords --> | license = <!-- default is CC-BY --> | abstract = This is a narrative review. }} TBD == Introduction == Mental health continues to be a critically relevant topic as the island nation has experienced decades of [[w:Black_July|violent ethnic conflict]], terrorist attacks, war crimes, and economic disruptions. Sri Lanka has only recently exited the climaxes of a [[w:Sri_Lankan_economic_crisis_(2019–2024)|severe economic crisis in from 2019 to 2024]], a [[w:Sri_Lankan_civil_war|nearly 30-year civil war ending in 2009]], a [[w:2019_Sri_Lanka_Easter_bombings|2019 terrorist attack]], and continues to face the ripple effects of the [[w:2004_Boxing_Day_tsunami|2004 Boxing Day tsunami]]. The exact effect these major events have had on mental health in the country is "unknown", but the statistics remain alarming despite a declining trend. Suicide rates in the country during the mid-1990s were the second-highest in the world with ingesting toxic products being the main suicide method. Despite the decline in suicide numbers since then—possibly attributed to Sri Lanka's ban on toxic products—evidence from a 2023 study reports an upward trend in suicide through hanging from 2016 to 2021—independent of the [[w:COVID-19_pandemic_in_Sri_Lanka|COVID-19 pandemic]]. Several risk factors for suicide, such as poverty and economic instability, are still prevalent and even increasing in the country to this day<ref>{{Cite journal|last=Rajapakse|first=Thilini|last2=Silva|first2=Tharuka|last3=Hettiarachchi|first3=Nirosha Madhuwanthi|last4=Gunnell|first4=David|last5=Metcalfe|first5=Chris|last6=Spittal|first6=Matthew J.|last7=Knipe|first7=Duleeka|date=2023-01-19|title=The Impact of the COVID-19 Pandemic and Lockdowns on Self-Poisoning and Suicide in Sri Lanka: An Interrupted Time Series Analysis|url=https://pmc.ncbi.nlm.nih.gov/articles/PMC9914278/|journal=International Journal of Environmental Research and Public Health|volume=20|issue=3|pages=1833|doi=10.3390/ijerph20031833|issn=1660-4601|pmc=9914278|pmid=36767200}}</ref>. == Methods == [source selection process] ==Historical Development of Mental Health Services== In the 1800s, established care for mental health began shifting primarily from indigenous practices, mainly derived from [[w:Ayurveda|Ayurveda medicine]], [[w:Siddha_medicine|Siddha medicine]], and [[w:Unani_medicine|Unani medicine]], to a Western model<ref name=":0">Gambheera, H. (2011). [https://www.saarcpsychiatry.com/viewText?chapter=c6 The evolution of psychiatric services in Sri Lanka]. South Asian Journal of Psychiatry, 2(1), 25–27.</ref><ref name=":15">{{Cite book|url=https://doi.org/10.1007/978-981-96-8078-8_7|title=Social Psychiatry in Sri Lanka|last=Baminiwatta|first=Anuradha|last2=Williams|first2=Shehan|date=2025|publisher=Springer Nature|isbn=978-981-96-8078-8|editor-last=Arafat|editor-first=S. M. Yasir|location=Singapore|pages=141–158|language=en|doi=10.1007/978-981-96-8078-8_7|editor-last2=Singh|editor-first2=Amit|editor-last3=Kar|editor-first3=Sujita Kumar}}</ref>. [pull more info from https://www.researchgate.net/publication/342354982_Development_of_civil_commitment_statutes_laws_of_involuntary_detention_and_treatment_in_Sri_Lanka_a_historical_review maybe?] === Adoption of a Western-based mental healthcare model and issuances of ordinances === In 1839, [[w:James_Alexander_Stewart-Mackenzie|James Alexander Stewart-Mackenzie]], the 7th Governor of British Ceylon, released the Lunacy Ordinance, authorizing municipal authorities to create lunatic asylums for the mentally ill in the country<ref name=":0" /><ref name=":2">{{Cite web|url=https://mentalhealth.health.gov.lk/index.php?option=com_content&view=article&id=6&Itemid=125&lang=en|title=History - Directorate of Mental Health|website=mentalhealth.health.gov.lk|access-date=2025-05-10}}</ref>. The ordinance was concerned with the legal frameworks of detaining individuals considered dangerous to others or individuals falsely presenting themselves as mentally ill, and not on medical treatments to alleviate the conditions of detained individuals. UK psychiatrist [[w:Edward_Mapother|Edward Mapother]] critiqued the ordinance during his 1937 inspection of British Ceylon's mental health institutions in a series of reports titled ''A Disgrace to a Civilised Community'', remarking that the ordinance "[did] not seem to have contemplated treatment as a contingency to be considered"<ref name=":1">{{Cite book|title=Permeable walls: historical perspectives on hospital and asylum visiting|date=2009|publisher=Rodopi|isbn=978-90-420-2599-8|editor-last=Mooney|editor-first=Graham|series=Clio medica|location=Amsterdam New York, NY|editor-last2=Reinarz|editor-first2=Jonathan}}</ref>. In 1840, the 1839 Ordinance was repealed and replaced by the 1840 Ordinance. The 1839 Ordinance was almost identical to the 1840 Ordinance, except the removal of two previous requirements: the requirement for official medical diagnoses of the mentally insane and the mandate to maintain adequate staff-to-patient ratios within lunatic asylums<ref name=":3">{{Cite journal|last=Alwis|first=L. A. P. de|last2=Seneviratne|first2=V. L.|last3=Mendis|first3=T. S. S.|last4=Abhayanayaka|first4=C.|date=2024-12-31|title=The development of laws related to the disposal of forensic patients in Sri Lanka: A historical review|url=https://sljpsyc.sljol.info/articles/10.4038/sljpsyc.v15i2.8569|journal=Sri Lanka Journal of Psychiatry|language=en-US|volume=15|issue=2|doi=10.4038/sljpsyc.v15i2.8569|issn=2012-6883}}</ref>. In 1873, a third Ordinance was released. It included linguistic changes, where the term, "insane", was replaced with "of unsound mind". The Ordinance also gave more power to medical professionals in determining insanity diagnoses, and more power to detainees in appealing their commitment to the mental asylum. Despite this Ordinance being the most comprehensive outlook on mental healthcare in the country at the time, the legal frameworks behind the detainment of the criminally insane were left identical to previous ordinances<ref name=":3" />. === Development of mental asylums === At the time the 1839 ordinance was released, mentally ill patients were placed either in prisons throughout the country or leprosy hospitals, such as the [[w:Hendala_Leprosy_Hospital|Hendala Leprosy Hospital]] in the Gampaha district<ref name=":0" /><ref name=":3" />. After the creation of the first mental asylum in Borella in 1846, patients from the Hendala Leprosy Hospital were transferred to the institute in Borella. Overcrowding soon became an issue and patients institutionalized at the Borella mental asylum were sent to prisons across the country. [[File:Edward Mapother.jpg|thumb|A portrait taken of Edward Mapother during his time working at [[w:Maudsley_Hospital|Maudsley Hospital]] in London. ]] As medical institutions were being made to house the mentally insane, another mental asylum was created in the [[w:Cinnamon_Gardens|Cinnamon Gardens]] area of Colombo in 1884, though this mental asylum faced overcrowding in just one year<ref name=":0" />. Treatment in these asylums was limited to occupational and protection therapy, failing to provide treatment for the root causes of the mental disorders. In 1926, the Angoda Mental Hospital was established, scantily alleviating the severe overcrowding issues that were plaguing the preceding mental asylums. Despite the addition of 1,700 beds to the facility, treatment was still vastly limited and the patients were left in significantly poor conditions. === Edward Mapother's 1937 inspection of British Ceylon === Edward Mapother was born in Dublin, Ireland, on July 12, 1881 and moved to London when he was 7 years old<ref>{{Cite book|title=Madness to mental illness: a history of the Royal College of Psychiatrists|last=Bewley|first=Thomas|date=2008|publisher=RCPsych Publications ; Distributed in North America by Balogh International|isbn=978-1-904671-35-0|location=London : [S.l.]}}</ref>. Mapother attained his M.D. in 1908. While Mapother was the Medical Superintendent of Maudsley Hospital in London, England, he was invited to inspect British Ceylon's mental health institutions by Dr S. T. Gunasekara, the first Medical Director of British Ceylon<ref name=":1" />. In Mapother's visit, he commented that the Angoda Mental Hospital had the atmosphere of "a prison that is neglected and dilapidated"<ref name=":1" />. Overcrowding was still a major issue, with the institute hosting 3,000 patients—more than double the intended capacity. Patients were sleeping on mats and were clearly out of reach of adequate treatment. Mapother also noted that only 4% of public health expenditure in the country was being set for hospitals, drawing a stark comparison to London's 25%<ref name=":1" />. Mapother offered a vivid and grim account of the hospital in his reports: <blockquote> The floor, roof and walls of each cell consist alike of drab cement without any attempt at colouring or decoration. High up in one wall is a small window with stout iron bars. In the floor is a large hole into which the patient may pass his motion and urine. These cells are incompletely divided from one another by a partition which does not reach the roof so that the noise and stink from any one cell may reach at least all the others of the same row. Into these empty cells I was informed that the most noisy and troublesome patients in the hospital; were turned at night completely naked. The doors of the cell contain no observation window, and considering the violent character of many of these patients there is every ground for believing that the doors are rarely opened in the night by the solitary attendant on duty. It needs little imagination to picture the suffering of any patient in an early stage of bodily illness passing a night under such conditions, a situation which must frequently arise. I am told that the noise proceeding from this building is like that on a bad night in a menagerie<ref name=":0" />.</blockquote>Mapother proposed a series of reinforcements to the legal, institutional, and medical frameworks of mental health care in British Ceylon. This included the decentralization of the psychiatric services, a reworking of the Lunacy Ordinance to incorporate treatment into the legal framework, and the establishment of a separate service of medical professionals dedicated to psychiatry. Mapother's recommendations led to several of the best local medical professionals to be sent to London for extensive training in psychiatry, while nurses from England were sent to British Ceylon to supervise hospital operations and train local staff<ref name=":0" /><ref name=":1" />. On August 25, 1938, the Executive Committee of Health approved the strategies proposed by Mapother, though the Government was unable to fully implement all of Mapother's interventions due to the 'heavy cost'. In fact, the Government decided to forego one of his proposals, which was the suggestion of a "Visiting Committee". This committee was tasked to "meet at the hospital, carry out inspections, and make recommendations" to the Executive Committee of Health<ref name=":1" />. The Government realized that deficiencies in their mental healthcare system could prove to be "costly" for their reputation. Mapother was reportedly enraged when he found out. Mapother intended to contact the Secretary of State regarding the "distortion" of his plans, but was interrupted by events preluding to [[w:World_War_II|World War II]]<ref name=":1" />. Mapother passed away on March 20, 1940, without materializing his follow-up plans. === Post-Mapother developments and further innovations === [[File:Sri Lanka districts Colombo.svg|thumb|A map of Sri Lanka highlighting the Colombo District, where the capital is located. |right|250px]]Mapother's insights on the mental healthcare structure in British Ceylon proved to be the catalyst of massive renovations. In 1939, the first outpatient clinic was established in the [[w:National_Hospital_of_Sri_Lanka|National Hospital of Sri Lanka]] in Colombo. The first trained Ceylonese psychiatrists began practice in the 1940s, leading to the establishment of the first neuropsychiatric clinic in Colombo in 1943. Treatments for the mentally ill improved dramatically, as protectional therapy expanded to [[w:insulin_shock_therapy|insulin shock therapy]] and [[w:Electroconvulsive_therapy|cardiazol convulsive therapy]]<ref name=":4">{{Cite journal|last=Kathriarachchi|first=Samudra T.|last2=Seneviratne|first2=V. Lakmi|last3=Amarakoon|first3=Luckshika|date=2019-06|title=Development of Mental Health Care in Sri Lanka: Lessons Learned|url=https://journals.lww.com/tpsy/fulltext/2019/33020/development_of_mental_health_care_in_sri_lanka_.1.aspx|journal=Taiwanese Journal of Psychiatry|language=en-US|volume=33|issue=2|pages=55|doi=10.4103/TPSY.TPSY_15_19|issn=1028-3684}}</ref>. Mapother's advocation for the decentralization of services were further honored through the 1947 establishment of a first child guidance clinic in Colombo General Hospital<ref name=":0" />. In 1948, British Ceylon was granted independence from the British after the [[w:Sri_Lankan_independence_movement|Sri Lankan independence movement]]. Changes in the mental healthcare structure were not immediate following independence, but rapid expansions of mental healthcare services were still ongoing. The following decades saw positive institutional developments, such as the creation of a second hospital in [[w:Mulleriyawa|Mulleriyawa]] in 1957, and the creation of a psychiatric inpatient unit in Colombo General Hospital in 1967—effectively granting the city of Colombo the luxury of hosting the top psychiatric care in the country<ref name=":5">{{Cite book|url=http://link.springer.com/10.1007/978-1-4899-7999-5_4|title=Mental Health System Development in Sri Lanka|last=Minas|first=Harry|last2=Mendis|first2=Jayan|last3=Hall|first3=Teresa|date=2017|publisher=Springer US|isbn=978-1-4899-7997-1|editor-last=Minas|editor-first=Harry|location=Boston, MA|pages=59–77|language=en|doi=10.1007/978-1-4899-7999-5_4|editor-last2=Lewis|editor-first2=Milton}}</ref>. The 1950s was also the start of psychopharmacological innovations, with the introduction of [[w:Lithium_(medication)|lithium]] and long-acting injectable antipsychotics ([[w:Depot_injection|depot]] [[w:Antipsychotic|neuroleptics]]) in the succeeding years<ref name=":4" />. Additionally, the number of public psychiatrist positions increased by 400% from 1953 to 1967<ref name=":5" />. After 1960, mental health services were being established beyond the capital to other cities in the country<ref name=":2" />. In 1980, the [[w:Postgraduate_Institute_of_Medicine|Postgraduate Institute of Medicine]] began a program where students would enroll in a 5-year medical course and attain an MD in psychiatry, curbing the need for Sri Lankan medical students to be sent abroad to complete their training. Many of the medical students sent abroad for training never returned to Sri Lanka to practice, resulting in a "1:500,000 to 1000,000" ratio of psychiatrists to patients on "most occasions"<ref name=":0" />. === Mental Disease Ordinance of 1956 === In 1956, the 1873 Ordinance was revised a second time and renamed the "Mental Disease Ordinance of 1956"<ref name=":5" /><ref name=":6">{{Cite journal|last=Hapangama|first=Aruni|last2=Mendis|first2=Jayan|last3=Kuruppuarachchi|first3=K. a. L. A.|date=2023-02|title=Why are we still living in the past? Sri Lanka needs urgent and timely reforms of its archaic mental health laws|url=https://www.cambridge.org/core/journals/bjpsych-international/article/why-are-we-still-living-in-the-past-sri-lanka-needs-urgent-and-timely-reforms-of-its-archaic-mental-health-laws/B18B03DC962CC6F09BC6D7877E390EE4|journal=BJPsych International|language=en|volume=20|issue=1|pages=4–6|doi=10.1192/bji.2022.26|issn=2056-4740|pmc=9909436|pmid=36812028}}</ref>. Another linguistic development is seen with the new revision as "lunacy" was replaced with "mental disease"<ref name=":6" />. The Ordinance paved the way for community-based services to be delivered to patients closer to their residences rather than solely allocating services to just hospitals. This led to the creation of a [[w:WHO|WHO]]-backed community clinic near the [[w:University_of_Colombo|University of Colombo]] in the 1970s, where the focus was to eventually ease patients in the Angoda Mental Hospital back into the general population<ref name=":5" />. === Developments from the 1990s === The 1990s and onwards saw further positive developments in framing the mental healthcare system, including the establishment of the [https://mentalhealth.health.gov.lk/index.php?option=com_content&view=featured&Itemid=101&lang=en Directorate of Mental Health] in 1998. The Directorate of Mental Health is a part of the [[w:Ministry_of_Health_(Sri_Lanka)|Ministry of Health]] who is responsible for the monitoring and implementation of mental health programs across the country<ref>{{Cite web|url=https://mentalhealth.health.gov.lk/index.php?lang=en|title=Home - Directorate of Mental Health|website=mentalhealth.health.gov.lk|access-date=2025-05-12}}</ref>. As of 2025, the current director of the Directorate of Mental Health is Dr. Chithramalee de Silva<ref name=":2" />. On November 11, 2005, the Mental Health Policy was approved by the Government of Sri Lanka, advocating for establishments of more de-centralized, community-based mental health services across the country beyond the capital (Colombo). The policy aimed to concisely define the rigorous standards needed to be completed for each respected medical professional, including psychiatrists and clinical psychologists<ref>{{Cite journal|last=Rajapakshe|first=Onali Bimalka Wickramaseckara|last2=Mohan|first2=Mohapradeep|last3=Singh|first3=Swaran Preet|date=2023-05|title=Development of adolescent mental health services in Sri Lanka|url=https://pmc.ncbi.nlm.nih.gov/articles/PMC10895478/|journal=BJPsych international|volume=20|issue=2|pages=41–43|doi=10.1192/bji.2022.32|issn=2056-4740|pmc=10895478|pmid=38414998}}</ref>. The policy also included a new position, the "Medical Officer of Mental Health", who oversees and assists in the implementation of community-based mental health services<ref name=":0" />. This same year, the Sri Lankan government began implementing psychological services in state institutions, such as the military<ref name=":8" />. In 2007, the National Mental Health Advisory Council (NMHAC) was created to serve as an 'advisory' board for the Ministry of Health on what actions should be executed by the Directorate of Mental Health<ref name=":7">{{Cite web|url=https://mentalhealth.health.gov.lk/index.php?option=com_content&view=article&id=9&Itemid=220&lang=en|title=Introduction - Directorate of Mental Health|website=mentalhealth.health.gov.lk|access-date=2025-05-12}}</ref>. In 2008, the Angoda Mental Hospital was restructured as the National Institute of Mental Health (NIMH)<ref name=":7" />. === Modern-day Sri Lanka === [[File:Feeding Children in Sri Lanka.jpg|left|thumb|Despite the noteworthy improvements in mental healthcare services in recent decades, mental health remains a significant issue due to rising poverty. ]] As of 2025, the Mental Health Act (mental health legislation) has been undergoing development since 2005 and is currently awaiting to be considered for the final stage of approval. This is expected to replace the 1956 Mental Health Ordinance<ref name=":7" />. Currently, there are 7 tertiary care hospitals, 61 adult patient units, 3 child inpatient units, and 1 forensic unit. The [[w:Lady_Ridgeway_Hospital_for_Children|Lady Ridgeway Hospital]] in Colombo and the Sirimavo Bandaranayke Specialized Children Hospital in Kandy are tailored towards alleviating children with [[w:Learning_disability|SLD]], [[w:ADHD|ADHD]], [[w:Autism_Spectrum_Disorder|ASD]] and family support for diagnosed children. As of 2017, 22 rehabilitation centers exist through the country, including 7 alcohol rehab centers<ref name=":7" />. [expand more on SL Gov't efforts here...] Despite the impressive advancements in mental healthcare in the last couple of decades, Sri Lanka still suffers significant mental health issues due to increasing poverty levels in the country. The [[w:World_Bank|World Bank]] reported that [https://www.wsws.org/en/articles/2024/04/08/eesc-a08.html the poverty levels in Sri Lanka increased from 11% in 2019 to 26% in 2024], with 60% of Sri Lankan households facing "decreased incomes"<ref>Lakhtakia, Shruti, Atapattu Mudiyanselage, Udahiruni Shashadari Atapat, Walker, Richard Ancrum. ''Sri Lanka Development Update - Bridge to Recovery (English).'' Washington, D.C.: World Bank Group. <nowiki>http://documents.worldbank.org/curated/en/099634104012434919</nowiki></ref>. This was churned by Sri Lanka's excessive foreign debt, economic troubles stemming from [[w:Gotabaya_Rajapaksa|Gotabaya Rajapaksa]]'s presidential term, the COVID-19 pandemic, and the [[w:Russian_invasion_of_Ukraine|ongoing invasion of Ukraine by Russia (2022)]]. According to [[w:NYU|New York University]] graduate student [https://gc-cuny.academia.edu/NadiaAugustyniak Nadia Augustyniak] in her 2025 overview of Sri Lanka's public mental healthcare system, poverty-induced financial precarity remains a major obstacle to receiving access to mental healthcare services. Even though trauma from adverse weather and conflict is deleterious to mental health, issues originating from every-day struggles, especially struggles related to poverty, could arguably play a more significant role<ref name=":8">{{Cite journal|last=Augustyniak|first=Nadia|date=2025-06-01|title=Public mental healthcare and economic vulnerability in Sri Lanka|url=https://linkinghub.elsevier.com/retrieve/pii/S2666560324000926|journal=SSM - Mental Health|volume=7|pages=100387|doi=10.1016/j.ssmmh.2024.100387|issn=2666-5603}}</ref>. == Impact of Conflicts, Terrorism, Political Instability & Natural Disasters == === Sri Lankan Civil War === The '''Sri Lankan Civil War''' was a domestic conflict that took place between the Sri Lankan government and the Liberation Tigers of Tamil Eelam (abbreviated as the ''LTTE),'' a militant group formed in the 1970s as a result of rising tensions between the majority Sinhalese and minority Tamil population. The group is considered a terrorist organization<ref>{{Cite web|url=https://www.start.umd.edu/baad/database/liberation-tigers-tamil-eelam-ltte-1998.html|title=BAAD - Liberation Tigers of Tamil Eelam (LTTE) - 1998 {{!}} START.umd.edu|website=www.start.umd.edu|access-date=2025-06-09}}</ref><ref>{{Cite web|url=https://www.cfr.org/backgrounder/liberation-tigers-tamil-eelam-aka-tamil-tigers-sri-lanka-separatists|title=Liberation Tigers of Tamil Eelam (aka Tamil Tigers) (Sri Lanka, separatists) {{!}} Council on Foreign Relations|last=Bhattacharji|first=Preeti|website=www.cfr.org|language=en|access-date=2025-06-09}}</ref>. Through brutal massacres, assassinations, and suicide bombings, the LTTE waged decades of terror which led to civilian displacement, infrastructure collapse, and the reduction of mental health services available in the northern region.[[File:DFID-funded, UNHCR emergency shelter tents, in the IDP camp at Menik Farm, Sri Lanka (3694081492).jpg|thumb|350x350px|An IDP camp in Menik Farm, Sri Lanka in 2009 ([https://www.bbc.com/news/world-asia-19703826 now closed]). Suicide rates in IDP camps were three times the general population.]]The civil war mainly affected the northeastern portion of the country, including the [[w:Vanni_(Sri_Lanka)|Vanni region]]. The conflict caused mass destruction to local mental healthcare facilities. Local residents described the conflict with the phrase ''varthayal varnicca mudiyathavai'', roughly translating into English as 'beyond description by words'<ref name=":9">{{Cite journal|last=Somasundaram|first=Daya|date=2010-07-28|title=Collective trauma in the Vanni- a qualitative inquiry into the mental health of the internally displaced due to the civil war in Sri Lanka|url=https://doi.org/10.1186/1752-4458-4-22|journal=International Journal of Mental Health Systems|language=en|volume=4|issue=1|pages=22|doi=10.1186/1752-4458-4-22|issn=1752-4458|pmc=2923106|pmid=20667090}}</ref>. In 2003, only two psychiatrists were found in the region, operating on extremely limited resources and further deepening long-term trauma and mental health deterioration in the population<ref name=":5" />. In 2002, the humanitarian organization [https://www.msf.org/ Médecins Sans Frontières] (MSF) performed an investigation of mental health needs in the [[w:Vavuniya|Vavuniya]] area, the site of intense conflict during the civil war (including the [[w:1985_Vavuniya_massacre|1985 Vavuniya massacre]]), and found that many of the residents suffered from high suicide rates, alcohol abuse, domestic violence, grief, and a "sense of ‘learnt helplessness’"<ref name=":5" />. A team from the University of Konstanz in Germany found that 92% of grade school children in the region were exposed to "combat, shelling, and witnessing the death of loved ones"<ref name=":9" />. [[File:Tractors. Jan 2009 displacement in the Vanni.jpg|left|thumb|350x350px|Displaced civilians originating from the Kilinochchi and Mullaitivu Districts due to military campaigns by the Sri Lankan military (January 2009). Displaced civilians had to avoid both the atrocities committed by the LTTE and the Sri Lankan government.]] Accusation of war crimes towards [[w:War_crimes_during_the_final_stages_of_the_Sri_Lankan_civil_war|the Sri Lankan government]] have been documented by various external organizations, despite the government's attempts at removing any [https://www.youtube.com/watch?v=e_p1TfTguW0 mentions] or [https://www.youtube.com/watch?v=Vtm54Y9USEg investigations] of it<ref>See also [[w:Sexual violence in the Sri Lankan civil war]].</ref>. A 2009 HRW report stated that the Sri Lankan government assumed native Tamil population residing in war zones to be "siding with the LTTE and [therefore, were] treated as combatants", leading to indiscriminate shillings and massacres of civilians<ref>{{Cite journal|date=2009-02-19|title=War on the Displaced|url=https://www.hrw.org/report/2009/02/19/war-displaced/sri-lankan-army-and-ltte-abuses-against-civilians-vanni|journal=Human Rights Watch|language=en}}</ref>. Alongside the oppression by the Sri Lankan military, the Vanni population also endured the brutal theatrics of the LTTE, which recruited men, women, and even children with minimal training, effectively rendering them cannon fodder. Over 200,000 Tamil civilians were moved into [[w:Internally_displaced_persons_in_Sri_Lanka|designated displacement camps during the war]], where conditions were abysmal<ref>{{Cite journal|last=Dissanayake|first=Lasith|last2=Jabir|first2=Sameeha|last3=Shepherd|first3=Thomas|last4=Helliwell|first4=Toby|last5=Selvaratnam|first5=Lavan|last6=Jayaweera|first6=Kaushalya|last7=Abeysinghe|first7=Nihal|last8=Mallen|first8=Christian|last9=Sumathipala|first9=Athula|date=2023-08-31|title=The aftermath of war; mental health, substance use and their correlates with social support and resilience among adolescents in a post-conflict region of Sri Lanka|url=https://doi.org/10.1186/s13034-023-00648-1|journal=Child and Adolescent Psychiatry and Mental Health|language=en|volume=17|issue=1|pages=101|doi=10.1186/s13034-023-00648-1|issn=1753-2000}}</ref>. The suicide rate in these displacement camps were three times the community-level (2002), with a ratio of 103.5 per 10,000 compared to the Sri Lankan general population's rate of 37.5 per 10,000. Almost all suicide attempts involved poisonous substances. Other forms of violence included domestic violence and child abuse. Local health officials in Vavuniya admitted that mental health concerns were a major problem, but were unable to address these concerns due to a lack of resources and support from the government. During the [[wikipedia:Sri_Lankan_civil_war#2002_peace_process_(2002%E2%80%932006)|brief 2002 ceasefire]], the MSF implemented a "community-based programme" which included "increasing awareness, community strengthening, reinforcing coping-strategies for long-term war-affected communities, and counselling". The MSF also advocated for restrictions of poisonous substances due to the suicide attempts, and stressed that "much more [than resettlement]" would need to be done to help alleviate the psychological pain the northern population had faced<ref>{{Cite journal|last=de Jong|first=Kaz|last2=Mulhern|first2=Maureen|last3=Ford|first3=Nathan|last4=Simpson|first4=Isabel|last5=Swan|first5=Alison|last6=van der Kam|first6=Saskia|date=2002-04|title=Psychological trauma of the civil war in Sri Lanka|url=https://linkinghub.elsevier.com/retrieve/pii/S0140673602084209|journal=The Lancet|language=en|volume=359|issue=9316|pages=1517–1518|doi=10.1016/S0140-6736(02)08420-9}}</ref>. The ceasefire ended in 2006 and led to the [[w:Eelam_War_IV|final phase of the civil war]], eventually ending in 2009 with the [[w:https://en.wikipedia.org/wiki/Velupillai_Prabhakaran#Sri_Lankan_Army_Northern_offensive_and_death|death of the LTTE's leader]]. '''Post-war''' [[File:Puttalam district.svg|left|thumb|Puttalam District, unlike its northern counterparts, was largely spared from the intense conflict, possibly explaining the lower rates of common mental disorders (CMDs).]] The first district-wide cross-sectional multistage cluster sample survey was conducted in the [[w:Jaffna_District|Jaffna District]] shortly after the war ended. The study's sample included 1517 households and 2 internally displaced peoples camps. With a response rate of 92%, the study found that symptoms for PTSD were found in 7% of participants, symptoms of anxiety were found in 32.6% of participants, and symptoms of depression were found in 22.2% of participants. 2% of respondents were currently placed in internally displaced peoples camps at the time of the study, 29.5% were freshly resettled from the internally displaced peoples camps, and the rest of the participants (68.5%) were never placed into camps. In comparison to residents who were never placed into camps, participants that were actively held in camps tend to report more symptoms of PTSD, anxiety, and depression. The researchers also found that women were especially vulnerable to deteriorating mental health conditions. This was explained by two factors: women having to assume the roles of both the father and the mother in the family setting after the, either voluntary or forced, departure of the husband to war, and sexist violence<ref>{{Cite journal|last=Husain|first=Farah|last2=Anderson|first2=Mark|last3=Lopes Cardozo|first3=Barbara|last4=Becknell|first4=Kristin|last5=Blanton|first5=Curtis|last6=Araki|first6=Diane|last7=Kottegoda Vithana|first7=Eeshara|date=2011-08-03|title=Prevalence of War-Related Mental Health Conditions and Association With Displacement Status in Postwar Jaffna District, Sri Lanka|url=https://doi.org/10.1001/jama.2011.1052|journal=JAMA|volume=306|issue=5|pages=522–531|doi=10.1001/jama.2011.1052|issn=0098-7484}}</ref>. A 2013 study on adult patients in [https://www.ncbi.nlm.nih.gov/books/NBK232631/ primary care settings] (divisional hospitals, primary medical care units) found major depression to be significantly higher in females (5.1%) than males (3.6%), bolstering the observation seen in the 2009 study<ref>{{Cite journal|last=Senarath|first=Upul|last2=Wickramage|first2=Kolitha|last3=Peiris|first3=Sharika Lasanthi|date=2014-03-24|title=Prevalence of depression and its associated factors among patients attending primary care settings in the post-conflict Northern Province in Sri Lanka: a cross-sectional study|url=https://doi.org/10.1186/1471-244X-14-85|journal=BMC Psychiatry|language=en|volume=14|issue=1|pages=85|doi=10.1186/1471-244X-14-85|issn=1471-244X|pmc=3987835|pmid=24661436}}</ref>. Muslims in Northern Sri Lanka during the conflict also faced violence and discrimination, most notably [[w:Expulsion_of_Muslims_from_the_Northern_Province_of_Sri_Lanka|the October 1990 expulsion of Muslims from the North to the Puttalam District or Jaffna]] and the [[w:Kattankudy_mosque_massacre|1990 Kattankudy mosque massacre]]. The only study testing the displaced Muslim population post-civil war was completed in 2011, where a cross-sectional survey of 450 internally displaced people or people born into displacement (ages 18 - 65) revealed 18.8% of the sample suffering from common mental health disorders (CMD), including [[w:Somatoform_disorder|somatoform disorder]] (14%), "other depressive syndromes" (7.3%), major depression (5.1%), and anxiety disorder (2.8%). The percentages found in this study for somatoform disorder and major depression were "considerably higher" than the national percentages, though the researchers noted that the prevalence of CMD was lower in comparison to other countries marred with conflict, including Palestine (40.3%) and Ethiopia (27.8%). The researchers explained that the lower rate of CMD may be attributed to the [[w:Puttalam_District|serenity of the post-settlement destination]], as conflict was mainly centered in the North and East. In contrast to earlier findings, this study did not observe a higher prevalence of CMDs among women, although increased rates of somatoform disorders were noted (though the researchers did not show the data behind this)<ref>{{Cite journal|last=Siriwardhana|first=Chesmal|last2=Adikari|first2=Anushka|last3=Pannala|first3=Gayani|last4=Siribaddana|first4=Sisira|last5=Abas|first5=Melanie|last6=Sumathipala|first6=Athula|last7=Stewart|first7=Robert|date=2013-05-22|title=Prolonged Internal Displacement and Common Mental Disorders in Sri Lanka: The COMRAID Study|url=https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0064742|journal=PLOS ONE|language=en|volume=8|issue=5|pages=e64742|doi=10.1371/journal.pone.0064742|issn=1932-6203|pmc=3661540|pmid=23717656}}</ref>. Research on the mental state of combatants has been limited, but a post-war 2009 study done between soldiers of the [[w:Sri_Lanka_Army_Special_Forces_Regiment|Special Forces]] and regular soldiers showed higher levels of exposure to traumatic events for units of the Special Forces, yet the former exhibited significantly less symptoms of CMDs compared to the latter. The authors of this study, [https://scholar.google.co.uk/citations?user=cVKEBdwAAAAJ&hl=en&oi=ao Raveen Hanwella] and [https://scholar.google.co.uk/citations?user=ZRj74qMAAAAJ&hl=en&oi=sra Varuni de Silva], offers the camaraderie of the unit as an explanation for the discrepancy<ref>{{Cite journal|last=Hanwella|first=Raveen|last2=de Silva|first2=Varuni|date=2012-08|title=Mental health of Special Forces personnel deployed in battle|url=https://pubmed.ncbi.nlm.nih.gov/22038567|journal=Social Psychiatry and Psychiatric Epidemiology|volume=47|issue=8|pages=1343–1351|doi=10.1007/s00127-011-0442-0|issn=1433-9285|pmid=22038567}}</ref>. A follow-up study was completed by the pair (with the addition of former Director-General of the Health Services of the Sri Lanka Navy [[w:Nicholas_Jayasekera|Nicholas Jayasekera]]), where the findings were similar, though the statistically significant bridge between the two cohorts in the previous study evaporated in the follow-up study. This may be due to the significant decline in mental health problems observed in the regular unit forces, potentially reflecting resilience in the aftermath of jarring conflict<ref>{{Cite journal|last=Hanwella|first=Raveen|last2=Jayasekera|first2=Nicholas E. L. W.|last3=Silva|first3=Varuni A. de|date=2014-09-25|title=Mental Health Status of Sri Lanka Navy Personnel Three Years after End of Combat Operations: A Follow Up Study|url=https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0108113|journal=PLOS ONE|language=en|volume=9|issue=9|pages=e108113|doi=10.1371/journal.pone.0108113|issn=1932-6203|pmc=4177866|pmid=25254557}}</ref>. Amputees or soldiers with spinal injuries exhibited drastically different numbers, with approximately 40% of nearly 100 male-veterans in a post-war 2009 study displaying PTSD-like symptoms<ref>{{Cite journal|last=Abeyasinghe|first=N. L.|last2=de Zoysa|first2=P.|last3=Bandara|first3=K.M.K.C.|last4=Bartholameuz|first4=N. A.|last5=Bandara|first5=J. M.U.J.|date=2012-05-01|title=The prevalence of symptoms of Post-Traumatic Stress Disorder among soldiers with amputation of a limb or spinal injury: A report from a rehabilitation centre in Sri Lanka|url=https://doi.org/10.1080/13548506.2011.608805|journal=Psychology, Health & Medicine|volume=17|issue=3|pages=376–381|doi=10.1080/13548506.2011.608805|issn=1354-8506|pmid=21942815}}</ref>. About a decade after the conflict ceased, a few notable studies have emerged to help guide understanding on the longer-term mental health effects on victims of the civil war. From July 2019 to October 2020, a study was conducted on 585 local adolescents (ages 12-19) in the Vavuniya district revealed that despite 15.6% of the statistic having faced one or more war-related events, only 3.9% of the participants had moderate - severe depression. In addition to considerably low depression rates, only 5.7% of participants age 17+ were found to have moderate - severe hopelessness<ref>{{Cite journal|last=Dissanayake|first=Lasith|last2=Jabir|first2=Sameeha|last3=Shepherd|first3=Thomas|last4=Helliwell|first4=Toby|last5=Selvaratnam|first5=Lavan|last6=Jayaweera|first6=Kaushalya|last7=Abeysinghe|first7=Nihal|last8=Mallen|first8=Christian|last9=Sumathipala|first9=Athula|date=2023-08-31|title=The aftermath of war; mental health, substance use and their correlates with social support and resilience among adolescents in a post-conflict region of Sri Lanka|url=https://doi.org/10.1186/s13034-023-00648-1|journal=Child and Adolescent Psychiatry and Mental Health|language=en|volume=17|issue=1|pages=101|doi=10.1186/s13034-023-00648-1|issn=1753-2000|pmc=10472617|pmid=37653394}}</ref>. The authors referenced a 2010 observation by psychiatrist [https://us.sagepub.com/en-us/nam/author/daya-somasundaram Daya Somasundaram], who noted that many Tamil IDPs exhibited "remarkable resilience and post-traumatic growth" after the civil war—an outcome he attributed to the close-knit, family-centered nature of Tamil communities<ref>{{Cite journal|last=Somasundaram|first=Daya|date=2010-07-28|title=Collective trauma in the Vanni- a qualitative inquiry into the mental health of the internally displaced due to the civil war in Sri Lanka|url=https://doi.org/10.1186/1752-4458-4-22|journal=International Journal of Mental Health Systems|volume=4|issue=1|pages=22|doi=10.1186/1752-4458-4-22|issn=1752-4458|pmc=2923106|pmid=20667090}}</ref>. Findings originating from a 2019 study undertook by several faculty members from the University of Kelaniya, the University of Jaffna, the [[w:Gampaha_Wickramarachchi_University_of_Indigenous_Medicine|Gampaha Wickramarachchi University of Indigenous Medicine]], and the [https://onur.gov.lk/ Office for National Unity and Reconciliation (ONUR)] in Jaffna, found contrasting statistics. Out of 336 participants from districts that faced significant ramifications of the conflict (Jaffna, Kilinochchi, Mullaithivu, Vavuniya, and Mannar districts), 50.5% had extreme anxiety symptoms and 36.5% exhibited "extremely severe" symptoms of depression. 92.5% of families in the sample experienced suicidal ideation, with an observed negative correlation between trauma exposure and life satisfaction with families. Drug abuse (86.2%) and alcohol abuse (84.5%) were the two highest problematic behaviors recorded on a community-level, suggesting that the negative consequences of the civil war still persist, possibly on a substantial scale than previously recognized, in Tamil communities in the North<ref>{{Cite journal|last=Thamotharampillai|first=Umaharan|last2=Perera|first2=Ruwanthi|last3=Wickremasinghe|first3=Rajitha|last4=Williams|first4=Shehan|last5=Vijayasangar|first5=Thedsanamoorthy|last6=Sivatharsan|first6=Balasubramaniam|last7=Hilbert|first7=Vanceline|last8=Somasundaram|first8=Daya|date=2025-05-06|title=Collective Trauma- Psychosocial consequences of war in northern Sri Lanka 10 years on, a mixed methods study|url=https://www.sciencedirect.com/science/article/pii/S2666560325000696|journal=SSM - Mental Health|pages=100457|doi=10.1016/j.ssmmh.2025.100457|issn=2666-5603}}</ref>. Further research should be conducted in this field. In 2019, [https://www.researchgate.net/scientific-contributions/R-M-M-Monaragala-2087692299 Dr. R. M. M. Monaragala] conducted a study on 1,845 soldiers with combat experience, finding that 3.9% of the sample suffered from PTSD. Dr. Monaragala noted that "probable depression, fatigue, aggression, and family history of mental disorder" were correlative of PTSD presence. He suggested that "screening and psychosocial intervention" were recommended avenues to alleviate CMDs of former combatants<ref>{{Cite journal|last=Monaragala|first=R. M. M.|date=2024-04-19|title=Exploring the effects of the past civil war in terms of the prevalence and associating factors of PTSD|url=https://sljpsyc.sljol.info/articles/10.4038/sljpsyc.v14i2.8465|journal=Sri Lanka Journal of Psychiatry|language=en-US|volume=14|issue=2|doi=10.4038/sljpsyc.v14i2.8465|issn=2012-6883}}</ref>. === 2004 Boxing Day Tsunami === The '''2004 Boxing Day Tsunami''' was a natural disaster where a tsunami spawned off a 9.2–9.3 magnitude earthquake off the coast of Aceh in Indonesia on December 26. The tsunami greatly affected the coastlines of the country, with the death toll reaching to about 35,000 deaths. In addition, 90,000 houses were destroyed and 516,000 people were forced to migrate due to severe infrastructural damage<ref name=":5" />. It stands as the [http://www.china.org.cn/english/features/tsunami_relief/119821.htm worst natural disaster to have ever hit Sri Lanka]. [[File:Tsunami relief 2004 02.jpg|thumb|300x300px|Volunteers from [[w:Royal_College,_Colombo|Royal College in Colombo]] assisting in tsunami relief efforts (Sarvodaya Headquaters, Moratuwa).]] A survey conducted on schoolchildren (ages 8-14) in Manadkadu (Tamil-majority village in the northern coast), [[w:Kosgoda|Kosgoda]] (western coast), and [[w:Galle|Galle]] (southern coast), just a few weeks after the tsunami hit Sri Lanka, revealed that 33.8%, 13.9%, and 38.8% of children interviewed exhibited signs of PTSD (according to the DSM-IV's criteria), respectively (minus the time criteria, as the DSM-IV does not permit diagnosis of PTSD within 4 weeks of a traumatic incident). The loss of family members and exposure to previously traumatic incidents seem to highly correlate with PTSD development<ref>{{Cite journal|last=Neuner|first=Frank|last2=Schauer|first2=Elisabeth|last3=Catani|first3=Claudia|last4=Ruf|first4=Martina|last5=Elbert|first5=Thomas|date=2006|title=Post-tsunami stress: A study of posttraumatic stress disorder in children living in three severely affected regions in Sri Lanka|url=https://onlinelibrary.wiley.com/doi/abs/10.1002/jts.20121|journal=Journal of Traumatic Stress|language=en|volume=19|issue=3|pages=339–347|doi=10.1002/jts.20121|issn=1573-6598}}</ref>. Many victims in the Jaffna area suffered with "[https://www.psychiatry.org/patients-families/prolonged-grief-disorder pathological grief], phobias, depression and PTSD" post-tsunami. Schizophrenia in the Jaffna Tamil community, which had already suffered elevated prevalence of PTSD prior to the tsunami, had worsened—highlighting the need for specialized care in response to cumulative exposures to chronic and acute traumas. In a study published in the journal ''International Psychiatry'' (2006), Jaffna-based researchers noted that, contrary to their initial inclinations, there was not a "large[r] (than expected) rise in [the] number of people" seeking mental health support 3 months after the tsunami. However, 10 months after the disaster, the researchers anticipated that "more psychiatric disorders" would emerge due to "very little rebuilding [efforts]" and an apparent "unfairness in the aid system".<ref>{{Cite journal|last=Somasundaram|first=D. J.|last2=Yoganathan|first2=S.|last3=Ganesvaran|first3=T.|date=1993-09|title=Schizophrenia in northern Sri Lanka|url=https://pubmed.ncbi.nlm.nih.gov/7828234|journal=The Ceylon Medical Journal..|volume=38|issue=3|pages=131–135|issn=0009-0875|pmid=7828234}}</ref><ref>{{Cite journal|last=Danvers|first=K.|last2=Sivayokan|first2=S.|last3=Somasundaram|first3=D. J.|last4=Sivashankar|first4=R.|date=2006-07|title=Ten months on: qualitative assessment of psychosocial issues in northern Sri Lanka following the tsunami|url=https://pmc.ncbi.nlm.nih.gov/articles/PMC6734678/|journal=International Psychiatry: Bulletin of the Board of International Affairs of the Royal College of Psychiatrists|volume=3|issue=3|pages=5–8|issn=1749-3676|pmc=6734678|pmid=31507850}}</ref> At the February 2005 ''After the Tsunami: Mental Health Challenges to the Community for Today and Tomorrow'' conference in Thailand, [https://www.researchgate.net/profile/Chandanie-Hewage Dr. Chandanie Hewage] of the [[w:University_of_Ruhuna|University of Ruhuna]] reported measures taken to assist the affected were "not coordinated" due to poor "communication systems and road [conditions]", which were disrupted by the Boxing Day tsunami. Regardless, efforts were continued by the government and health professionals to alleviate the struggles the victims were facing, including the psychological ramifications of the disaster. Several issues in the delivery of these services were highlighted by Dr. Hewage, including poor maintenance of health records, lack of awareness on drug consumption by the patients themselves, and shortages of health professionals. Dr. Hewage points out that personnel had "little" mental health training prior to the disaster, suggesting increased "research" and adequate "provision[ing] and training of staff" in the long-term<ref>{{Cite journal|last=Davidson|first=Jonathan R. T.|date=2006|title=Foreword. After the tsunami: mental health challenges to the community for today and tomorrow|url=https://pubmed.ncbi.nlm.nih.gov/16602809|journal=The Journal of Clinical Psychiatry|volume=67 Suppl 2|pages=3–8|issn=0160-6689|pmid=16602809}}</ref>. With inadequate documentation, no systematic procedures in place, and insufficient personnel, tsunami victims with mental health concerns may not receive the services they need, further compacting neuropsychological ailments. In 2008 (about 3-4 years after the tsunami), researchers in the hard-hit village of [[w:Peraliya|Peraliya]] (Galle District) found that from a sample of approximately 90 adults, 25% suffered from moderate–severe PTSD, with women scoring "above the cut-off for anxiety" and reporting more "somatic symptoms", though researchers inferred that the PTSD rate found in the study may be influenced by war or economic hardship<ref>{{Cite journal|last=Hollifield|first=Michael|last2=Hewage|first2=Chandanie|last3=Gunawardena|first3=Charlotte N.|last4=Kodituwakku|first4=Piyadasa|last5=Bopagoda|first5=Kalum|last6=Weerarathnege|first6=Krishantha|last7=Group|first7=International Post-Tsunami Study|date=2008-01|title=Symptoms and coping in Sri Lanka 20–21 months after the 2004 tsunami|url=https://www.cambridge.org/core/journals/the-british-journal-of-psychiatry/article/symptoms-and-coping-in-sri-lanka-2021-months-after-the-2004-tsunami/CB33752239AF362A0BFD55B3668D60B0|journal=The British Journal of Psychiatry|language=en|volume=192|issue=1|pages=39–44|doi=10.1192/bjp.bp.107.038422|issn=0007-1250}}</ref>. === 2019 Easter Bombings === The '''2019 Easter Bombings''' were a series of coordinated attacks perpetrated by the Islamic extremist group, [[w:National_Thowheeth_Jama'ath|National Thowheeth Jama'ath]], on April 21, 2019. The attack targeted three churches and three hotels in the Colombo area, killing nearly 300 people and injuring over 500. The attack was also attributed to the incompetency of the Sri Lankan government, who ignored [https://www.bbc.com/news/world-asia-48044636 multiple warnings regarding the attacks]. The attacks negatively affected the Sri Lankan Catholic community and further weakened relations between the major religious groups<ref>{{Cite journal|last=Jayawickreme|first=Nuwan|last2=Jayawickreme|first2=Eranda|last3=McCaffrey|first3=Amy Z.|last4=Thiruvarangan|first4=Mahendran|date=2025-06-01|title=Mental health futures in post-war Sri Lanka: Resilience, relational pluralism, and implementation pathways|url=https://www.sciencedirect.com/science/article/pii/S2666560325000775|journal=SSM - Mental Health|volume=7|pages=100465|doi=10.1016/j.ssmmh.2025.100465|issn=2666-5603}}</ref>. In the aftermath of the attacks, professionals in the [[w:Gampaha_District|Gampaha District]] resorted to "low-cost methodological" responses to children and adolescents affected by the attack as a "severe shortage" of children and adolescent mental health experts were exposed<ref>{{Cite journal|last=Chandradasa|first=Miyuru|last2=Rathnayake|first2=Layani C|last3=Rowel|first3=Madushi|last4=Fernando|first4=Lalin|date=2020-06-01|title=Early phase child and adolescent psychiatry response after mass trauma: Lessons learned from the Easter Sunday attack in Sri Lanka|url=https://doi.org/10.1177/0020764020913314|journal=International Journal of Social Psychiatry|language=EN|volume=66|issue=4|pages=331–334|doi=10.1177/0020764020913314|issn=0020-7640}}</ref>. In a qualitative study of 8 survivors of the attacks receiving grief counseling, [[w:University_of_Ruhuna|University of Ruhuna]] assistant professor [https://www.researchgate.net/profile/Virasha-Godakanda Virasha Godakanda] observed that 70% of the sample size expressed "doubts" in adequate mental health interventions from the government, reducing the quality of such services. Professor Godakanda strongly endorsed for "culturally-sensitive" programs, a diversity in therapeutic approaches (including nature-based therapy), and "prolonged investigations" to track developments in mental health resources and impacts of implemented interventions<ref>{{Cite journal|last=Godakanda|first=Virasha|date=2025-01-29|title=A GRIEF COUNSELING INTERVENTION AFTER THE MASS TRAUMA: LESSONS LEARNED FROM THE VICTIMS OF THE EASTER SUNDAY ATTACK IN SRI LANKA|url=https://kjmr.com.pk/kjmr/article/view/216|journal=Kashf Journal of Multidisciplinary Research|language=en|volume=2|issue=01|pages=13–32|doi=10.71146/kjmr216|issn=3007-200X}}</ref>. A few weeks following the attacks, Muslims in Sri Lanka were subjected to [[w:2019_anti-Muslim_riots_in_Sri_Lanka|violent, coordinated riots]] masterminded by Sinhalese national forces<ref>{{Cite journal|last=Mujahidin|first=Muhammad Saekul|date=2023-07-03|title=Extremism and Islamophobia Against the Muslim Minority in Sri Lanka|url=https://www.ajis.org/|journal=American Journal of Islam and Society|language=en|volume=40|issue=1-2|pages=213–241|doi=10.35632/ajis.v40i1-2.3135|issn=2690-3741}}</ref>. Riots were mainly centered in the [[w:Kurunegala_District|Kurunegala]], Gampaha, and [[w:Kandy_District|Kandy]] Districts. At least [https://www.aljazeera.com/news/2019/5/21/in-sri-lanka-muslims-say-sinhala-neighbours-turned-against-them one confirmed death was reported]. Calls for vague ''niqab'' and ''burqa'' bans were increasingly prominent, eventually leading to the 2021 burqa ban by the Sri Lankan government. Pakistani and Afghani refugees fleeing religious persecution in Negombo were forced to be "made refugees again" after local protests were orchestrated against their settlement. Islamophobic aroma was "unleashed online, in the law, and on the street"<ref>{{Cite book|title=CARTOGRAPHIC JOURNEY OF RACE, GENDER AND POWER: global identity|date=2021|publisher=CAMBRIDGE SCHOLARS PUBLIS|isbn=978-1-5275-6965-2|location=S.l.}}</ref>. Albeit its relevancy to the attacks, no in-depth mental health studies were administered on the minority Muslim population following the Easter bombings. Further research is imperative in exploring the sustained psychological effects of Islamophobia and its effect on the Muslim minority community in the aftermath of the 2019 Easter attacks. Literature regarding the impact of the 2019 Easter Bombings on mental health are limited and further research should be done in the field. === 2019-2024 Economic Crisis === The '''2019-2024 Economic Crisis''' refers to a 5 year period where the Sri Lankan economy experienced massive inflation and an abrupt hike in prices on basic, everyday items. It is the worse economic crisis the country has faced since the Sri Lankans were granted independence in 1948. Schools in Sri Lanka were forced to postpone examinations due to paper shortages. Gas shortages led to long lines at gas stations, some lasting for days, throughout the island. Shortages in electricity, cooking gas, and aviation were additional results of the economic crisis. Healthcare workers faced a barrage of mental health during the crisis, including a lopsided work-life balance due to unprecedented demand, increased stress and mental fatigue from a lack of resources and personnel, unhealthy coping mechanisms, job dissatisfaction, and a reduction in work quality. Such effects perpetuate a self-enforcing cycle of psychologically distressed mental healthcare workers providing subpar services, affecting patients and amplifying mental health issues experienced by both the workforce and their patients<ref>{{Cite journal|last=Dilogini|first=S.|last2=Grace|first2=H. H.|last3=Thasika|first3=T.|date=2024|title=Exploring The Mental Health and Well-Being of Public Healthcare Workers (HCWs) Amid Economic Crisis in Sri Lanka|url=http://repo.lib.jfn.ac.lk/ujrr/handle/123456789/11092|language=en|publisher=Chartered Institute of Personnel Management}}</ref>. Medical students from the Faculty of Medicine at the University of Colombo reported that the economic crisis forced abrupt changes in dietary consumption, increased hopelessness in the future, increased stress and anxiety, and a decrease in interest in pursuing a "clinical post-graduate career"<ref>{{Cite journal|last=Adikaranayake|first=Pesala Randika|last2=Perera|first2=Anusha Nimrod|last3=Nilaweera|first3=Akhila Imantha|last4=Fernando|first4=Desha Rajni|last5=Wijayaratne|first5=Dilushi Rowena|date=2025-07-01|title=Effects of Sri Lankan economic crisis on health, lifestyle and education of medical students in Faculty of Medicine, University of Colombo – an online survey|url=https://doi.org/10.1186/s12909-025-07506-y|journal=BMC Medical Education|language=en|volume=25|issue=1|pages=938|doi=10.1186/s12909-025-07506-y|issn=1472-6920|pmc=12211748}}</ref>. 283 government-school teachers completed a web-based cross-sectional survey in April 2024, with majority of the participants reporting a severe reduction in monthly income & 1/3 of participants exhibiting "clinical levels of psychological distress"<ref>{{Cite journal|last=Senevirathne|first=C. P.|last2=Senarathne|first2=D. L. P.|last3=Fernando|first3=M. S.|last4=Senevirathne|first4=S. P.|date=2025-05-28|title=Examining the economic burden and mental health distress among government school teachers in Sri Lanka: a cross-sectional study|url=https://doi.org/10.1186/s40359-025-02921-8|journal=BMC Psychology|language=en|volume=13|issue=1|pages=572|doi=10.1186/s40359-025-02921-8|issn=2050-7283}}</ref>. A study published in that same year reported that out of 261 nurses working in teaching hospitals, 91.6% were forced to allocate their finances to strictly "general needs", while more than 50% looked into international opportunism for employment. Notably, the study reported an overall near "twofold greater" rate of depression, anxiety, and stress compared to previously conducted studies on nurses<ref>{{Cite journal|last=Senevirathne|first=C.P|last2=Senarathne|first2=L.|last3=Fernando|first3=M.|date=2024-04-01|title=Exploring the Association Between Behavioural Modification in Response to the Prevailing Economic Crisis and Mental Health Outcomes of Nurses from Teaching Hospitals, Sri Lanka|url=https://doi.org/10.1177/23779608241272679|journal=SAGE Open Nursing|language=EN|volume=10|pages=23779608241272679|doi=10.1177/23779608241272679|issn=2377-9608|pmc=11311183}}</ref>. The detrimental effects the crisis has had on the mental health sector reveal a concerning area of underappreciation and under compensation by the Sri Lankan government towards a critical sector for the well-being of the country. Comprehensive mental health interventions need to be prepared and ready to implement at times of national emergencies. == Present-Day Challenges == === Ethnic tension === Despite the end of the Sri Lankan civil war and the introduction of pluralist policies, such as the [https://srilankaembassy.fr/sites/default/files/files/media/pdf/NationalPolicy-English.pdf 2017 National Policy on Reconciliation and Coexistence] under the Sirisena administration, tensions amongst members of the ethnic groups still persist in the country. Evidence of these tensions was found through a 2022 study conducted in the Ratnapura district, where religious leaders expressed skepticisms, through semi-structured interviews, for "conflict transformation". A Tamil citizen of the Ratnapura community recounted that they were forced to "hide in jungles" and consume "dirty water in drainage[s]" due to scarcity of food and drinkable water as a result of the conflict. In certain personal accounts, ethnic conflicts appear to affect the social behavior and identity of the majority ethnic group. One Sinhala participant recounted his objection to the war-time retaliatory destruction of a shop run by a Tamil shopkeeper was met with interrogative questions about "whether [he was] Sinhalese or not". Both accounts convey interethnic tensions stemming from decade-long conflicts<ref>Jayathilaka, Aruna & Gamage, Sayuri. (2024). Role of Buddhist and Hindu Religious Leaders Role of Buddhist and Hindu Religious Leaders in the Post-War Conflict Transformation Process: A Study Based on Rathnapura District in Srilanka. ''Retrieved from'' https://gandhimargjournal.org/wp-content/uploads/2024/09/Volume-46-Issue-1-April-June-2024.pdf#page=66</ref>. Beyond individual accounts and the official end of the civil war, the minority groups in the country continue to feel ostracized. The Sri Lankan Tamil population remains dissatisfied with the Sri Lankan government and their accountability of perpetrators of war crimes and information on the whereabouts of [[w:Enforced_disappearances_in_Sri_Lanka|thousands of enforced disappearances]] that took place from the 1980s. Additionally, rising anti-Muslim sentiment in recent years contribute to increased ethnic tensions, a stark contrast to the previous centuries of peaceful co-existence between the groups. [[File:Bodu Bala Sena symbol.svg|thumb|The symbol for Bodu Bala Sena, a nationalistic Sinhala Buddhist group criticized for catalyzing ethnic tensions in Sri Lanka.]] Laws passed by the Sri Lankan government, such as the [[w:Prevention_of_Terrorism_Act_(Sri_Lanka)|Prevention of Terrorism Act]] and [[wikipedia:Anti-conversion_law#Sri_Lanka|anti-conversion laws]], have forced the United States Commission on International Religious Freedom to label Sri Lanka as a nation that "[engages] or [tolerates] severe violations of religious freedom" in their 2024 report. The government has been criticized by human rights organizations for "disproportionately targeting religious minorities"<ref>{{Cite journal|last=Jayawickreme|first=Nuwan|last2=Jayawickreme|first2=Eranda|last3=McCaffrey|first3=Amy Z.|last4=Thiruvarangan|first4=Mahendran|date=2025-06-01|title=Mental health futures in post-war Sri Lanka: Resilience, relational pluralism, and implementation pathways|url=https://www.sciencedirect.com/science/article/pii/S2666560325000775|journal=SSM - Mental Health|volume=7|pages=100465|doi=10.1016/j.ssmmh.2025.100465|issn=2666-5603}}</ref>. Additionally, the implementation of the three dominant languages, English, Sinhala, and Tamil, across formal education and government services have been lackadaisical, narrowing opportunities of foundational social interactions between the groups. Persistent discrimination and prejudice towards minority groups can lead to an array of complex and self-deprecating mental health issues. Effort to mitigate ethnic tensions include strategies like [[w:Community-based_participatory_research|community-based participatory research]] (CBPR), task-sharing, and securing online mental health services in order to expand mental health services. However, the implementation of evidence-based plans has been met with difficulty due to inaccessibility, high costs, and shortages of adequately-trained personnel. Movements aiming for improved intra group and inter group coexistences, such as the Jaffna People’s Forum for Coexistence developed in the wake of the 2019 Easter bombings, should be emphasized on a systematic and multi-level basis, including but not limited to education, public sectors, and within communities. Pluralistic values should be stressed across both private and public schools to foster cultural sensitivity and tolerance. Measures should be taken against threatening extremist groups promoting sectarian hostility, such as the [[w:Bodu_Bala_Sena|Bodu Bala Sena]]. === Poverty === It has been proven that poverty significantly increases the chances of developing mental illnesses. This is further amplified by possible discrimination<ref>{{Cite journal|last=Knifton|first=Lee|last2=Inglis|first2=Greig|date=2020-10|title=Poverty and mental health: policy, practice and research implications|url=https://pmc.ncbi.nlm.nih.gov/articles/PMC7525587/|journal=BJPsych bulletin|volume=44|issue=5|pages=193–196|doi=10.1192/bjb.2020.78|issn=2056-4694|pmc=7525587|pmid=32744210}}</ref>. Poverty also affects the ability for individuals with mental health concerns to receive the treatment they need. Due to the repercussions of the economic crisis, clients in Sri Lanka could not attend further counseling sessions<ref name=":8" />. Poverty from 2021 to 2022 [https://databankfiles.worldbank.org/public/ddpext_download/poverty/987B9C90-CB9F-4D93-AE8C-750588BF00QA/current/Global_POVEQ_LKA.pdf reportedly doubled], with future forecasts predicting the poverty line to "remain above 25 percent". Suicide has been empirically linked to economic hardships in previous studies<ref>{{Cite journal|last=Kithulagoda|first=A. S.|last2=Gunasinghe|first2=U. C. M.|last3=Senevirathna|first3=J. M. M. S.|last4=Nufail|first4=A. L. M.|last5=Alahakoon|first5=A. M. S. S.|date=2025-07-16|title=An Analysis of Attempted Suicide Cases Registered at Teaching Hospital Batticaloa, Sri Lanka|url=https://bmj.sljol.info/articles/10.4038/bmj.v19i1.67|journal=Batticaloa Medical Journal|language=en-US|volume=19|issue=1|doi=10.4038/bmj.v19i1.67|issn=1800-4903}}</ref>. A 2013 study done on suicidal patients in [[w:Batticaloa_Teaching_Hospital|Batticaloa Teaching Hospital]] revealed 76% of patients who attempted suicide were from rural areas while 15% were from urban areas<ref>{{Cite book|url=http://ir.lib.seu.ac.lk/handle/123456789/1457|title=The influence of common risk factors for the patient with attempted suicide hospitalized at the teaching hospital, Batticaloa|last=Kisokanth|first=G.|last2=Najeem|first2=M. M.|last3=Karunakaran|first3=K. E.|date=2014-08-02|publisher=South Eastern University of Sri Lanka, University Park, Oluvil #32360, Sri Lanka|isbn=978-955-627-053-2|language=en-US}}</ref>. The Sri Lankan government should consider the economical impacts that poverty has on mental health and implement ways to aid poverty-stricken individuals with mental health concerns. === Stigmas === Stigma consists of the "combined effect of prejudice, ignorance and discrimination."<ref name=":10">{{Cite web|url=http://www.researchgate.net/publication/233990797_The_Stigma_of_Mental_Illness_in_Sri_Lanka_The_Perspectives_of_Community_Mental_Health_Workers|title=(PDF) The Stigma of Mental Illness in Sri Lanka: The Perspectives of Community Mental Health Workers|website=ResearchGate|language=en|access-date=2025-07-25}}</ref>. A 2012 interview consisting of nine participants (two doctors, three nurses, one occupational therapist, one development worker, and two volunteers) revealed a number of concerning societal viewpoints on individuals with mental health concerns. The interviews revealed that negative judgements were not only levied against the individual with the mental illness, but also the family. Families hid mentally ill family members from the public to avoid "shame" and possible hinderances in marriage proposals. Views that mentally ill individuals were "violent" served as the motivating factor behind socially isolating those with mental illness from their communities. Interviewees mentioned that individuals dealing with mental health challenges would have stones and "derogatory names" launched at them. A lack of community awareness regarding mental health and negative portrayals of mentally ill individuals in media exacerbates stigmatization, though the researchers commented that the media was "improving" in their depiction of mental illness. Beliefs that illnesses are caused by "spirits" can be problematic for individuals dealing with mental health issues and serves as evidence to poor mental health awareness in the country. Mental health workers themselves believed that they were being stigmatized, as mental health is reportedly not taken as seriously as physical health. Despite the intriguing perspectives provided, the small sample size and usage of snow sampling raise questionable concerns regarding the contextualization of the results<ref name=":10" />. Improving media portrayal of subjects concerning mental health and involving community members in interventions dealing with mental health issues are ways that could destigmatize mental health amongst communities in Sri Lanka. Tying collaborations between allopathic services and traditional healers instead of having these two services work individually could enhance engagement between traditional medicine and Western medicine. === Suicide Trends & Risk Factors === Suicide is defined as "the act of killing oneself deliberately, initiated and performed by the person concerned in the full knowledge or expectation of its fatal outcome"<ref name=":11">{{Cite book|title=The neuroscience of suicidal behavior|last=Heeringen|first=Kees van|date=2018|publisher=Cambridge University Press|isbn=978-1-316-60290-4|series=Cambridge fundamentals of neuroscience in psychology|location=Cambridge, United Kingdom New York, NY, USA Port Melbourne, VIC, Australia New Delhi, India Singapore}}</ref>. Although Sri Lanka has seen a significant reduction in suicide rates from the mid 1990s due to its banning of extremely toxic pesticide products, suicide and self harm remains a significant issue. The suicide rate per 100,000 people increased from 14.0 in 2019 to [https://www.who.int/srilanka/news/detail/06-09-2024-world-suicide-prevention-day-2024--changing-the-narrative-on-suicide 15.0 in 2022] (according to WHO). On average, 27 males per 100,000 males and 5 females per 100,000 females committed suicide in 2022<ref>{{Cite journal|last=Kithulagoda|first=A. S.|last2=Gunasinghe|first2=U. C. M.|last3=Senevirathna|first3=J. M. M. S.|last4=Nufail|first4=A. L. M.|last5=Alahakoon|first5=A. M. S. S.|date=2025-07-16|title=An Analysis of Attempted Suicide Cases Registered at Teaching Hospital Batticaloa, Sri Lanka|url=https://bmj.sljol.info/articles/10.4038/bmj.v19i1.67|journal=Batticaloa Medical Journal|language=en-US|volume=19|issue=1|doi=10.4038/bmj.v19i1.67|issn=1800-4903}}</ref>. Hanging appears to be the most used method for suicide for both males and females, with studies revealing a steady increase in recent years<ref name=":12">{{Cite journal|last=Bandara|first=Piumee|last2=Wickrama|first2=Prabath|last3=Sivayokan|first3=Sambasivamoorthy|last4=Knipe|first4=Duleeka|last5=Rajapakse|first5=Thilini|date=2024-04-17|title=Reflections on the trends of suicide in Sri Lanka, 1997–2022: The need for continued vigilance|url=https://journals.plos.org/globalpublichealth/article?id=10.1371/journal.pgph.0003054|journal=PLOS Global Public Health|language=en|volume=4|issue=4|pages=e0003054|doi=10.1371/journal.pgph.0003054|issn=2767-3375|pmc=11023397|pmid=38630779}}</ref>. From 2023 to 2024, a group of researchers from the [[w:Eastern_University,_Sri_Lanka|Eastern University in Sri Lanka]] assessed 828 patients admitted to the Teaching Hospital in [[w:Batticaloa,_Sri_Lanka|Batticaloa, Sri Lanka]] for attempted suicide. They concluded that suicide prevention programs should be attuned to younger people (ages 15 to 35 in the study), emphasize the importance of education and reducing unemployment, and increase social support in the Tamil community. Despite the relevant insights into certain aspects of an average Sri Lankan's life that could lead to suicidal ideation (ie, poverty), the results from this study suffer in external validity as 90% of the patients were Tamil and over 50% were between 16 and 25 years. In addition, correlations between suicide and unemployment rates have been questioned, with [[w:Austerity|austerity]] being a more reliable indicator of suicide rates than unemployment rates<ref name=":11" />. Further comprehensive studies on risk factors relating to suicide should be studied to assess correlations between unemployment rates and austerity measures. The WHO suggests implementing evidence-based suicide prevention programs, such as [https://www.who.int/initiatives/live-life-initiative-for-suicide-prevention LIVE LIFE], to reduce the national suicide rate<ref>{{Cite web|url=https://www.who.int/srilanka/news/detail/06-09-2024-world-suicide-prevention-day-2024--changing-the-narrative-on-suicide|title=World Suicide Prevention day 2024 “Changing the Narrative on Suicide”|website=www.who.int|language=en|access-date=2025-07-29}}</ref>. Media potrayals of suicidal methods, such as hanging, can lead to sensationalism and the media should be cautious of such displays in movies and TV shows<ref name=":12" />. Awareness of depression and other mental health issues can serve as a safeguard against suicidal ideation in Sri Lankan men and women. == Role of Religion == According to the last demographic report (2012), 70.2% of Sri Lankans are Buddhist, 12.6% are Hindus, 9.7% are Muslims, and 7.4% are Christians. The Theravada Buddhist community makes up the majority in several provinces throughout the country<ref>{{Cite web|url=https://www.state.gov/reports/2022-report-on-international-religious-freedom/sri-lanka/|title=Sri Lanka|website=United States Department of State|language=en-US|access-date=2025-08-07}}</ref>. Religion, especially Theravada Buddhism, has had a significant influence on not only the historical treatment of mental health in the country, but also everyday life<ref name=":15" />. The [[w:Mahāvaṃsa|''Mahāvaṃsa'']] affirms hospitals treating patients suffering from mental health issues as early as the 4th century BC. Additionally, the 1700s Nayaka king [[w:Kirti_Sri_Rajasinha|Kirthi Sri Rajasinghe]] detailed the implementation of Buddhist philosophy in psychiatry<ref name=":4" /><ref>{{Cite journal|last=Alwis|first=L. A. P. De|date=2017-12-05|title=Development of civil commitment statutes (laws of involuntary detention and treatment) in Sri Lanka: a historical review|url=https://mljsl.sljol.info/articles/10.4038/mljsl.v5i1.7351|journal=Medico-Legal Journal of Sri Lanka|language=en|volume=5|issue=1|doi=10.4038/mljsl.v5i1.7351|issn=2012-8231}}</ref>. Modern-day empirical studies have attested to the usefulness of religion in mitigating stress and elevating mental health<ref>{{Cite book|url=https://doi.org/10.1007/978-94-007-4276-5_22|title=Religion and Mental Health|last=Schieman|first=Scott|last2=Bierman|first2=Alex|last3=Ellison|first3=Christopher G.|date=2013|publisher=Springer Netherlands|isbn=978-94-007-4276-5|editor-last=Aneshensel|editor-first=Carol S.|location=Dordrecht|pages=457–478|language=en|doi=10.1007/978-94-007-4276-5_22|editor-last2=Phelan|editor-first2=Jo C.|editor-last3=Bierman|editor-first3=Alex}}</ref>. Religion has been found to be positively correlated with improved mental health, and more religious patients were concluded to have "better mental health and adapt[ed] more quickly to health problems" versus patients who weren't religious<ref>{{Cite journal|last=Koenig|first=Harold G.|date=2012|title=Religion, spirituality, and health: the research and clinical implications|url=https://pmc.ncbi.nlm.nih.gov/articles/PMC3671693/|journal=ISRN psychiatry|volume=2012|pages=278730|doi=10.5402/2012/278730|issn=2090-7966|pmc=3671693|pmid=23762764}}</ref>. [https://www.researchgate.net/scientific-contributions/T-N-Wickramarathna-2247724082 Dr. Wickramarathna] of the University Psychiatry Unit (UPU) at the National Hospital of Sri Lanka (NHSL) argues that psychiatrists must strive for a balance in their approach to patients and "make positive use of religion in [their] practice[s]"<ref>{{Cite journal|last=Wickramarathna|first=T. N.|date=2022-12-31|title=Psychiatrists should stand far from the shrine: why and why not we should separate religion from psychiatry|url=https://sljpsyc.sljol.info/articles/10.4038/sljpsyc.v13i2.8397|journal=Sri Lanka Journal of Psychiatry|language=en|volume=13|issue=2|doi=10.4038/sljpsyc.v13i2.8397|issn=2012-6883}}</ref>. === Buddhism === 27 Sinhalese Buddhists from four Buddhist temples were selected for a series of 70-minute interviews and focus group discussions with the aim of learning the Sinhala Buddhist understanding and experience of spiritual well-being and psychological well-being. The interviewees held spiritual wellness to be the "center" of overall wellness, the "precondition for a successful life"<ref name=":14">{{Cite journal|last=Udayanga|first=Samitha|date=2021-06-30|title=Cultural understanding of ‘spiritual well-being’ and ‘psychological well-being’ among Sinhalese Buddhists in Sri Lanka|url=https://sljss.sljol.info/articles/10.4038/sljss.v44i1.7990|journal=Sri Lanka Journal of Social Sciences|language=en-US|volume=44|issue=1|doi=10.4038/sljss.v44i1.7990|issn=0258-9710}}</ref>. Sinhala Buddhists believe that wellness cannot be achieved without spiritual tranquility. The report states that participants emphasized that spirituality "cannot be directly intervened" and can only be seen through "[interactions] with society"<ref name=":14" />. Despite the ''athmaya'' (soul) being "unreachable", it can be "intervened", or treated, through the actions of the mind and body with society<ref name=":14" />. One being "psychologically ill" can affect one's spiritual being, as the participants reported in their interviews, and can be affected through "lifestyle stressors, environmental and socio-cultural causes, non-human related causes and bad-karma in the past lives"<ref name=":14" />. The researchers concluded that despite Sinhala Buddhists not being able to articulately decipher the discrepancies between psychological well-being and spiritual well-being, they are able to conceptualize and maintain a culturally embedded understanding between the two, serving as reputable evidence of the integration of mental health in Sinhala Buddhist practices. However, it is important to note that these results come from a very small sample size and cannot be generalized to all Sri Lankan Buddhists. In addition, a 2009 study found that a belief in karma was correlated with poor health. However, an earlier study found a positive correlation between the reliance on the [[w:Karma_in_Buddhism|Buddhist concept of karma]] and trauma, inferencing Buddhist karma being a prevalent response to trauma<ref>{{Cite journal|last=Levy|first=Becca R.|last2=Slade|first2=Martin D.|last3=Ranasinghe|first3=Padmini|date=2009-03|title=Causal thinking after a tsunami wave: karma beliefs, pessimistic explanatory style and health among Sri Lankan survivors|url=https://pubmed.ncbi.nlm.nih.gov/19229624|journal=Journal of Religion and Health|volume=48|issue=1|pages=38–45|doi=10.1007/s10943-008-9162-5|issn=1573-6571|pmid=19229624}}</ref>. Overall, the effectiveness of karma as a coping mechanism appears to be conflicted. Studies indicate that other practices of Buddhism seem to be utilized by individuals affected by the war. 40% of Sri Lankan Buddhists affected by the 2004 tsunami found the Buddhist ritual ''Bodhipuja'' to be helpful in dealing with traumatic experiences<ref>{{Cite web|url=https://jmvh.org/article/mental-health-and-the-role-of-cultural-and-religious-support-in-the-assistance-of-disabled-veterans-in-sri-lanka/|title=Mental Health and the Role of Cultural and Religious Support in the Assistance of Disabled Veterans in Sri Lanka|website=JMVH|language=en-US|access-date=2025-08-12}}</ref>. === Catholicism === Catholic counseling refers to "a nuanced and holistic mental health care paradigm that intricately weaves together psychological science with the moral, spiritual, and pastoral traditions of the Catholic Church"<ref name=":13">Perera, U. [https://www.researchgate.net/profile/Udeshini-Perera/publication/394095042_Catholic_Counselling_in_Sri_Lanka_Integrating_Faith_Psychology_and_Cultural_Healing/links/6889303af8031739e6098c79/Catholic-Counselling-in-Sri-Lanka-Integrating-Faith-Psychology-and-Cultural-Healing.pdf Catholic Counselling in Sri Lanka: Integrating Faith, Psychology, and Cultural Healing]. July 2025.</ref> and aims to assimilate Catholic theology and evidence-based psychological treatment while including Sri Lankan cultural elements. This is achieved through emphasis on community cohesion and a locally-based understanding of "personhood"<ref name=":13" />. The origins of Catholic counseling trace back to the introduction of Roman Catholicism to the island in the 1600s, with the focus of the early Sri Lankan Catholic community being on "[[w:Evangelism|evangelization]], education, and sacramental formation". Demand for counseling services in general increased due to the impacts of the Sri Lankan Civil War, where Catholic organizations (Caritas Sri Lanka, Seth Sarana, Subodhi Integral Centre (Piliyandala), etc.) established several Catholic-based trauma-informed programmes for victims of the Civil War. Programmes use group therapy, forgiveness rituals, and narrative repairs to alleviate war trauma. Examples of integration of Catholic virtues and counseling can be seen in [[w:Cognitive_Behavioral_Therapy|Cognitive Behavioral Therapy]] (CBT), where "hope" and "humility" are used as the frameworks for creating spiritual resilience<ref name=":13" />. The general Christian call of "agape love and acceptance" is echoed by the concept of [[w:Unconditional_positive_regard|unconditional positive regard]]. ''[[w:Lectio_Divina|Lectio Divina]]'' (Catholic prayer and meditation) and ''Marian devotions'' are integrated into therapeutic practices to achieve emotional regulation and mindfulness. Senior Lecturer [https://www.researchgate.net/profile/Udeshini-Perera Udeshini Perera] of the University of Colombo articulates a critical role of Catholic counseling. She claims that secular counseling fails to address the "spiritual roots of distress and moral confusion". Catholic counseling fills in this gap by integrating "psychological insights with a transcendent orientation, supporting lasting transformation and integrity"<ref name=":13" />. As of 2025, no formal accreditation or standardized training exists for [[w:Pastoral_counseling|pastoral counselors]] in Sri Lanka, hampering the legitimacy of Catholic counseling. Udeshini Perera remarks that mental health stigma, lack of standardized training, research regarding Catholic counseling effectiveness, and acceptance of the combination of religion and science in a professional setting present challenges for Catholic pastoral counseling in the country. Additionally, Catholic psychiatry in Sri Lanka appears to be under-researched, and evidence of its empirical effects on followers appears sparse. Further research is needed in assessing the empirical effects of Catholic counseling in Sri Lanka. === Islam === The literature on the empirical effects of Islamic-based psychotherapy in Sri Lanka is limited. Research has revealed a 2012 case study where a 21-year-old Muslim woman was experiencing episodic possession states. The patient ceased attending psychiatric services and opted for religious rituals. The patient reported, in a follow-up visit, that the possession states had been absent for 3 months since her switch to religious rituals. The woman and her family attributed the apparent improvement of her condition to religious rituals<ref>{{Cite journal|last=Hanwella|first=Raveen|last2=de Silva|first2=Varuni|last3=Yoosuf|first3=Alam|last4=Karunaratne|first4=Sanjeewani|last5=de Silva|first5=Pushpa|date=2012|title=Religious Beliefs, Possession States, and Spirits: Three Case Studies from Sri Lanka|url=http://www.hindawi.com/journals/crips/2012/232740/|journal=Case Reports in Psychiatry|language=en|volume=2012|pages=1–3|doi=10.1155/2012/232740|issn=2090-682X|pmc=3437272|pmid=22970398}}</ref>. Future recommendations would be to employ resources to research the foundations of Islamic psychiatry in the country, and to observe the rituals employed and their effects on patients. Studies have found that Islamic prayer can be an effective means of "support and coping"<ref name=":15" />. Seven world-wide case studies using Islamic-based psychotherapy on patients, consisting of religious rituals such as scriptural reading from the [[w:Quran|Quran]], teaching of fundamental Islamic concepts (such as ''[[w:Tawakkul|tawakkul]]''), and active implementation of contemplation (''[[w:Tadabbur|tadabbur]]''), have reported positive effects in decreasing cognitive and emotional symptoms associated with "religious, obsessive-compulsive disorder, depression, agoraphobia, generalized anxiety disorder, grief, and substance use disorder.”<ref>{{Cite journal|last=Kurhade|first=Chhaya Shantaram|last2=Jagannathan|first2=Aarti|last3=Varambally|first3=Shivarama|last4=Shivanna|first4=Sushrutha|date=2022-01|title=Religion-based interventions for mental health disorders: A systematic review|url=https://journals.lww.com/10.4103/ijoyppp.ijoyppp_14_21|journal=Journal of Applied Consciousness Studies|language=en|volume=10|issue=1|pages=20–33|doi=10.4103/ijoyppp.ijoyppp_14_21|issn=2949-6993}}</ref> Additionally, a community-based study of elderly patients in Bangalore, India receiving Islamic-based psychotherapy observed decreased exhibitions of sleep disorders, eating disorders, and emotional distress<ref>{{Cite journal|last=Hafeez|first=Nimin|last2=Sanjay|first2=Thittamaranahalli Varadappa|last3=Puthussery|first3=Yannick Poulose|last4=Madhusudan|first4=Muralidhar|last5=Kariyappa|first5=Poornima Muddaiah|last6=Kulkarni|first6=Sridevi|last7=Raj|first7=Lavanya|date=2023-12-31|title=Spiritual practices among elderly, prevalence, pattern and associated factors: a community-based study from rural Bengaluru, India|url=https://jccpsl.sljol.info/articles/10.4038/jccpsl.v29i4.8610|journal=Journal of the College of Community Physicians of Sri Lanka|language=en|volume=29|issue=4|doi=10.4038/jccpsl.v29i4.8610|issn=1391-3174}}</ref>. === Hinduism === Despite Hindus being 12.6% of the population of Sri Lanka, the research on Hinduism-based therapy in the country is limited. Ayurvedic medicine, a form of medicine originating from ancient India, predominated the Sri Lankan medical landscape for over 2,000 years and even had a symbiotic relationship with Sinhalese medicine, which also played a significant and influential role in the country's medical framework<ref name=":0" /><ref>{{Cite journal|last=Udayanga|first=Samitha|date=2021-06-30|title=Cultural understanding of ‘spiritual well-being’ and ‘psychological well-being’ among Sinhalese Buddhists in Sri Lanka|url=https://sljss.sljol.info/article/10.4038/sljss.v44i1.7990/|journal=Sri Lanka Journal of Social Sciences|volume=44|issue=1|pages=33|doi=10.4038/sljss.v44i1.7990|issn=2478-1169}}</ref>. Despite its historical dominance, Ayurvedic medicine has been challenged against modern evidence-based medical standards<ref>{{Cite book|url=https://philarchive.org/rec/DOMAAT|title=Ayurveda: Ancient Tradition or Pseudoscientific Practice? A Philosophical Inquiry|last=Dominic|first=Shubham K.}}</ref>. === Comparative synthesis === Taking an overarching review of the role of religion in Sri Lanka, methods to improve mental well-being are practiced by adherents of Buddhism, Hinduism, Islam, and Christianity. These methods are practiced through karma, tawakkul, hope, and humility. Additionally, these practices are implemented in traditionally-oriented mental health care, which has been reported to be preferred over psychiatric care at times. These rituals practiced across these religions indicate a common theme of psychologically integrated aspects of well-being. Interpretation of trauma is a central use in religion, with religious principles, such as karma and ''tawakkul'', serving as psychologically analogous mechanisms during times of distress. In terms of methodological comparisons to the studies described, qualitative interviews have documented Buddhist practices and principles, like Bodhipuja and the belief in karma, in response to traumatic events, while case studies found religious practices by other religious groups, such as a Muslim patient reading Islamic scripture and observing prayer to reduce emotional distress. Peer-reviewed sources have documented Catholic practices and principles, such as ''Lectio Divina'' and unconditional positive regard, in improving mindfulness and emotional regulation. The paper acknowledges limitations in the evaluation of certain findings, such as in Islam and Hinduism. These shortcomings, however, are a reflection of the existing literature and its deficiencies. Empirical findings indicate mental health practices are complex and are multifaceted in their effects. Evidently, religion serves a parallel role to psychiatric services in improving mental health. Despite its perceived benefits, the findings surrounding religions' role in mental health suffer from conflicting, and sometimes contradictory, results. Additionally, a disproportionate amount of empirical findings seem to be Buddhist-predominant, while other religions are underrepresented in the research. Regarding research barriers, the methodological approaches implemented to study the practices of religious followers vary, though much of the research was brought from qualitative or case-based studies, impeding generalizability. Another noteworthy issue is that many studies do not utilize standardized, psychiatric measures. == Future Outlook == '''→''' '''[[User:Atcovi/sandbox]]''' === Criticism of the Mental Disease Ordinance of 1956 === <ref name=":6" /><ref>{{Cite journal|last=Dey|first=Sangeeta|last2=Mellsop|first2=Graham|last3=Diesfeld|first3=Kate|last4=Dharmawardene|first4=Vajira|last5=Mendis|first5=Susitha|last6=Chaudhuri|first6=Sreemanti|last7=Deb|first7=Aniruddha|last8=Huq|first8=Nafisa|last9=Ahmed|first9=Helal Uddin|date=2019-10-24|title=Comparing legislation for involuntary admission and treatment of mental illness in four South Asian countries|url=https://ijmhs.biomedcentral.com/articles/10.1186/s13033-019-0322-7|journal=International Journal of Mental Health Systems|volume=13|issue=1|pages=67|doi=10.1186/s13033-019-0322-7|issn=1752-4458|pmc=6813093|pmid=31666805}}</ref> === Expansion of services for women facing domestic violence === <ref name=":8" /> (last paragraph before 4.2; see discussion + conclusion as well) == Conclusion == ==Additional information== ===Acknowledgements=== Any people, organisations, or funding sources that you would like to thank. ===Competing interests=== No competing interests. ===Ethics statement=== An ethics statement, if appropriate, on any animal or human research performed should be included here or in the methods section. ==References== {{reflist|35em}} [[Category:Mental health]] [[Category:Sri Lanka]] 56z9txlxzfuzvp4ax8snpkkidzz0txp 0 326026 2804178 2803266 2026-04-10T15:35:49Z TMorata 860721 created external links 2804178 wikitext text/x-wiki {{:Global Audiology/Header}} {{:Global Audiology/Americas/Header}} {{CountryHeader|File:Argentina (orthographic projection).svg|https://en.wikipedia.org/wiki/Argentina}} {{HTitle|General Information}} [https://en.wikipedia.org/wiki/Argentina Argentina], officially the Argentina Republic, is located in southern South America. Argentina shares the Southern Cone with Chile to the west, and is bordered by Bolivia and Paraguay to the north, Brazil to the northeast, Uruguay and the South Atlantic Ocean to the east, and the Drake Passage to the south. The de facto official language is Spanish, spoken by almost all Argentines, but there are several second languages in widespread use among the Argentine population, including English, Arabic, German, Guaraní, among others. The [https://en.wikipedia.org/wiki/Argentine_Sign_Language Argentine Sign Language] is used in the country. {{HTitle|History of Audiology}} === '''Definition and professional framework''' === Audiology in Argentina is a specific area within speech-language pathology. Speech-language pathology is the university-level profession that encompasses prevention, diagnosis, and intervention related to voice, speech, language, swallowing, and hearing; audiology refers to the body of knowledge and practices within that profession focused on hearing (audiometric evaluation, electrophysiological testing, newborn hearing screening, hearing aid fitting, and auditory rehabilitation). This conceptual framework is adopted by professional associations and national standards.{{Citation needed}} === '''Formative and pre-university stage (until 1948)''' === Before formal institutionalization, during the first decades of the 20th century, there were experiences and practices of speech therapy and hearing care in clinical and educational settings; these practices constituted the technical foundation that later demanded institutional organization and more formal training. In local historiographical studies, this phase is called the "pre-university stage." === '''Constituent milestone: ASALFA (May 12, 1948)''' === The founding of [https://www.asalfa.org.ar/web/ ASALFA] —the Argentine Association of Speech Therapy, Phoniatrics, and Audiology —on May 12, 1948, is the foundational institutional milestone that marks the scientific and professional organization of the discipline in the country. ASALFA was established as the first entity to bring together research, dissemination, and professional representation of those working in voice, language, and hearing; its bylaws include guidelines pertaining to hearing care and the provision/selection of hearing aids among its objectives. <ref>https://www.asalfa.org.ar/web/resena-historica-de-la-fonoaudiologia-en-la-argentina/</ref> === '''Early university courses and academic consolidation (late 1940s–1950s)''' === Beginning in 1949, the first regular university courses in speech-language pathology were offered (attributed to an initiative by Dr. Juan Manuel Tato), with theoretical and practical content that included audiology (auditory anatomy and physiology, basic audiometry, and research techniques). This marked the formal beginning of the training of technicians and, later, graduates in the discipline at Argentine universities. In 1955, ASALFA promoted the creation of its scientific journal, the Revista Fonoaudiológica (Speech-Language Pathology Journal), which became a continuous vehicle for scientific production and dissemination in the field. === '''Professionalization, federations and regulation (1960s–2000s)''' === During the second half of the 20th century, provincial associations, areas of specialization (electrophysiology, pediatric audiology, hearing aid fitting), and inter-institutional cooperation proliferated. ASALFA participated in the formation of federations and professional cooperation frameworks (for example, the Argentine Federation of Colleges and Associations of Speech-Language Pathology—FACAF), and the government began to incorporate regulations on the organization of speech-language pathology services in healthcare facilities. One regulatory example was Resolution 252 (Ministry of Health and Social Action), which approved standards for the organization and operation of speech-language pathology services in healthcare establishments. <ref>https://documentosboletinoficial.buenosaires.gob.ar/publico/PJ-RES-CMCABA-CMCABA-252-20-ANX.pdf</ref> {{HTitle|Information About Audiology}} === '''ASARA: Consolidation of audiology as a technical-scientific field (2002 - present)''' === The [https://www.linkedin.com/in/asaraorg/?originalSubdomain=ar Argentine Association of Audiology] (ASARA) was established in 2002 and serves as the professional organization dedicated to audiology (technical updates, amplification protocols for children and adults, libraries, and continuing education). ASARA develops technical recommendations for the provision of audiological services (e.g., amplification guidelines, COVID protocols, and screening protocols), maintains a specialized professional directory, and participates in technical committees that aim to establish a national framework for specialization in audiology. Its existence has allowed for the focus on technical issues (quality of services, hearing aid fitting protocols, standardization of diagnostic procedures), complementing the broader institutional role of ASALFA. === '''Publications, journals and scientific production''' === The journal Revista Fonoaudiológica (ASALFA) and other university publications have documented the methodological evolution of audiology in Argentina: from pure-tone audiometry and tympanometry to otoacoustic emissions, auditory brainstem response (ABR/BAEP), non-implantable and implantable hearing aids, and rehabilitation. Recent studies analyze the journal's thematic trends, showing an expansion and diversification of audiological research in recent decades. <ref>https://www.asalfa.org.ar/web/</ref> === '''Legal framework and current recognition''' === In 1999, the City of Buenos Aires established May 12th as Speech-Language Pathologist Day (Decree/administrative action that refers to the anniversary of ASALFA). More recently, the professional activity of speech-language pathology has been subject to national and provincial regulation (standards, resolutions, and bills that define responsibilities, organization of services, and training). In 2023, Law No. 27.568 was used to advance regulatory frameworks for professional practice at the national level. These developments confirm the legal and professional recognition of the discipline and, by extension, of audiological practice within it. {{HTitle|Incidence and Prevalence of Hearing Loss}} Hearing loss impacts a significant portion of the population in Argentina. Incidence data is available for the pediatric population (incidence) and prevalance data for the general population. === '''Incidence of neonatal hearing loss''' === Incidence refers to the number of new cases that appear in a given period. In the case of newborns, the estimate is:{{Citation needed}} General Congenital Hearing Loss: * Any degree of hearing loss: Estimated to be 1 to 3 out of every 1,000 live births * Moderate to Profound Hearing Loss: Approximately 1 in 1,000 live births present with severe to profound hearing loss. Early detection of hearing loss is mandatory in Argentina under Law 25.415 via neonatal hearing screening. Screening attempts allow for diagnosis and treatment prior age one to minimize impact on language development. === '''Prevalence in the general population''' === Prevalence refers to the proportion of people who have the condition at a given time. * Hearing loss as a disability * Hearing loss accounts for approximately 18% of existing disabilities in Argentina. According to data from the 2010 Census and the registry of Unique Disability Certificates (CUD): Hearing impairment represents 9.3% of the population certified with some type of impairment in the CUD registry (data as of 2023). <ref>https://www.argentina.gob.ar/normativa/nacional/resoluci%C3%B3n-1209-2010-170767/texto</ref> <ref>https://www.infobae.com/salud/2018/06/25/en-la-argentina-el-18-de-las-discapacidades-existes-es-por-causas-auditivas</ref> <ref>https://www.argentina.gob.ar/andis/discapacidad-en-numeros </ref> === '''Prevalence of Age Related Hearing Loss (presbycusis)''' === As is the case globally, the prevalence of hearing loss increases significantly with age: It is accepted that in developed countries (reference figure applicable to Argentina due to demographic trends): *People aged 65 to 75 with hearing loss greater than 30 dB HL: 15-25% * People over 75 years of age: 27-44% Other relevant factors *Occupational hearing loss: Hearing loss is associated with workplace noise. Workers exposed to 85 dBA or more require annual screenings according to SRT Resolution 85/12. *Preventable causes: It is estimated that 60% of cases of hearing loss in children are due to preventable causes. <ref>https://www.srt.gob.ar/index.php/2016/09/01/hipoacusia-inducida-por-ruido-en-el-ambito-ocupacional/</ref> Argentina has a solid legal framework for newborn hearing screening (Law 25.415), which helps to detect early incidence . However, the prevalence in the general population and the impact of hearing loss as the leading cause of sensory disability (18% of disabilities) underscores the need to strengthen hearing health programs throughout the lifespan. <ref>https://www.argentina.gob.ar/salud/deteccion-hipoacusia</ref> {{HTitle|Education}} Academic training is based on undergraduate degrees (bachelor's degree in speech therapy at national and private universities) and postgraduate courses. '''Undergraduate training''' The Bachelor's Degree in Speech-Language Pathology (average duration of 5 years) can be studied at: * [https://uca.edu.ar/es/facultades/facultad-de-ciencias-medicas/carrera-de-grado/licenciatura-en-fonoaudiologia?sede_de_interes=Paran%C3%A1&carreras_de_grado__parana_=Licenciatura%20en%20Fonoaudiolog%C3%ADa&carrera_de_grado__rosario_=Licenciatura%20en%20Fon Catholic University of Argentina (UCA)] * [https://uccuyo.edu.ar/ Catholic University of Cuyo (UCCuyo)] * [https://www.ucalp.edu.ar/carrera/lic-en-fonoaudiologia/ Catholic University of La Plata (UCALP)] * [https://www.ucsf.edu.ar/carreras/licenciatura-en-fonoaudiologia/ Catholic University of Santa Fe (UCSF)] * [https://www.fmed.uba.ar/carreras/licenciatura-en-fonoaudiologia/informacion-general University of Buenos Aires (UBA)] * [https://www.ucp.edu.ar/carreras/licenciatura-en-fonoaudiologia/ University of the River Plate Basin (UCP)] * [https://venialaum.unimoron.edu.ar/Carrera.aspx?uneCod=5&carCod=80&plan=2023&tipo=G University of Morón (UM)] * [https://www.uda.edu.ar/index.php/licenciatura-en-fonoaudiologia-normal University of Aconcagua (UDA)] * [https://www.umsa.edu.ar/carrera/licenciatura-en-fonoaudiologia/ University of the Argentine Social Museum (UMSA)] * [https://www.usal.edu.ar/ingreso/propuesta/licenciatura-en-fonoaudiologia/ University of El Salvador (USAL)] * [https://www.ufasta.edu.ar/ingreso/licenciatura-en-fonoaudiologia/ FASTA University] * [https://fono.fcm.unc.edu.ar/ National University of Córdoba (UNC)] * [https://unlp.edu.ar/ensenanza/carreras_de_grado/licenciatura-en-fonoaudiologia-8077-13077/ National University of La Plata (UNLP)] * [https://fcm.unr.edu.ar/fonoaudiologia/ National University of Rosario (UNR)] * [https://www.unsada.edu.ar/336 National University of San Antonio de Areco (UNSAdA)] Baradero Campus * [https://carreras.unsl.edu.ar/carreras/lic-fono National University of San Luis (UNSL)] *[https://www.universidad-siglo-21.com.ar/?campaignid=22320312463&adgroupid=175473984945&matchtype=b&network=g&device=c&devicemodel=&keyword=licenciatura%20en%20fonoaudiolog%C3%ADa&creative=737258407149&adposition=&placement=&gad_source=1&gad_campaignid=223 21st Century University] '''Postgraduate training''' Hospital-based speech therapy residencies, accredited by the Ministry of Health, constitute the main postgraduate training: they are designed to train speech therapists with clinical, community and interdisciplinary skills through rotations in different areas: audiology, language, swallowing, rehabilitation, cochlear implant teams, and are governed by official programs that define the graduate profile, rotation schedule and evaluation. * Specialization in Audiology, [https://www.umsa.edu.ar/carrera/especializacion-en-audiologia/ University of the Argentine Social Museum (UMSA)] * PhD in Speech-Language Pathology * [https://www.umsa.edu.ar/carrera/doctorado-en-fonoaudiologia/ University of the Argentine Social Museum (UMSA)] * [https://posgrado.unsl.edu.ar/?page_id=1241 National University of San Luis (UNSL)] '''Professional Practice''' Prevention of hearing loss and promotion of auditory health * National campaigns for early detection of hearing loss and universal newborn screening programs, regulated by National Law 25.415. * Preventitive actions for noise risk in work environments, following criteria of the Superintendency of Occupational Risks (SRT). * Community activities for education and awareness regarding recreational noise, safe use of headphones, and healthy habits. * Diagnostic confirmation in referrals from neonatal screening * Audiological studies to confirm or rule out hearing loss in babies who did not pass their newborn screening. * These evaluations are carried out in public and private management centers that have equipment for objective studies (OAE/PEA). {{HTitle|Professional and Regulatory Bodies}} The Ministry of Health ([https://www.argentina.gob.ar/salud Ministerio de Salud de la Nación]) is responsible for professional registration of audiologists). It maintains the Federal Network of Health Professional Registries. The National Law 27,568 (2020) regulates the professional practice of audiology nationally. Audiology was officially recognized as a specialty of Speech pathology and Audiology by the Ministry of Health in 2023 National Deaf Children's Society, along with four other specialties. Speech therapy is regulated by National Law 27.568, which establishes professional practice and recognizes specialties such as Audiology. The National Registration is granted by the Ministry of Health. ==== Scientific and Professional Organizations ==== *Associación Argentina de Logopedia, Foniatría y Audiología (ASALFA) *Federación Argentina de Colegios y Asociaciones de Fonoaudiólogos (FACAF) * National Deaf Children's Society - National federation that coordinates provincial professional colleges * Provincial Regulatory Bodies (Colegios) * INGEBI (Institute of Research in Genetic Engineering and Molecular Biology) - CONICET (National Council for Scientific and Technical Research) ingebi-conicet.gov.ar * ASARA – Argentine Association of Audiology Main entity dedicated exclusively to Audiology: training, congresses, guides, updates and research in hearing and implantology. asara.org.ar * ASALFA – Argentine Association of Speech Therapy, Phoniatrics and Audiology. A long-established association that brings together professionals from all areas of speech therapy, including audiology; it publishes research and conducts training activities. asalfa.org.ar * AAOFP – Argentine Association of Pediatric Otolaryngology and Speech Therapy Society that integrates otolaryngologists and speech therapists, especially in the pediatric field, promoting updating and research in hearing, language and pediatric otology. aaofp.org.ar *Provincial Colleges/Councils of Speech Therapists. Some function as legal bodies and also as training and representation institutions (such as the College of Speech Therapists of Buenos Aires). '''Prevention of hearing loss and promotion of auditory health''' * National campaigns for early detection of hearing loss and universal newborn screening programs, regulated by National Law 25.415. * Preventitive actions for noise risk in work environments, following criteria of the Superintendency of Occupational Risks (SRT). * Community activities for education and awareness regarding recreational noise, safe use of headphones, and healthy habits. '''Diagnostic confirmation in referrals from neonatal screening''' * Audiological studies to confirm or rule out hearing loss in babies who did not pass their newborn screening. * These evaluations are carried out in public and private management centers that have equipment for objective studies (OAE/PEA). * Comprehensive hearing diagnosis * Threshold and suprathreshold pure-tone audiometry. * Speech audiometry. * Tympanometry and impedance measures * Otoacoustic emissions (OAE). * Auditory evoked potential electrophysiological tests (ABR) * Hearing treatment and rehabilitation * Intervention in cases of conductive, sensorineural and mixed hearing loss from a non-medical clinical approach. * Development of individualized auditory rehabilitation plans for children and adults. * Auditory-verbal therapy, auditory training and support in cases of implantable technologies. '''Tinnitus management and guidance''' * Specific audiological evaluation. * Guidance, habituation strategies and interdisciplinary therapeutic support. '''Fitting of hearing aids and other hearing technologies''' * Select, adapt and calibrate digital hearing aids and FM systems. * Perform regular monitoring and adjustments. '''Participation in cochlear implant programs''' * Pre-surgical evaluations, selection of implantable devices in conjunction with the interdisciplinary team. * Programming of implantable devices. * Hearing rehabilitation. '''Intraoperative monitoring in otologic surgeries''' * Performed in institutions that carry out implantable device surgeries. * The trained speech therapist assists in recording objective measurements during surgery. '''Areas of performance''' * Public hospitals and health centers (first, second and third level). * Otolaryngology or speech therapy services and private audiology centers. * Disability care centers. * Educational field (guidance teams, school integration, special schools). * Public health programs. * Research and university teaching. {{HTitle|Ongoing audiology research}} Recent research on hearing care in Argentina addresses various aspects of hearing health, from prevention and early detection to the challenges faced by the deaf community. Efforts are also being made to develop intervention programs and improve diagnostic procedures. These initiatives are crucial for enhancing hearing health and care in Argentina. Here are some key areas of ongoing research: * Hearing Loss Among Adolescents <ref>{{Cite journal|last=Serra|first=MarioR|last2=Villalobo|first2=JorgePérez|last3=Yacci|first3=MaríaR|last4=Abraham|first4=Mónica|last5=Biassoni|first5=EsterC|last6=Curet|first6=Carlos|last7=Hinalaf|first7=María|last8=Joekes|first8=Silvia|last9=Pavlik|first9=Marta|date=2014|title=Hearing and loud music exposure in 14-15 years old adolescents|url=http://www.noiseandhealth.org/text.asp?2014/16/72/320/140512|journal=Noise and Health|language=en|volume=16|issue=72|pages=320|doi=10.4103/1463-1741.140512|issn=1463-1741}}</ref> * Audiometric and Otoacoustic Emissions (OAEs) testing of adolescents<ref>{{Cite journal|last=Gaetán|first=Sara|last2=Muratore|first2=Jimena|last3=Maggi|first3=Ana Luz|last4=Villalobo|first4=Jorge Pérez|last5=de los Ángeles Hinalaf|first5=María|date=2021-06-14|title=Hearing and Exposure to Music in Adolescents From Four Schools of Córdoba, Argentina|url=http://pubs.asha.org/doi/10.1044/2021_AJA-20-00076|journal=American Journal of Audiology|language=en|volume=30|issue=2|pages=281–294|doi=10.1044/2021_AJA-20-00076|issn=1059-0889}}</ref> * Hearing Impairment Detection and Management<ref>{{Cite journal|date=2021-04-01|title=New recommendations for the care of patients with mucopolysaccharidosis type I|url=https://www.sap.org.ar/docs/publicaciones/archivosarg/2021/v119n2a11e.pdf|journal=Archivos Argentinos de Pediatria|volume=119|issue=2|doi=10.5546/aap.2021.eng.e121}}</ref> * Challenges in Deaf Community<ref>{{Cite journal|date=2018-10-01|title=Prevalence of deaf people who have a professional Argentine Sign Language interpreter during their children’s medical consultations|url=http://www.sap.org.ar/docs/publicaciones/archivosarg/2018/v116n5a03e.pdf|journal=Archivos Argentinos de Pediatria|volume=116|issue=5|doi=10.5546/aap.2018.eng.310}}</ref> {{HTitle|Challenges, Opportunities and Notes}} Several key issues can be identified as challenges in delivering hearing care in Argentina as in other low and middle income countries including:<ref>{{Cite journal|last=Waterworth|first=Christopher J.|last2=Marella|first2=Manjula|last3=O’Donovan|first3=James|last4=Bright|first4=Tess|last5=Dowell|first5=Richard|last6=Bhutta|first6=Mahmood F.|date=2022-12-02|title=Barriers to access to ear and hearing care services in low- and middle- income countries: A scoping review|url=https://www.tandfonline.com/doi/full/10.1080/17441692.2022.2053734|journal=Global Public Health|language=en|volume=17|issue=12|pages=3869–3893|doi=10.1080/17441692.2022.2053734|issn=1744-1692}}</ref> * Integration into Primary Care * Expansion of Telehealth and Innovative Approaches * Communication Barriers * Lack of Trained Personnel * Resource Constraints * Equipment and Facilities * Funding for resources and infrastructure * Awareness and Education {{HTitle|Audiology Charities}} * [https://mah.org.ar/ Mutualidad Argentina de Hipoacúsicos] (MAH) * [https://www.fundasor.org.ar/ FUNDASOR] (Fundación de Padres y Familiares de Personas Sordas para su Integración) * [https://cas.org.ar/ Confederación Argentina de Sordos] (CAS) {{HTitle|References}} {{reflist}} '''External links''' * [https://uca.edu.ar/es/facultades/facultad-de-ciencias-medicas/carrera-de-grado/licenciatura-en-fonoaudiologia?sede_de_interes=Paran%C3%A1&carreras_de_grado__parana_=Licenciatura%20en%20Fonoaudiolog%C3%ADa&carrera_de_grado__rosario_=Licenciatura%20en%20Fon Catholic University of Argentina (UCA)] * [https://uccuyo.edu.ar/ Catholic University of Cuyo (UCCuyo)] * [https://www.ucalp.edu.ar/carrera/lic-en-fonoaudiologia/ Catholic University of La Plata (UCALP)] * [https://www.ucsf.edu.ar/carreras/licenciatura-en-fonoaudiologia/ Catholic University of Santa Fe (UCSF)] * [https://www.fmed.uba.ar/carreras/licenciatura-en-fonoaudiologia/informacion-general University of Buenos Aires (UBA)] * [https://www.ucp.edu.ar/carreras/licenciatura-en-fonoaudiologia/ University of the River Plate Basin (UCP)] * [https://venialaum.unimoron.edu.ar/Carrera.aspx?uneCod=5&carCod=80&plan=2023&tipo=G University of Morón (UM)] * [https://www.uda.edu.ar/index.php/licenciatura-en-fonoaudiologia-normal University of Aconcagua (UDA)] * [https://www.umsa.edu.ar/carrera/licenciatura-en-fonoaudiologia/ University of the Argentine Social Museum (UMSA)] * [https://www.usal.edu.ar/ingreso/propuesta/licenciatura-en-fonoaudiologia/ University of El Salvador (USAL)] * [https://www.ufasta.edu.ar/ingreso/licenciatura-en-fonoaudiologia/ FASTA University] * [https://fono.fcm.unc.edu.ar/ National University of Córdoba (UNC)] * [https://unlp.edu.ar/ensenanza/carreras_de_grado/licenciatura-en-fonoaudiologia-8077-13077/ National University of La Plata (UNLP)] * [https://fcm.unr.edu.ar/fonoaudiologia/ National University of Rosario (UNR)] * [https://www.unsada.edu.ar/336 National University of San Antonio de Areco (UNSAdA)] Baradero Campus * [https://carreras.unsl.edu.ar/carreras/lic-fono National University of San Luis (UNSL)] *[https://www.universidad-siglo-21.com.ar/?campaignid=22320312463&adgroupid=175473984945&matchtype=b&network=g&device=c&devicemodel=&keyword=licenciatura%20en%20fonoaudiolog%C3%ADa&creative=737258407149&adposition=&placement=&gad_source=1&gad_campaignid=223 21st Century University] {{:Global Audiology/Authors-1|Gabriella Green|https://www.linkedin.com/in/gabriellagreen206/}} </div></div> [[Category:Audiology]] [[Category:Argentina]] sl06syad5gh51hsqsvsoz7cmcpfxrlp 2804181 2804178 2026-04-10T16:27:41Z TMorata 860721 formatted external links 2804181 wikitext text/x-wiki {{:Global Audiology/Header}} {{:Global Audiology/Americas/Header}} {{CountryHeader|File:Argentina (orthographic projection).svg|https://en.wikipedia.org/wiki/Argentina}} {{HTitle|General Information}} [https://en.wikipedia.org/wiki/Argentina Argentina], officially the Argentina Republic, is located in southern South America. Argentina shares the Southern Cone with Chile to the west, and is bordered by Bolivia and Paraguay to the north, Brazil to the northeast, Uruguay and the South Atlantic Ocean to the east, and the Drake Passage to the south. The de facto official language is Spanish, spoken by almost all Argentines, but there are several second languages in widespread use among the Argentine population, including English, Arabic, German, Guaraní, among others. The [https://en.wikipedia.org/wiki/Argentine_Sign_Language Argentine Sign Language] is used in the country. {{HTitle|History of Audiology}} '''Definition and professional framework''' Audiology in Argentina is a specific area within speech-language pathology. Speech-language pathology is the university-level profession that encompasses prevention, diagnosis, and intervention related to voice, speech, language, swallowing, and hearing; audiology refers to the body of knowledge and practices within that profession focused on hearing (audiometric evaluation, electrophysiological testing, newborn hearing screening, hearing aid fitting, and auditory rehabilitation). This conceptual framework is adopted by professional associations and national standards.{{Citation needed}} '''Formative and pre-university stage (until 1948)''' Before formal institutionalization, during the first decades of the 20th century, there were experiences and practices of speech therapy and hearing care in clinical and educational settings; these practices constituted the technical foundation that later demanded institutional organization and more formal training. In local historiographical studies, this phase is called the "pre-university stage." '''Constituent milestone: ASALFA (May 12, 1948)''' The founding of [https://www.asalfa.org.ar/web/ ASALFA] —the Argentine Association of Speech Therapy, Phoniatrics, and Audiology —on May 12, 1948, is the foundational institutional milestone that marks the scientific and professional organization of the discipline in the country. ASALFA was established as the first entity to bring together research, dissemination, and professional representation of those working in voice, language, and hearing; its bylaws include guidelines pertaining to hearing care and the provision/selection of hearing aids among its objectives. <ref>https://www.asalfa.org.ar/web/resena-historica-de-la-fonoaudiologia-en-la-argentina/</ref> '''Early university courses and academic consolidation (late 1940s–1950s)''' Beginning in 1949, the first regular university courses in speech-language pathology were offered (attributed to an initiative by Dr. Juan Manuel Tato), with theoretical and practical content that included audiology (auditory anatomy and physiology, basic audiometry, and research techniques). This marked the formal beginning of the training of technicians and, later, graduates in the discipline at Argentine universities. In 1955, ASALFA promoted the creation of its scientific journal, the Revista Fonoaudiológica (Speech-Language Pathology Journal), which became a continuous vehicle for scientific production and dissemination in the field. '''Professionalization, federations and regulation (1960s–2000s)''' During the second half of the 20th century, provincial associations, areas of specialization (electrophysiology, pediatric audiology, hearing aid fitting), and inter-institutional cooperation proliferated. ASALFA participated in the formation of federations and professional cooperation frameworks (for example, the Argentine Federation of Colleges and Associations of Speech-Language Pathology—FACAF), and the government began to incorporate regulations on the organization of speech-language pathology services in healthcare facilities. One regulatory example was Resolution 252 (Ministry of Health and Social Action), which approved standards for the organization and operation of speech-language pathology services in healthcare establishments. <ref>https://documentosboletinoficial.buenosaires.gob.ar/publico/PJ-RES-CMCABA-CMCABA-252-20-ANX.pdf</ref> {{HTitle|Information About Audiology}} The [https://www.linkedin.com/in/asaraorg/?originalSubdomain=ar Argentine Association of Audiology] (ASARA) was established in 2002 and serves as the professional organization dedicated to audiology (technical updates, amplification protocols for children and adults, libraries, and continuing education). ASARA develops technical recommendations for the provision of audiological services (e.g., amplification guidelines, COVID protocols, and screening protocols), maintains a specialized professional directory, and participates in technical committees that aim to establish a national framework for specialization in audiology. Its existence has allowed for the focus on technical issues (quality of services, hearing aid fitting protocols, standardization of diagnostic procedures), complementing the broader institutional role of ASALFA. The journal Revista Fonoaudiológica (ASALFA) and other university publications have documented the methodological evolution of audiology in Argentina: from pure-tone audiometry and tympanometry to otoacoustic emissions, auditory brainstem response (ABR/BAEP), non-implantable and implantable hearing aids, and rehabilitation. Recent studies analyze the journal's thematic trends, showing an expansion and diversification of audiological research in recent decades. <ref>https://www.asalfa.org.ar/web/</ref> In 1999, the City of Buenos Aires established May 12th as Speech-Language Pathologist Day (Decree/administrative action that refers to the anniversary of ASALFA). More recently, the professional activity of speech-language pathology has been subject to national and provincial regulation (standards, resolutions, and bills that define responsibilities, organization of services, and training). {{HTitle|Incidence and Prevalence of Hearing Loss}} Hearing loss impacts a significant portion of the population in Argentina. Incidence data is available for the pediatric population (incidence) and prevalance data for the general population. === '''Incidence of neonatal hearing loss''' === Incidence refers to the number of new cases that appear in a given period. In the case of newborns, the estimate is:{{Citation needed}} General Congenital Hearing Loss: * Any degree of hearing loss: Estimated to be 1 to 3 out of every 1,000 live births * Moderate to Profound Hearing Loss: Approximately 1 in 1,000 live births present with severe to profound hearing loss. Early detection of hearing loss is mandatory in Argentina under Law 25.415 via neonatal hearing screening. Screening attempts allow for diagnosis and treatment prior age one to minimize impact on language development. === '''Prevalence in the general population''' === Prevalence refers to the proportion of people who have the condition at a given time. * Hearing loss as a disability * Hearing loss accounts for approximately 18% of existing disabilities in Argentina. According to data from the 2010 Census and the registry of Unique Disability Certificates (CUD): Hearing impairment represents 9.3% of the population certified with some type of impairment in the CUD registry (data as of 2023). <ref>https://www.argentina.gob.ar/normativa/nacional/resoluci%C3%B3n-1209-2010-170767/texto</ref> <ref>https://www.infobae.com/salud/2018/06/25/en-la-argentina-el-18-de-las-discapacidades-existes-es-por-causas-auditivas</ref> <ref>https://www.argentina.gob.ar/andis/discapacidad-en-numeros </ref> === '''Prevalence of Age Related Hearing Loss (presbycusis)''' === As is the case globally, the prevalence of hearing loss increases significantly with age: It is accepted that in developed countries (reference figure applicable to Argentina due to demographic trends): *People aged 65 to 75 with hearing loss greater than 30 dB HL: 15-25% * People over 75 years of age: 27-44% Other relevant factors *Occupational hearing loss: Hearing loss is associated with workplace noise. Workers exposed to 85 dBA or more require annual screenings according to SRT Resolution 85/12. *Preventable causes: It is estimated that 60% of cases of hearing loss in children are due to preventable causes. <ref>https://www.srt.gob.ar/index.php/2016/09/01/hipoacusia-inducida-por-ruido-en-el-ambito-ocupacional/</ref> Argentina has a solid legal framework for newborn hearing screening (Law 25.415), which helps to detect early incidence . However, the prevalence in the general population and the impact of hearing loss as the leading cause of sensory disability (18% of disabilities) underscores the need to strengthen hearing health programs throughout the lifespan. <ref>https://www.argentina.gob.ar/salud/deteccion-hipoacusia</ref> {{HTitle|Education}} Academic training is based on undergraduate degrees (bachelor's degree in speech therapy at national and private universities) and postgraduate courses. The Bachelor's Degree in Speech-Language Pathology (average duration of 5 years) can be studied at several universities (see External links). Hospital-based speech therapy residencies, accredited by the Ministry of Health, constitute the main postgraduate training. They are designed to train speech therapists with clinical, community and interdisciplinary skills through rotations in different areas: audiology, language, swallowing, rehabilitation, cochlear implant teams, and are governed by official programs that define the graduate profile, rotation schedule and evaluation. * Specialization in Audiology, [https://www.umsa.edu.ar/carrera/especializacion-en-audiologia/ University of the Argentine Social Museum (UMSA)] * PhD in Speech-Language Pathology * [https://www.umsa.edu.ar/carrera/doctorado-en-fonoaudiologia/ University of the Argentine Social Museum (UMSA)] * [https://posgrado.unsl.edu.ar/?page_id=1241 National University of San Luis (UNSL)] '''Professional Practice''' Prevention of hearing loss and promotion of auditory health * National campaigns for early detection of hearing loss and universal newborn screening programs, regulated by National Law 25.415. * Preventitive actions for noise risk in work environments, following criteria of the Superintendency of Occupational Risks (SRT). * Community activities for education and awareness regarding recreational noise, safe use of headphones, and healthy habits. * Diagnostic confirmation in referrals from neonatal screening * Audiological studies to confirm or rule out hearing loss in babies who did not pass their newborn screening. * These evaluations are carried out in public and private management centers that have equipment for objective studies (OAE/PEA). {{HTitle|Professional and Regulatory Bodies}} The Ministry of Health ([https://www.argentina.gob.ar/salud Ministerio de Salud de la Nación]) is responsible for professional registration of audiologists). It maintains the Federal Network of Health Professional Registries. The National Law 27,568 (2020) regulates the professional practice of audiology nationally. Audiology was officially recognized as a specialty of Speech pathology and Audiology by the Ministry of Health in 2023 National Deaf Children's Society, along with four other specialties. Speech therapy is regulated by National Law 27.568, which establishes professional practice and recognizes specialties such as Audiology. The National Registration is granted by the Ministry of Health. In 2023, Law No. 27.568 was used to advance regulatory frameworks for professional practice at the national level. These developments confirm the legal and professional recognition of the discipline and, by extension, of audiological practice within it. ==== Scientific and Professional Organizations ==== *Associación Argentina de Logopedia, Foniatría y Audiología (ASALFA) *Federación Argentina de Colegios y Asociaciones de Fonoaudiólogos (FACAF) * National Deaf Children's Society - National federation that coordinates provincial professional colleges * Provincial Regulatory Bodies (Colegios) * INGEBI (Institute of Research in Genetic Engineering and Molecular Biology) - CONICET (National Council for Scientific and Technical Research) ingebi-conicet.gov.ar * ASARA – Argentine Association of Audiology Main entity dedicated exclusively to Audiology: training, congresses, guides, updates and research in hearing and implantology. asara.org.ar * ASALFA – Argentine Association of Speech Therapy, Phoniatrics and Audiology. asalfa.org.ar * AAOFP – Argentine Association of Pediatric Otolaryngology and Speech Therapy aaofp.org.ar *Provincial Colleges/Councils of Speech Therapists. Some function as legal bodies and also as training and representation institutions (such as the College of Speech Therapists of Buenos Aires). '''Prevention of hearing loss and promotion of auditory health''' * National campaigns for early detection of hearing loss and universal newborn screening programs, regulated by National Law 25.415. * Preventitive actions for noise risk in work environments, following criteria of the Superintendency of Occupational Risks (SRT). * Community activities for education and awareness regarding recreational noise, safe use of headphones, and healthy habits. '''Diagnostic confirmation in referrals from neonatal screening''' * Audiological studies to confirm or rule out hearing loss in babies who did not pass their newborn screening. * These evaluations are carried out in public and private management centers that have equipment for objective studies (OAE/PEA). * Comprehensive hearing diagnosis * Threshold and suprathreshold pure-tone audiometry. * Speech audiometry. * Tympanometry and impedance measures * Otoacoustic emissions (OAE). * Auditory evoked potential electrophysiological tests (ABR) * Hearing treatment and rehabilitation * Intervention in cases of conductive, sensorineural and mixed hearing loss from a non-medical clinical approach. * Development of individualized auditory rehabilitation plans for children and adults. * Auditory-verbal therapy, auditory training and support in cases of implantable technologies. '''Tinnitus management and guidance''' * Specific audiological evaluation. * Guidance, habituation strategies and interdisciplinary therapeutic support. '''Fitting of hearing aids and other hearing technologies''' * Select, adapt and calibrate digital hearing aids and FM systems. * Perform regular monitoring and adjustments. '''Participation in cochlear implant programs''' * Pre-surgical evaluations, selection of implantable devices in conjunction with the interdisciplinary team. * Programming of implantable devices. * Hearing rehabilitation. '''Intraoperative monitoring in otologic surgeries''' * Performed in institutions that carry out implantable device surgeries. * The trained speech therapist assists in recording objective measurements during surgery. '''Areas of performance''' * Public hospitals and health centers (first, second and third level). * Otolaryngology or speech therapy services and private audiology centers. * Disability care centers. * Educational field (guidance teams, school integration, special schools). * Public health programs. * Research and university teaching. {{HTitle|Ongoing audiology research}} Recent research on hearing care in Argentina addresses various aspects of hearing health, from prevention and early detection to the challenges faced by the deaf community. Efforts are also being made to develop intervention programs and improve diagnostic procedures. These initiatives are crucial for enhancing hearing health and care in Argentina. Here are some key areas of ongoing research: * Hearing Loss Among Adolescents <ref>{{Cite journal|last=Serra|first=MarioR|last2=Villalobo|first2=JorgePérez|last3=Yacci|first3=MaríaR|last4=Abraham|first4=Mónica|last5=Biassoni|first5=EsterC|last6=Curet|first6=Carlos|last7=Hinalaf|first7=María|last8=Joekes|first8=Silvia|last9=Pavlik|first9=Marta|date=2014|title=Hearing and loud music exposure in 14-15 years old adolescents|url=http://www.noiseandhealth.org/text.asp?2014/16/72/320/140512|journal=Noise and Health|language=en|volume=16|issue=72|pages=320|doi=10.4103/1463-1741.140512|issn=1463-1741}}</ref> * Audiometric and Otoacoustic Emissions (OAEs) testing of adolescents<ref>{{Cite journal|last=Gaetán|first=Sara|last2=Muratore|first2=Jimena|last3=Maggi|first3=Ana Luz|last4=Villalobo|first4=Jorge Pérez|last5=de los Ángeles Hinalaf|first5=María|date=2021-06-14|title=Hearing and Exposure to Music in Adolescents From Four Schools of Córdoba, Argentina|url=http://pubs.asha.org/doi/10.1044/2021_AJA-20-00076|journal=American Journal of Audiology|language=en|volume=30|issue=2|pages=281–294|doi=10.1044/2021_AJA-20-00076|issn=1059-0889}}</ref> * Hearing Impairment Detection and Management<ref>{{Cite journal|date=2021-04-01|title=New recommendations for the care of patients with mucopolysaccharidosis type I|url=https://www.sap.org.ar/docs/publicaciones/archivosarg/2021/v119n2a11e.pdf|journal=Archivos Argentinos de Pediatria|volume=119|issue=2|doi=10.5546/aap.2021.eng.e121}}</ref> * Challenges in Deaf Community<ref>{{Cite journal|date=2018-10-01|title=Prevalence of deaf people who have a professional Argentine Sign Language interpreter during their children’s medical consultations|url=http://www.sap.org.ar/docs/publicaciones/archivosarg/2018/v116n5a03e.pdf|journal=Archivos Argentinos de Pediatria|volume=116|issue=5|doi=10.5546/aap.2018.eng.310}}</ref> {{HTitle|Challenges, Opportunities and Notes}} Several key issues can be identified as challenges in delivering hearing care in Argentina as in other low and middle income countries including:<ref>{{Cite journal|last=Waterworth|first=Christopher J.|last2=Marella|first2=Manjula|last3=O’Donovan|first3=James|last4=Bright|first4=Tess|last5=Dowell|first5=Richard|last6=Bhutta|first6=Mahmood F.|date=2022-12-02|title=Barriers to access to ear and hearing care services in low- and middle- income countries: A scoping review|url=https://www.tandfonline.com/doi/full/10.1080/17441692.2022.2053734|journal=Global Public Health|language=en|volume=17|issue=12|pages=3869–3893|doi=10.1080/17441692.2022.2053734|issn=1744-1692}}</ref> * Integration into Primary Care * Expansion of Telehealth and Innovative Approaches * Communication Barriers * Lack of Trained Personnel * Resource Constraints * Equipment and Facilities * Funding for resources and infrastructure * Awareness and Education {{HTitle|Audiology Charities}} * [https://mah.org.ar/ Mutualidad Argentina de Hipoacúsicos] (MAH) * [https://www.fundasor.org.ar/ FUNDASOR] (Fundación de Padres y Familiares de Personas Sordas para su Integración) * [https://cas.org.ar/ Confederación Argentina de Sordos] (CAS) {{HTitle|References}} {{reflist}} ==='''External links'''=== '' Professional associations'' * Associación Argentina de Logopedia, Foniatría y Audiología ([https://www.asalfa.org.ar/web/ ASALFA]) * National Council for Scientific and Technical Research, [https://ingebi-conicet.gov.ar/en/en_home/ INGEBI] * Argentine Association of Audiology ([https://asara.org.ar/ ASARA]) * Argentine Association of Speech Therapy, Phoniatrics and Audiology ([https://asalfa.org.ar ASALFA]). * Argentine Association of Pediatric Otolaryngology and Speech Therapy ([https://aaofp.org.ar AAOFP]) '' Education'' * Catholic University of Argentina ([https://uca.edu.ar/es/facultades/facultad-de-ciencias-medicas/carrera-de-grado/licenciatura-en-fonoaudiologia?sede_de_interes=Paran%C3%A1&carreras_de_grado__parana_=Licenciatura%20en%20Fonoaudiolog%C3%ADa&carrera_de_grado__rosario_=Licenciatura%20en%20Fon UCA]) * Catholic University of Cuyo ([https://uccuyo.edu.ar/%20Catholic%20University%20of%20Cuyo UCCuyo]) * Catholic University of La Plata ([https://www.ucalp.edu.ar/carrera/lic-en-fonoaudiologia/%20Catholic%20University%20of%20La%20Plata UCALP]) * Catholic University of Santa Fe ([https://www.ucsf.edu.ar/carreras/licenciatura-en-fonoaudiologia/%20Catholic%20University%20of%20Santa%20Fe UCSF]) * University of Buenos Aires ([https://www.fmed.uba.ar/carreras/licenciatura-en-fonoaudiologia/informacion-general%20University%20of%20Buenos%20Aires UBA]) * University of the River Plate Basin ([https://www.ucp.edu.ar/carreras/licenciatura-en-fonoaudiologia/%20University%20of%20the%20River%20Plate%20Basin UCP]) * University of Morón ([https://venialaum.unimoron.edu.ar/Carrera.aspx?uneCod=5&carCod=80&plan=2023&tipo=G%20University%20of%20Morón UM]) * University of Aconcagua ([https://www.uda.edu.ar/index.php/licenciatura-en-fonoaudiologia-normal%20University%20of%20Aconcagua%20(UDA) UDA]) * University of the Argentine Social Museum ([https://www.umsa.edu.ar/carrera/licenciatura-en-fonoaudiologia/%20University%20of%20the%20Argentine%20Social%20Museum UMSA]) * University of El Salvador ([https://www.usal.edu.ar/ingreso/propuesta/licenciatura-en-fonoaudiologia/%20University%20of%20El%20Salvador USAL]) * FASTA University ([https://www.ufasta.edu.ar/ingreso/licenciatura-en-fonoaudiologia/%20FASTA%20University FASTA]) * National University of Córdoba ([https://fono.fcm.unc.edu.ar/%20National%20University%20of%20Córdoba%20(UNC) UNC]) * National University of La Plata ([https://unlp.edu.ar/ensenanza/carreras_de_grado/licenciatura-en-fonoaudiologia-8077-13077/%20National%20University%20of%20La%20Plata%20(UNLP) UNLP]) * National University of Rosario ([https://fcm.unr.edu.ar/fonoaudiologia/%20National%20University%20of%20Rosario%20(UNR) UNR]) * National University of San Antonio de Areco, Baradero Campus ([https://www.unsada.edu.ar/336%20National%20University%20of%20San%20Antonio%20de%20Areco%20(UNSAdA) UNSAdA]) * National University of San Luis ([https://www.unsl.edu.ar/ UNSL]) *[https://www.universidad-siglo-21.com.ar/?campaignid=22320312463&adgroupid=175473984945&matchtype=b&network=g&device=c&devicemodel=&keyword=licenciatura%20en%20fonoaudiolog%C3%ADa&creative=737258407149&adposition=&placement=&gad_source=1&gad_campaignid=223 21st Century University] * Specialization in Audiology, [https://www.umsa.edu.ar/carrera/especializacion-en-audiologia/ University of the Argentine Social Museum (UMSA)] * Doctorate, [https://www.umsa.edu.ar/carrera/doctorado-en-fonoaudiologia/ University of the Argentine Social Museum (UMSA)] * Post-graduate studies, [https://posgrado.unsl.edu.ar/?page_id=1241 National University of San Luis (UNSL)] {{:Global Audiology/Authors-1|Gabriella Green|https://www.linkedin.com/in/gabriellagreen206/}} </div></div> [[Category:Audiology]] [[Category:Argentina]] dudoj8gpkddp52h7xgdkmvoqepj5y4k 2804182 2804181 2026-04-10T16:33:24Z TMorata 860721 formatted hyperlinks 2804182 wikitext text/x-wiki {{:Global Audiology/Header}} {{:Global Audiology/Americas/Header}} {{CountryHeader|File:Argentina (orthographic projection).svg|https://en.wikipedia.org/wiki/Argentina}} {{HTitle|General Information}} [https://en.wikipedia.org/wiki/Argentina Argentina], officially the Argentina Republic, is located in southern South America. Argentina shares the Southern Cone with Chile to the west, and is bordered by Bolivia and Paraguay to the north, Brazil to the northeast, Uruguay and the South Atlantic Ocean to the east, and the Drake Passage to the south. The de facto official language is Spanish, spoken by almost all Argentines, but there are several second languages in widespread use among the Argentine population, including English, Arabic, German, Guaraní, among others. The [https://en.wikipedia.org/wiki/Argentine_Sign_Language Argentine Sign Language] is used in the country. {{HTitle|History of Audiology}} '''Definition and professional framework''' Audiology in Argentina is a specific area within speech-language pathology. Speech-language pathology is the university-level profession that encompasses prevention, diagnosis, and intervention related to voice, speech, language, swallowing, and hearing; audiology refers to the body of knowledge and practices within that profession focused on hearing (audiometric evaluation, electrophysiological testing, newborn hearing screening, hearing aid fitting, and auditory rehabilitation). This conceptual framework is adopted by professional associations and national standards.{{Citation needed}} '''Formative and pre-university stage (until 1948)''' Before formal institutionalization, during the first decades of the 20th century, there were experiences and practices of speech therapy and hearing care in clinical and educational settings; these practices constituted the technical foundation that later demanded institutional organization and more formal training. In local historiographical studies, this phase is called the "pre-university stage." '''Constituent milestone: ASALFA (May 12, 1948)''' The founding of [https://www.asalfa.org.ar/web/ ASALFA] —the Argentine Association of Speech Therapy, Phoniatrics, and Audiology —on May 12, 1948, is the foundational institutional milestone that marks the scientific and professional organization of the discipline in the country. ASALFA was established as the first entity to bring together research, dissemination, and professional representation of those working in voice, language, and hearing; its bylaws include guidelines pertaining to hearing care and the provision/selection of hearing aids among its objectives. <ref>https://www.asalfa.org.ar/web/resena-historica-de-la-fonoaudiologia-en-la-argentina/</ref> '''Early university courses and academic consolidation (late 1940s–1950s)''' Beginning in 1949, the first regular university courses in speech-language pathology were offered (attributed to an initiative by Dr. Juan Manuel Tato), with theoretical and practical content that included audiology (auditory anatomy and physiology, basic audiometry, and research techniques). This marked the formal beginning of the training of technicians and, later, graduates in the discipline at Argentine universities. In 1955, ASALFA promoted the creation of its scientific journal, the Revista Fonoaudiológica (Speech-Language Pathology Journal), which became a continuous vehicle for scientific production and dissemination in the field. '''Professionalization, federations and regulation (1960s–2000s)''' During the second half of the 20th century, provincial associations, areas of specialization (electrophysiology, pediatric audiology, hearing aid fitting), and inter-institutional cooperation proliferated. ASALFA participated in the formation of federations and professional cooperation frameworks (for example, the Argentine Federation of Colleges and Associations of Speech-Language Pathology—FACAF), and the government began to incorporate regulations on the organization of speech-language pathology services in healthcare facilities. One regulatory example was Resolution 252 (Ministry of Health and Social Action), which approved standards for the organization and operation of speech-language pathology services in healthcare establishments. <ref>https://documentosboletinoficial.buenosaires.gob.ar/publico/PJ-RES-CMCABA-CMCABA-252-20-ANX.pdf</ref> {{HTitle|Information About Audiology}} The [https://www.linkedin.com/in/asaraorg/?originalSubdomain=ar Argentine Association of Audiology] (ASARA) was established in 2002 and serves as the professional organization dedicated to audiology (technical updates, amplification protocols for children and adults, libraries, and continuing education). ASARA develops technical recommendations for the provision of audiological services (e.g., amplification guidelines, COVID protocols, and screening protocols), maintains a specialized professional directory, and participates in technical committees that aim to establish a national framework for specialization in audiology. Its existence has allowed for the focus on technical issues (quality of services, hearing aid fitting protocols, standardization of diagnostic procedures), complementing the broader institutional role of ASALFA. The journal Revista Fonoaudiológica (ASALFA) and other university publications have documented the methodological evolution of audiology in Argentina: from pure-tone audiometry and tympanometry to otoacoustic emissions, auditory brainstem response (ABR/BAEP), non-implantable and implantable hearing aids, and rehabilitation. Recent studies analyze the journal's thematic trends, showing an expansion and diversification of audiological research in recent decades. <ref>https://www.asalfa.org.ar/web/</ref> In 1999, the City of Buenos Aires established May 12th as Speech-Language Pathologist Day (Decree/administrative action that refers to the anniversary of ASALFA). More recently, the professional activity of speech-language pathology has been subject to national and provincial regulation (standards, resolutions, and bills that define responsibilities, organization of services, and training). {{HTitle|Incidence and Prevalence of Hearing Loss}} Hearing loss impacts a significant portion of the population in Argentina. Incidence data is available for the pediatric population (incidence) and prevalance data for the general population. === '''Incidence of neonatal hearing loss''' === Incidence refers to the number of new cases that appear in a given period. In the case of newborns, the estimate is:{{Citation needed}} General Congenital Hearing Loss: * Any degree of hearing loss: Estimated to be 1 to 3 out of every 1,000 live births * Moderate to Profound Hearing Loss: Approximately 1 in 1,000 live births present with severe to profound hearing loss. Early detection of hearing loss is mandatory in Argentina under Law 25.415 via neonatal hearing screening. Screening attempts allow for diagnosis and treatment prior age one to minimize impact on language development. === '''Prevalence in the general population''' === Prevalence refers to the proportion of people who have the condition at a given time. * Hearing loss as a disability * Hearing loss accounts for approximately 18% of existing disabilities in Argentina. According to data from the 2010 Census and the registry of Unique Disability Certificates (CUD): Hearing impairment represents 9.3% of the population certified with some type of impairment in the CUD registry (data as of 2023). <ref>https://www.argentina.gob.ar/normativa/nacional/resoluci%C3%B3n-1209-2010-170767/texto</ref> <ref>https://www.infobae.com/salud/2018/06/25/en-la-argentina-el-18-de-las-discapacidades-existes-es-por-causas-auditivas</ref> <ref>https://www.argentina.gob.ar/andis/discapacidad-en-numeros </ref> === '''Prevalence of Age Related Hearing Loss (presbycusis)''' === As is the case globally, the prevalence of hearing loss increases significantly with age: It is accepted that in developed countries (reference figure applicable to Argentina due to demographic trends): *People aged 65 to 75 with hearing loss greater than 30 dB HL: 15-25% * People over 75 years of age: 27-44% Other relevant factors *Occupational hearing loss: Hearing loss is associated with workplace noise. Workers exposed to 85 dBA or more require annual screenings according to SRT Resolution 85/12. *Preventable causes: It is estimated that 60% of cases of hearing loss in children are due to preventable causes. <ref>https://www.srt.gob.ar/index.php/2016/09/01/hipoacusia-inducida-por-ruido-en-el-ambito-ocupacional/</ref> Argentina has a solid legal framework for newborn hearing screening (Law 25.415), which helps to detect early incidence . However, the prevalence in the general population and the impact of hearing loss as the leading cause of sensory disability (18% of disabilities) underscores the need to strengthen hearing health programs throughout the lifespan. <ref>https://www.argentina.gob.ar/salud/deteccion-hipoacusia</ref> {{HTitle|Education}} Academic training is based on undergraduate degrees (bachelor's degree in speech therapy at national and private universities) and postgraduate courses. The Bachelor's Degree in Speech-Language Pathology (average duration of 5 years) can be studied at several universities (see External links). Hospital-based speech therapy residencies, accredited by the Ministry of Health, constitute the main postgraduate training. They are designed to train speech therapists with clinical, community and interdisciplinary skills through rotations in different areas: audiology, language, swallowing, rehabilitation, cochlear implant teams, and are governed by official programs that define the graduate profile, rotation schedule and evaluation. * Specialization in Audiology, [https://www.umsa.edu.ar/carrera/especializacion-en-audiologia/ University of the Argentine Social Museum (UMSA)] * PhD in Speech-Language Pathology * [https://www.umsa.edu.ar/carrera/doctorado-en-fonoaudiologia/ University of the Argentine Social Museum (UMSA)] * [https://posgrado.unsl.edu.ar/?page_id=1241 National University of San Luis (UNSL)] '''Professional Practice''' Prevention of hearing loss and promotion of auditory health * National campaigns for early detection of hearing loss and universal newborn screening programs, regulated by National Law 25.415. * Preventitive actions for noise risk in work environments, following criteria of the Superintendency of Occupational Risks (SRT). * Community activities for education and awareness regarding recreational noise, safe use of headphones, and healthy habits. * Diagnostic confirmation in referrals from neonatal screening * Audiological studies to confirm or rule out hearing loss in babies who did not pass their newborn screening. * These evaluations are carried out in public and private management centers that have equipment for objective studies (OAE/PEA). {{HTitle|Professional and Regulatory Bodies}} The Ministry of Health ([https://www.argentina.gob.ar/salud Ministerio de Salud de la Nación]) is responsible for professional registration of audiologists). It maintains the Federal Network of Health Professional Registries. The National Law 27,568 (2020) regulates the professional practice of audiology nationally. Audiology was officially recognized as a specialty of Speech pathology and Audiology by the Ministry of Health in 2023 National Deaf Children's Society, along with four other specialties. Speech therapy is regulated by National Law 27.568, which establishes professional practice and recognizes specialties such as Audiology. The National Registration is granted by the Ministry of Health. In 2023, Law No. 27.568 was used to advance regulatory frameworks for professional practice at the national level. These developments confirm the legal and professional recognition of the discipline and, by extension, of audiological practice within it. ==== Scientific and Professional Organizations ==== *Associación Argentina de Logopedia, Foniatría y Audiología (ASALFA) *Federación Argentina de Colegios y Asociaciones de Fonoaudiólogos (FACAF) * National Deaf Children's Society - National federation that coordinates provincial professional colleges * Provincial Regulatory Bodies (Colegios) * INGEBI (Institute of Research in Genetic Engineering and Molecular Biology) - CONICET (National Council for Scientific and Technical Research) ingebi-conicet.gov.ar * ASARA – Argentine Association of Audiology Main entity dedicated exclusively to Audiology: training, congresses, guides, updates and research in hearing and implantology. asara.org.ar * ASALFA – Argentine Association of Speech Therapy, Phoniatrics and Audiology. asalfa.org.ar * AAOFP – Argentine Association of Pediatric Otolaryngology and Speech Therapy aaofp.org.ar *Provincial Colleges/Councils of Speech Therapists. Some function as legal bodies and also as training and representation institutions (such as the College of Speech Therapists of Buenos Aires). '''Prevention of hearing loss and promotion of auditory health''' * National campaigns for early detection of hearing loss and universal newborn screening programs, regulated by National Law 25.415. * Preventitive actions for noise risk in work environments, following criteria of the Superintendency of Occupational Risks (SRT). * Community activities for education and awareness regarding recreational noise, safe use of headphones, and healthy habits. '''Diagnostic confirmation in referrals from neonatal screening''' * Audiological studies to confirm or rule out hearing loss in babies who did not pass their newborn screening. * These evaluations are carried out in public and private management centers that have equipment for objective studies (OAE/PEA). * Comprehensive hearing diagnosis * Threshold and suprathreshold pure-tone audiometry. * Speech audiometry. * Tympanometry and impedance measures * Otoacoustic emissions (OAE). * Auditory evoked potential electrophysiological tests (ABR) * Hearing treatment and rehabilitation * Intervention in cases of conductive, sensorineural and mixed hearing loss from a non-medical clinical approach. * Development of individualized auditory rehabilitation plans for children and adults. * Auditory-verbal therapy, auditory training and support in cases of implantable technologies. '''Tinnitus management and guidance''' * Specific audiological evaluation. * Guidance, habituation strategies and interdisciplinary therapeutic support. '''Fitting of hearing aids and other hearing technologies''' * Select, adapt and calibrate digital hearing aids and FM systems. * Perform regular monitoring and adjustments. '''Participation in cochlear implant programs''' * Pre-surgical evaluations, selection of implantable devices in conjunction with the interdisciplinary team. * Programming of implantable devices. * Hearing rehabilitation. '''Intraoperative monitoring in otologic surgeries''' * Performed in institutions that carry out implantable device surgeries. * The trained speech therapist assists in recording objective measurements during surgery. '''Areas of performance''' * Public hospitals and health centers (first, second and third level). * Otolaryngology or speech therapy services and private audiology centers. * Disability care centers. * Educational field (guidance teams, school integration, special schools). * Public health programs. * Research and university teaching. {{HTitle|Ongoing audiology research}} Recent research on hearing care in Argentina addresses various aspects of hearing health, from prevention and early detection to the challenges faced by the deaf community. Efforts are also being made to develop intervention programs and improve diagnostic procedures. These initiatives are crucial for enhancing hearing health and care in Argentina. Here are some key areas of ongoing research: * Hearing Loss Among Adolescents <ref>{{Cite journal|last=Serra|first=MarioR|last2=Villalobo|first2=JorgePérez|last3=Yacci|first3=MaríaR|last4=Abraham|first4=Mónica|last5=Biassoni|first5=EsterC|last6=Curet|first6=Carlos|last7=Hinalaf|first7=María|last8=Joekes|first8=Silvia|last9=Pavlik|first9=Marta|date=2014|title=Hearing and loud music exposure in 14-15 years old adolescents|url=http://www.noiseandhealth.org/text.asp?2014/16/72/320/140512|journal=Noise and Health|language=en|volume=16|issue=72|pages=320|doi=10.4103/1463-1741.140512|issn=1463-1741}}</ref> * Audiometric and Otoacoustic Emissions (OAEs) testing of adolescents<ref>{{Cite journal|last=Gaetán|first=Sara|last2=Muratore|first2=Jimena|last3=Maggi|first3=Ana Luz|last4=Villalobo|first4=Jorge Pérez|last5=de los Ángeles Hinalaf|first5=María|date=2021-06-14|title=Hearing and Exposure to Music in Adolescents From Four Schools of Córdoba, Argentina|url=http://pubs.asha.org/doi/10.1044/2021_AJA-20-00076|journal=American Journal of Audiology|language=en|volume=30|issue=2|pages=281–294|doi=10.1044/2021_AJA-20-00076|issn=1059-0889}}</ref> * Hearing Impairment Detection and Management<ref>{{Cite journal|date=2021-04-01|title=New recommendations for the care of patients with mucopolysaccharidosis type I|url=https://www.sap.org.ar/docs/publicaciones/archivosarg/2021/v119n2a11e.pdf|journal=Archivos Argentinos de Pediatria|volume=119|issue=2|doi=10.5546/aap.2021.eng.e121}}</ref> * Challenges in Deaf Community<ref>{{Cite journal|date=2018-10-01|title=Prevalence of deaf people who have a professional Argentine Sign Language interpreter during their children’s medical consultations|url=http://www.sap.org.ar/docs/publicaciones/archivosarg/2018/v116n5a03e.pdf|journal=Archivos Argentinos de Pediatria|volume=116|issue=5|doi=10.5546/aap.2018.eng.310}}</ref> {{HTitle|Challenges, Opportunities and Notes}} Several key issues can be identified as challenges in delivering hearing care in Argentina as in other low and middle income countries including:<ref>{{Cite journal|last=Waterworth|first=Christopher J.|last2=Marella|first2=Manjula|last3=O’Donovan|first3=James|last4=Bright|first4=Tess|last5=Dowell|first5=Richard|last6=Bhutta|first6=Mahmood F.|date=2022-12-02|title=Barriers to access to ear and hearing care services in low- and middle- income countries: A scoping review|url=https://www.tandfonline.com/doi/full/10.1080/17441692.2022.2053734|journal=Global Public Health|language=en|volume=17|issue=12|pages=3869–3893|doi=10.1080/17441692.2022.2053734|issn=1744-1692}}</ref> * Integration into Primary Care * Expansion of Telehealth and Innovative Approaches * Communication Barriers * Lack of Trained Personnel * Resource Constraints * Equipment and Facilities * Funding for resources and infrastructure * Awareness and Education {{HTitle|Audiology Charities}} * [https://mah.org.ar/ Mutualidad Argentina de Hipoacúsicos] (MAH) * [https://www.fundasor.org.ar/ FUNDASOR] (Fundación de Padres y Familiares de Personas Sordas para su Integración) * [https://cas.org.ar/ Confederación Argentina de Sordos] (CAS) {{HTitle|References}} {{reflist}} ==='''External links'''=== '' Professional associations'' * Associación Argentina de Logopedia, Foniatría y Audiología ([https://www.asalfa.org.ar/web/ ASALFA]) * National Council for Scientific and Technical Research, [https://ingebi-conicet.gov.ar/en/en_home/ INGEBI] * Argentine Association of Audiology ([https://asara.org.ar/ ASARA]) * Argentine Association of Speech Therapy, Phoniatrics and Audiology ([https://asalfa.org.ar ASALFA]). * Argentine Association of Pediatric Otolaryngology and Speech Therapy ([https://aaofp.org.ar AAOFP]) '' Charities'' * Mutualidad Argentina de Hipoacúsicos ([https://mah.org.ar/ MAH]) * Fundación de Padres y Familiares de Personas Sordas para su Integración ([https://www.fundasor.org.ar/ FUNDASOR]) * Confederación Argentina de Sordos ([https://cas.org.ar/ CAS]) '' Education'' * Catholic University of Argentina ([https://uca.edu.ar/es/facultades/facultad-de-ciencias-medicas/carrera-de-grado/licenciatura-en-fonoaudiologia?sede_de_interes=Paran%C3%A1&carreras_de_grado__parana_=Licenciatura%20en%20Fonoaudiolog%C3%ADa&carrera_de_grado__rosario_=Licenciatura%20en%20Fon UCA]) * Catholic University of Cuyo ([https://uccuyo.edu.ar/%20Catholic%20University%20of%20Cuyo UCCuyo]) * Catholic University of La Plata ([https://www.ucalp.edu.ar/carrera/lic-en-fonoaudiologia/%20Catholic%20University%20of%20La%20Plata UCALP]) * Catholic University of Santa Fe ([https://www.ucsf.edu.ar/carreras/licenciatura-en-fonoaudiologia/%20Catholic%20University%20of%20Santa%20Fe UCSF]) * University of Buenos Aires ([https://www.fmed.uba.ar/carreras/licenciatura-en-fonoaudiologia/informacion-general%20University%20of%20Buenos%20Aires UBA]) * University of the River Plate Basin ([https://www.ucp.edu.ar/carreras/licenciatura-en-fonoaudiologia/%20University%20of%20the%20River%20Plate%20Basin UCP]) * University of Morón ([https://venialaum.unimoron.edu.ar/Carrera.aspx?uneCod=5&carCod=80&plan=2023&tipo=G%20University%20of%20Morón UM]) * University of Aconcagua ([https://www.uda.edu.ar/index.php/licenciatura-en-fonoaudiologia-normal%20University%20of%20Aconcagua%20(UDA) UDA]) * University of the Argentine Social Museum ([https://www.umsa.edu.ar/carrera/licenciatura-en-fonoaudiologia/%20University%20of%20the%20Argentine%20Social%20Museum UMSA]) * University of El Salvador ([https://www.usal.edu.ar/ingreso/propuesta/licenciatura-en-fonoaudiologia/%20University%20of%20El%20Salvador USAL]) * FASTA University ([https://www.ufasta.edu.ar/ingreso/licenciatura-en-fonoaudiologia/%20FASTA%20University FASTA]) * National University of Córdoba ([https://fono.fcm.unc.edu.ar/%20National%20University%20of%20Córdoba%20(UNC) UNC]) * National University of La Plata ([https://unlp.edu.ar/ensenanza/carreras_de_grado/licenciatura-en-fonoaudiologia-8077-13077/%20National%20University%20of%20La%20Plata%20(UNLP) UNLP]) * National University of Rosario ([https://fcm.unr.edu.ar/fonoaudiologia/%20National%20University%20of%20Rosario%20(UNR) UNR]) * National University of San Antonio de Areco, Baradero Campus ([https://www.unsada.edu.ar/336%20National%20University%20of%20San%20Antonio%20de%20Areco%20(UNSAdA) UNSAdA]) * National University of San Luis ([https://www.unsl.edu.ar/ UNSL]) *[https://www.universidad-siglo-21.com.ar/?campaignid=22320312463&adgroupid=175473984945&matchtype=b&network=g&device=c&devicemodel=&keyword=licenciatura%20en%20fonoaudiolog%C3%ADa&creative=737258407149&adposition=&placement=&gad_source=1&gad_campaignid=223 21st Century University] * Specialization in Audiology, [https://www.umsa.edu.ar/carrera/especializacion-en-audiologia/ University of the Argentine Social Museum (UMSA)] * Doctorate, [https://www.umsa.edu.ar/carrera/doctorado-en-fonoaudiologia/ University of the Argentine Social Museum (UMSA)] * Post-graduate studies, [https://posgrado.unsl.edu.ar/?page_id=1241 National University of San Luis (UNSL)] {{:Global Audiology/Authors-1|Gabriella Green|https://www.linkedin.com/in/gabriellagreen206/}} </div></div> [[Category:Audiology]] [[Category:Argentina]] 3met2134se5ztmow6e9in056dp8d5br 2804185 2804182 2026-04-10T18:14:28Z TMorata 860721 formatted links and citations 2804185 wikitext text/x-wiki {{:Global Audiology/Header}} {{:Global Audiology/Americas/Header}} {{CountryHeader|File:Argentina (orthographic projection).svg|https://en.wikipedia.org/wiki/Argentina}} {{HTitle|General Information}} [https://en.wikipedia.org/wiki/Argentina Argentina], officially the Argentina Republic, is located in southern South America. Argentina shares the Southern Cone with Chile to the west, and is bordered by Bolivia and Paraguay to the north, Brazil to the northeast, Uruguay and the South Atlantic Ocean to the east, and the Drake Passage to the south. The de facto official language is Spanish, spoken by almost all Argentines, but there are several second languages in widespread use among the Argentine population, including English, Arabic, German, Guaraní, among others. The [https://en.wikipedia.org/wiki/Argentine_Sign_Language Argentine Sign Language] is used in the country. {{HTitle|History of Audiology}} '''Definition and professional framework''' Audiology in Argentina is a specific area within speech-language pathology. Speech-language pathology is the university-level profession that encompasses prevention, diagnosis, and intervention related to voice, speech, language, swallowing, and hearing; audiology refers to the body of knowledge and practices within that profession focused on hearing (audiometric evaluation, electrophysiological testing, newborn hearing screening, hearing aid fitting, and auditory rehabilitation). This conceptual framework is adopted by professional associations and national standards. '''Formative and pre-university stage (until 1948)''' Before formal institutionalization, during the first decades of the 20th century, there were experiences and practices of speech therapy and hearing care in clinical and educational settings; these practices constituted the technical foundation that later demanded institutional organization and more formal training. In local historiographical studies, this phase is called the "pre-university stage." '''Constituent milestone: ASALFA (May 12, 1948)''' The founding of the Argentine Association of Speech Therapy, Phoniatrics, and Audiology (ASLAFA) —on May 12, 1948, is the foundational institutional milestone that marks the scientific and professional organization of the discipline in the country. ASALFA was established as the first entity to bring together research, dissemination, and professional representation of those working in voice, language, and hearing; its bylaws include guidelines pertaining to hearing care and the provision/selection of hearing aids among its objectives. '''Early university courses and academic consolidation (late 1940s–1950s)''' Beginning in 1949, the first regular university courses in speech-language pathology were offered (attributed to an initiative by Dr. Juan Manuel Tato), with theoretical and practical content that included audiology (auditory anatomy and physiology, basic audiometry, and research techniques). This marked the formal beginning of the training of technicians and, later, graduates in the discipline at Argentine universities. In 1955, ASALFA promoted the creation of its scientific journal, the Revista Fonoaudiológica (Speech-Language Pathology Journal), which became a continuous vehicle for scientific production and dissemination in the field. '''Professionalization, federations and regulation (1960s–2000s)''' During the second half of the 20th century, provincial associations, areas of specialization (electrophysiology, pediatric audiology, hearing aid fitting), and inter-institutional cooperation proliferated. ASALFA participated in the formation of federations and professional cooperation frameworks (for example, the Argentine Federation of Colleges and Associations of Speech-Language Pathology—FACAF), and the government began to incorporate regulations on the organization of speech-language pathology services in healthcare facilities. One regulatory example was Resolution 252 (Ministry of Health and Social Action), which approved standards for the organization and operation of speech-language pathology services in healthcare establishments. <ref>https://documentosboletinoficial.buenosaires.gob.ar/publico/PJ-RES-CMCABA-CMCABA-252-20-ANX.pdf</ref> {{HTitle|Information About Audiology}} The Argentine Association of Audiology] (ASARA) was established in 2002 and serves as the professional organization dedicated to audiology (technical updates, amplification protocols for children and adults, libraries, and continuing education). ASARA develops technical recommendations for the provision of audiological services (e.g., amplification guidelines, COVID protocols, and screening protocols), maintains a specialized professional directory, and participates in technical committees that aim to establish a national framework for specialization in audiology. Its existence has allowed for the focus on technical issues (quality of services, hearing aid fitting protocols, standardization of diagnostic procedures), complementing the broader institutional role of ASALFA. The journal Revista Fonoaudiológica (ASALFA) and other university publications have documented the methodological evolution of audiology in Argentina: from pure-tone audiometry and tympanometry to otoacoustic emissions, auditory brainstem response (ABR/BAEP), non-implantable and implantable hearing aids, and rehabilitation. Recent studies analyze the journal's thematic trends, showing an expansion and diversification of audiological research in recent decades. In 1999, the City of Buenos Aires established May 12th as Speech-Language Pathologist Day (Decree/administrative action that refers to the anniversary of ASALFA). More recently, the professional activity of speech-language pathology has been subject to national and provincial regulation (standards, resolutions, and bills that define responsibilities, organization of services, and training). {{HTitle|Incidence and Prevalence of Hearing Loss}} '''Prevalence of hearing loss in the general population''' Hearing loss accounts for approximately 18% of existing disabilities in Argentina. According to data from the 2010 Census and the registry of Unique Disability Certificates (CUD): Hearing impairment represents 9.3% of the population certified with some type of impairment in the CUD registry (data as of 2023). <ref>https://www.argentina.gob.ar/normativa/nacional/resoluci%C3%B3n-1209-2010-170767/texto</ref> <ref>https://www.infobae.com/salud/2018/06/25/en-la-argentina-el-18-de-las-discapacidades-existes-es-por-causas-auditivas</ref> <ref>https://www.argentina.gob.ar/andis/discapacidad-en-numeros </ref> '''Prevalence of age-related hearing loss (presbycusis)''' As is the case globally, the prevalence of hearing loss increases significantly with age, from international estimates (applicable to Argentina due to demographic determinants): 15-25% people aged 65 to 75 have hearing loss greater than 30 dB HL. The rate for people over 75 years of age ranges between 27 to 44%. Other relevant scenarios include: *Occupational hearing loss: Hearing loss is associated with workplace noise. Workers exposed to 85 dBA or more require annual screenings according to SRT Resolution 85/12. *Preventable causes: It is estimated that 60% of cases of hearing loss in children are due to preventable causes. <ref>https://www.srt.gob.ar/index.php/2016/09/01/hipoacusia-inducida-por-ruido-en-el-ambito-ocupacional/</ref> Argentina has a solid legal framework for newborn hearing screening (Law 25.415), which would allow the early detection of incidence. Prevalence estimates in the general population and the impact of hearing loss as the leading cause of sensory disability (18% of disabilities) underscores the need to strengthen hearing health programs throughout the lifespan. {{HTitle|Education}} Academic training is based on undergraduate degrees (bachelor's degree in speech therapy at national and private universities) and postgraduate courses. The Bachelor's Degree in Speech-Language Pathology (average duration of 5 years) can be studied at several universities (see External links). Hospital-based speech therapy residencies, accredited by the Ministry of Health, constitute the main postgraduate training. They are designed to train speech therapists with clinical, community and interdisciplinary skills through rotations in different areas: audiology, language, swallowing, rehabilitation, cochlear implant teams, and are governed by official programs that define the graduate profile, rotation schedule and evaluation. They include: * Specialization in Audiology, at the University of the Argentine Social Museum (UMSA) * PhD in Speech-Language Pathology and Audiology at the University of the Argentine Social Museum (UMSA)] * Graduate studies at the University of San Luis (UNSL) '''Professional Practice''' Activities towards the prevention of hearing loss and promotion of auditory health include: * National campaigns for early detection of hearing loss and universal newborn screening programs, regulated by National Law 25.415. * Preventitive actions for noise risk in work environments, following criteria of the Superintendency of Occupational Risks (SRT). * Community activities for education and awareness regarding recreational noise, safe use of headphones, and healthy habits. * Diagnostic confirmation in referrals from neonatal screening * Audiological studies to confirm or rule out hearing loss in babies who did not pass their newborn screening. * These evaluations are carried out in public and private management centers that have equipment for objective studies. {{HTitle|Professional and Regulatory Bodies}} The Ministry of Health ([https://www.argentina.gob.ar/salud Ministerio de Salud de la Nación]) is responsible for professional registration of audiologists). It maintains the Federal Network of Health Professional Registries. The National Law 27,568 (2020) regulates the professional practice of audiology nationally. Audiology was officially recognized as a specialty of Speech pathology and Audiology by the Ministry of Health in 2023 National Deaf Children's Society, along with four other specialties. Speech therapy is regulated by National Law 27.568, which establishes professional practice and recognizes specialties such as Audiology. The National Registration is granted by the Ministry of Health. In 2023, Law No. 27.568 was used to advance regulatory frameworks for professional practice at the national level. These developments confirm the legal and professional recognition of the discipline and, by extension, of audiological practice within it. ==== Scientific and Professional Organizations ==== *Associación Argentina de Logopedia, Foniatría y Audiología (ASALFA) *Federación Argentina de Colegios y Asociaciones de Fonoaudiólogos (FACAF) * National Deaf Children's Society - National federation that coordinates provincial professional colleges * Provincial Regulatory Bodies (Colegios) * INGEBI (Institute of Research in Genetic Engineering and Molecular Biology) - CONICET (National Council for Scientific and Technical Research) ingebi-conicet.gov.ar * ASARA – Argentine Association of Audiology Main entity dedicated exclusively to Audiology: training, congresses, guides, updates and research in hearing and implantology. asara.org.ar * ASALFA – Argentine Association of Speech Therapy, Phoniatrics and Audiology. asalfa.org.ar * AAOFP – Argentine Association of Pediatric Otolaryngology and Speech Therapy aaofp.org.ar *Provincial Colleges/Councils of Speech Therapists. Some function as legal bodies and also as training and representation institutions (such as the College of Speech Therapists of Buenos Aires). '''Prevention of hearing loss and promotion of auditory health''' * National campaigns for early detection of hearing loss and universal newborn screening programs, regulated by National Law 25.415. * Preventitive actions for noise risk in work environments, following criteria of the Superintendency of Occupational Risks (SRT). * Community activities for education and awareness regarding recreational noise, safe use of headphones, and healthy habits. '''Diagnostic confirmation in referrals from neonatal screening''' * Audiological studies to confirm or rule out hearing loss in babies who did not pass their newborn screening. * These evaluations are carried out in public and private management centers that have equipment for objective studies (OAE/PEA). * Comprehensive hearing diagnosis * Threshold and suprathreshold pure-tone audiometry. * Speech audiometry. * Tympanometry and impedance measures * Otoacoustic emissions (OAE). * Auditory evoked potential electrophysiological tests (ABR) * Hearing treatment and rehabilitation * Intervention in cases of conductive, sensorineural and mixed hearing loss from a non-medical clinical approach. * Development of individualized auditory rehabilitation plans for children and adults. * Auditory-verbal therapy, auditory training and support in cases of implantable technologies. '''Tinnitus management and guidance''' * Specific audiological evaluation. * Guidance, habituation strategies and interdisciplinary therapeutic support. '''Fitting of hearing aids and other hearing technologies''' * Select, adapt and calibrate digital hearing aids and FM systems. * Perform regular monitoring and adjustments. '''Participation in cochlear implant programs''' * Pre-surgical evaluations, selection of implantable devices in conjunction with the interdisciplinary team. * Programming of implantable devices. * Hearing rehabilitation. '''Intraoperative monitoring in otologic surgeries''' * Performed in institutions that carry out implantable device surgeries. * The trained speech therapist assists in recording objective measurements during surgery. '''Hearing services''' * Public hospitals and health centers (first, second and third level). * Otolaryngology or speech therapy services and private audiology centers. * Disability care centers. * Educational field (guidance teams, school integration, special schools). * Public health programs. * Research and university teaching. {{HTitle|Ongoing audiology research}} Recent research on hearing care in Argentina addresses various aspects of hearing health, from prevention and early detection to the challenges faced by the deaf community. Efforts are also being made to develop intervention programs and improve diagnostic procedures. These initiatives are crucial for enhancing hearing health and care in Argentina. Here are some key areas of ongoing research: * Hearing Loss Among Adolescents <ref>{{Cite journal|last=Serra|first=MarioR|last2=Villalobo|first2=JorgePérez|last3=Yacci|first3=MaríaR|last4=Abraham|first4=Mónica|last5=Biassoni|first5=EsterC|last6=Curet|first6=Carlos|last7=Hinalaf|first7=María|last8=Joekes|first8=Silvia|last9=Pavlik|first9=Marta|date=2014|title=Hearing and loud music exposure in 14-15 years old adolescents|url=http://www.noiseandhealth.org/text.asp?2014/16/72/320/140512|journal=Noise and Health|language=en|volume=16|issue=72|pages=320|doi=10.4103/1463-1741.140512|issn=1463-1741}}</ref> * Audiometric and Otoacoustic Emissions (OAEs) testing of adolescents<ref>{{Cite journal|last=Gaetán|first=Sara|last2=Muratore|first2=Jimena|last3=Maggi|first3=Ana Luz|last4=Villalobo|first4=Jorge Pérez|last5=de los Ángeles Hinalaf|first5=María|date=2021-06-14|title=Hearing and Exposure to Music in Adolescents From Four Schools of Córdoba, Argentina|url=http://pubs.asha.org/doi/10.1044/2021_AJA-20-00076|journal=American Journal of Audiology|language=en|volume=30|issue=2|pages=281–294|doi=10.1044/2021_AJA-20-00076|issn=1059-0889}}</ref> * Hearing Impairment Detection and Management<ref>{{Cite journal|date=2021-04-01|title=New recommendations for the care of patients with mucopolysaccharidosis type I|url=https://www.sap.org.ar/docs/publicaciones/archivosarg/2021/v119n2a11e.pdf|journal=Archivos Argentinos de Pediatria|volume=119|issue=2|doi=10.5546/aap.2021.eng.e121}}</ref> * Challenges in Deaf Community<ref>{{Cite journal|date=2018-10-01|title=Prevalence of deaf people who have a professional Argentine Sign Language interpreter during their children’s medical consultations|url=http://www.sap.org.ar/docs/publicaciones/archivosarg/2018/v116n5a03e.pdf|journal=Archivos Argentinos de Pediatria|volume=116|issue=5|doi=10.5546/aap.2018.eng.310}}</ref> {{HTitle|Challenges, Opportunities and Notes}} Several key issues can be identified as challenges in delivering hearing care in Argentina as in other low and middle income countries including:<ref>{{Cite journal|last=Waterworth|first=Christopher J.|last2=Marella|first2=Manjula|last3=O’Donovan|first3=James|last4=Bright|first4=Tess|last5=Dowell|first5=Richard|last6=Bhutta|first6=Mahmood F.|date=2022-12-02|title=Barriers to access to ear and hearing care services in low- and middle- income countries: A scoping review|url=https://www.tandfonline.com/doi/full/10.1080/17441692.2022.2053734|journal=Global Public Health|language=en|volume=17|issue=12|pages=3869–3893|doi=10.1080/17441692.2022.2053734|issn=1744-1692}}</ref> * Integration into primary care * Expansion of telehealth and innovative approaches * Communication barriers * Lack of trained personnel * Resource constraints * Equipment, facilities and infrastructure * Health literacy. awareness and Education {{HTitle|Audiology Charities}} * Mutualidad Argentina de Hipoacúsicos (MAH) * Fundación de Padres y Familiares de Personas Sordas para su Integración, FUNDASOR * Confederación Argentina de Sordos (CAS) {{HTitle|References}} {{reflist}} ==='''External links'''=== '' Professional associations'' * Associación Argentina de Logopedia, Foniatría y Audiología ([https://www.asalfa.org.ar/web/ ASALFA]) * National Council for Scientific and Technical Research, [https://ingebi-conicet.gov.ar/en/en_home/ INGEBI] * Argentine Association of Audiology ([https://asara.org.ar/ ASARA]) * Argentine Association of Speech Therapy, Phoniatrics and Audiology ([https://asalfa.org.ar ASALFA]). * Argentine Association of Pediatric Otolaryngology and Speech Therapy ([https://aaofp.org.ar AAOFP]) '' Charities'' * Mutualidad Argentina de Hipoacúsicos ([https://mah.org.ar/ MAH]) * Fundación de Padres y Familiares de Personas Sordas para su Integración ([https://www.fundasor.org.ar/ FUNDASOR]) * Confederación Argentina de Sordos ([https://cas.org.ar/ CAS]) '' Education'' * Catholic University of Argentina ([https://uca.edu.ar/es/facultades/facultad-de-ciencias-medicas/carrera-de-grado/licenciatura-en-fonoaudiologia?sede_de_interes=Paran%C3%A1&carreras_de_grado__parana_=Licenciatura%20en%20Fonoaudiolog%C3%ADa&carrera_de_grado__rosario_=Licenciatura%20en%20Fon UCA]) * Catholic University of Cuyo ([https://uccuyo.edu.ar/%20Catholic%20University%20of%20Cuyo UCCuyo]) * Catholic University of La Plata ([https://www.ucalp.edu.ar/carrera/lic-en-fonoaudiologia/%20Catholic%20University%20of%20La%20Plata UCALP]) * Catholic University of Santa Fe ([https://www.ucsf.edu.ar/carreras/licenciatura-en-fonoaudiologia/%20Catholic%20University%20of%20Santa%20Fe UCSF]) * University of Buenos Aires ([https://www.fmed.uba.ar/carreras/licenciatura-en-fonoaudiologia/informacion-general%20University%20of%20Buenos%20Aires UBA]) * University of the River Plate Basin ([https://www.ucp.edu.ar/carreras/licenciatura-en-fonoaudiologia/%20University%20of%20the%20River%20Plate%20Basin UCP]) * University of Morón ([https://venialaum.unimoron.edu.ar/Carrera.aspx?uneCod=5&carCod=80&plan=2023&tipo=G%20University%20of%20Morón UM]) * University of Aconcagua ([https://www.uda.edu.ar/index.php/licenciatura-en-fonoaudiologia-normal%20University%20of%20Aconcagua%20(UDA) UDA]) * University of the Argentine Social Museum ([https://www.umsa.edu.ar/carrera/licenciatura-en-fonoaudiologia/%20University%20of%20the%20Argentine%20Social%20Museum UMSA]) * University of El Salvador ([https://www.usal.edu.ar/ingreso/propuesta/licenciatura-en-fonoaudiologia/%20University%20of%20El%20Salvador USAL]) * FASTA University ([https://www.ufasta.edu.ar/ingreso/licenciatura-en-fonoaudiologia/%20FASTA%20University FASTA]) * National University of Córdoba ([https://fono.fcm.unc.edu.ar/%20National%20University%20of%20Córdoba%20(UNC) UNC]) * National University of La Plata ([https://unlp.edu.ar/ensenanza/carreras_de_grado/licenciatura-en-fonoaudiologia-8077-13077/%20National%20University%20of%20La%20Plata%20(UNLP) UNLP]) * National University of Rosario ([https://fcm.unr.edu.ar/fonoaudiologia/%20National%20University%20of%20Rosario%20(UNR) UNR]) * National University of San Antonio de Areco, Baradero Campus ([https://www.unsada.edu.ar/336%20National%20University%20of%20San%20Antonio%20de%20Areco%20(UNSAdA) UNSAdA]) * National University of San Luis ([https://www.unsl.edu.ar/ UNSL]) *[https://www.universidad-siglo-21.com.ar/?campaignid=22320312463&adgroupid=175473984945&matchtype=b&network=g&device=c&devicemodel=&keyword=licenciatura%20en%20fonoaudiolog%C3%ADa&creative=737258407149&adposition=&placement=&gad_source=1&gad_campaignid=223 21st Century University] * Specialization in Audiology, [https://www.umsa.edu.ar/carrera/especializacion-en-audiologia/ University of the Argentine Social Museum (UMSA)] * Doctorate, [https://www.umsa.edu.ar/carrera/doctorado-en-fonoaudiologia/ University of the Argentine Social Museum (UMSA)] * Post-graduate studies, [https://posgrado.unsl.edu.ar/?page_id=1241 National University of San Luis (UNSL)] {{:Global Audiology/Authors-1|Gabriella Green|https://www.linkedin.com/in/gabriellagreen206/}} </div></div> [[Category:Audiology]] [[Category:Argentina]] 6yk5rolr2s1i8bddndlwr6rvu83amrl 0 326036 2804187 2792056 2026-04-10T18:32:24Z TMorata 860721 formatted citations 2804187 wikitext text/x-wiki [https://www.kentalis.com/]{{:Global Audiology/Header}} {{:Global Audiology/Africa/Header}} {{CountryHeader|File:Kenya (orthographic projection).svg|https://en.wikipedia.org/wiki/Kenya}} {{HTitle|General Information}} [https://en.wikipedia.org/wiki/Kenya Kenya], officially the Republic of Kenya,is a country located in East Africa. Kenya is bordered by South Sudan to the northwest (though much of that border includes the disputed Ilemi Triangle), Ethiopia to the north, Somalia to the east, the Indian Ocean to the southeast, Tanzania to the southwest, and Lake Victoria and Uganda to the west. Kenya's ethnic groups typically speak their mother tongues within their own communities. The two official languages, English and Swahili, are used in varying degrees of fluency for communication with other populations. Kenya's constitution promotes and protects Kenyan Sign language. {{HTitle|History of Audiology}} The Kenyan Ministry of Health launched a national plan for ear and hearing care in August of 2016. One of its mandates was to initiate and develop systems for early hearing loss detection and intervention. <ref>{{Cite journal|last=Ndegwa|first=Serah|last2=Tucci|first2=Debara|last3=Lemons|first3=James|last4=Murila|first4=Florence|last5=Shepherd|first5=Susan|last6=Mwangi|first6=Moses|last7=Macharia|first7=Isaac|last8=Ayugi|first8=John|date=2024-03|title=Newborn and infant hearing screening for early detection of hearing loss in Nairobi, Kenya|url=https://pmc.ncbi.nlm.nih.gov/articles/PMC11217834/|journal=African Health Sciences|volume=24|issue=1|pages=228–238|doi=10.4314/ahs.v24i1.28|issn=1729-0503|pmc=11217834|pmid=38962342}}</ref> {{HTitle|Incidence and Prevalence of Hearing Loss}} The prevalence of moderate or severe hearing loss in Kenya is estimated to be 14 in every 1,000 children.<ref>{{Cite journal|last=Mung'ala-Odera|first=V|last2=Meehan|first2=R|last3=Njuguna|first3=P|last4=Mturi|first4=N|last5=Alcock|first5=Kj|last6=Newton|first6=Crjc|date=2006-06-01|title=Prevalence and risk factors of neurological disability and impairment in children living in rural Kenya|url=http://academic.oup.com/ije/article/35/3/683/735669/Prevalence-and-risk-factors-of-neurological|journal=International Journal of Epidemiology|language=en|volume=35|issue=3|pages=683–688|doi=10.1093/ije/dyl023|issn=1464-3685}}</ref> Risk factors for acquired hearing loss include congenital infections (e.g., toxoplasmosis, rubella, cytomegalovirus, and herpes), premature birth, in utero exposure to HIV, neonatal jaundice, recurrent ear infections, HIV infection, bacterial meningitis, and ototoxic medications such as those used to treat tuberculosis, pneumonia, or malaria. <ref>{{Cite journal|last=Paradowska|first=Edyta|last2=Jabłońska|first2=Agnieszka|last3=Studzińska|first3=Mirosława|last4=Kasztelewicz|first4=Beata|last5=Zawilińska|first5=Barbara|last6=Wiśniewska‐Ligier|first6=Małgorzata|last7=Dzierżanowska‐Fangrat|first7=Katarzyna|last8=Woźniakowska‐Gęsicka|first8=Teresa|last9=Kosz‐Vnenchak|first9=Magdalena|date=2014-08|title=Cytomegalovirus glycoprotein H genotype distribution and the relationship with hearing loss in children|url=https://onlinelibrary.wiley.com/doi/10.1002/jmv.23906|journal=Journal of Medical Virology|language=en|volume=86|issue=8|pages=1421–1427|doi=10.1002/jmv.23906|issn=0146-6615}}</ref> <ref>{{Cite journal|last=Simões|first=Eric A. F.|last2=Kiio|first2=Francis|last3=Carosone-Link|first3=Phyllis J.|last4=Ndegwa|first4=Serah N.|last5=Ayugi|first5=John|last6=Macharia|first6=Isaac M.|date=2016-12|title=Otitis Media and Its Sequelae in Kenyan Schoolchildren|url=https://academic.oup.com/jpids/article-lookup/doi/10.1093/jpids/piv038|journal=Journal of the Pediatric Infectious Diseases Society|language=en|volume=5|issue=4|pages=375–384|doi=10.1093/jpids/piv038|issn=2048-7193|pmc=5181359|pmid=26407271}}</ref> The prevalence of disabling hearing loss in Sub-Saharan Africa is estimated to be 4.55% for all ages. The World Health Organization (WHO) classifies hearing loss as Mild (26-40 dBHL), Moderate (41-60 dBHL), Severe (61-80dBHL) and Profound (≥81dBHL). Hearing loss is a hidden disability as it is invisible and therefore often goes undetected and untreated. The prevalence of permanent hearing loss in developing nations is between 3-6/1000 in newborn babies while in developed countries the range is between 1-3/1000. <ref>{{Cite journal|last=Ndegwa|first=Serah|last2=Pavlik|first2=Michelle|last3=Gallagher|first3=Emily R.|last4=King’e|first4=Maureen|last5=Bocha|first5=Manaseh|last6=Mokoh|first6=Lilian Wairimu|last7=Macharia|first7=Isaac|last8=Stringer|first8=Paige|last9=Njuguna|first9=Irene|date=2024-02-05|title=Hearing Loss Detection and Early Intervention Strategies in Kenya|url=https://annalsofglobalhealth.org/articles/10.5334/aogh.4336/|journal=Annals of Global Health|language=en|volume=90|issue=1|doi=10.5334/aogh.4336|issn=2214-9996|pmc=10854416|pmid=38344005}}</ref> <ref>{{Cite journal|last=Simões|first=Eric A. F.|last2=Kiio|first2=Francis|last3=Carosone-Link|first3=Phyllis J.|last4=Ndegwa|first4=Serah N.|last5=Ayugi|first5=John|last6=Macharia|first6=Isaac M.|date=2016-12|title=Otitis Media and Its Sequelae in Kenyan Schoolchildren|url=https://academic.oup.com/jpids/article-lookup/doi/10.1093/jpids/piv038|journal=Journal of the Pediatric Infectious Diseases Society|language=en|volume=5|issue=4|pages=375–384|doi=10.1093/jpids/piv038|issn=2048-7193|pmc=5181359|pmid=26407271}}</ref> {{HTitle|Information About Audiology}} There is limited information available specifically about the practice of audiology in Kenya. A 2018 study conducted in Malindi, Kenya, demonstrated the feasibility of using non-otolaryngology-based hearing screening programs. Community health workers and nursing staff successfully performed audiograms and otoscopic endoscopy using mobile technology, indicating potential for expanding audiology services through community-based initiatives.<ref>{{Cite journal|last=Jayawardena|first=Asitha D. L.|last2=Kahue|first2=Charissa N.|last3=Cummins|first3=Samantha M.|last4=Netterville|first4=James L.|date=2018-01|title=Expanding the Capacity of Otolaryngologists in Kenya through Mobile Technology|url=https://aao-hnsfjournals.onlinelibrary.wiley.com/doi/10.1177/2473974X18766824|journal=OTO Open|language=en|volume=2|issue=1|doi=10.1177/2473974X18766824|issn=2473-974X}}</ref> In 2024 a joint Nairobi-and Seattle-based group examined and published strategies for developing national EHC programs in Kenya. Recommendations include leveraging existing health policies, strengthening referral pathways, training healthcare workers, and engaging local partners for phased scale-up. These strategies aim to improve access to screening, diagnostics, management, and developmental support for hearing loss.<ref>{{Cite journal|last=Ndegwa|first=Serah|last2=Pavlik|first2=Michelle|last3=Gallagher|first3=Emily R.|last4=King’e|first4=Maureen|last5=Bocha|first5=Manaseh|last6=Mokoh|first6=Lilian Wairimu|last7=Macharia|first7=Isaac|last8=Stringer|first8=Paige|last9=Njuguna|first9=Irene|date=2024-02-05|title=Hearing Loss Detection and Early Intervention Strategies in Kenya|url=https://annalsofglobalhealth.org/articles/10.5334/aogh.4336/|journal=Annals of Global Health|language=en|volume=90|issue=1|doi=10.5334/aogh.4336|issn=2214-9996|pmc=10854416|pmid=38344005}}</ref> {{HTitle|Scope of Practice and Licensing}} As of 2025, there is one training program for clinical audiologists and speech-language pathologists through the University of Nairobi. The degree is a Bachelor is Science in Audiology, Speech, and Language Pathology (B.ASLP). The program is 4 years and the final year includes a clinical internship. <ref>https://surgery.uonbi.ac.ke/programs/bachelor-science-audiology-speech-and-language-pathology-baslp</ref> {{HTitle|Professional and Regulatory Bodies}} *The Kenya Ear Nose and Throat Society (KENTS) founded in 1988, represents otorhinolaryngologists, ENT Clinical Officers, Audiologists, and ENT nursing officers. It provides continuing medical education and professional development for its members. *The Association of Speech and Language Therapists Kenya works with audiologists on hearing care initiatives and is part of the national Ear and Hearing Care strategic planning team. * The Kenya Medical Practitioners and Dentists Board (KMPDB) is the statutory body that regulates audiology centres and hearing aid practices in Kenya. It board regulates the training and practice of medicine, dentistry, and community oral health, and audiology. Audiology centers must be registered with them to operate legally. {{HTitle|Ongoing audiology research}} Research in Kenya is focusing on addressing hearing care through early detection, community involvement, policy development, and innovative technologies and treatment approaches. Continued efforts are needed to overcome existing barriers and ensure comprehensive, accessible hearing care for all. {{HTitle|Challenges, Opportunities and Notes}} Challenges such as lack of equipment, training, and follow-up systems are significant barriers to effective hearing care. The majority of audiology services in Kenya are centralized in the capital, Nairobi. Families living outside of the capital are generally underserved. Additionally, there is limited access to services due to a small number of providers. These barriers lead to low awareness, delayed diagnosis and gaps in hearing care in Kenya. <ref> https://childrenwithhearingloss.org/kenya-program/</ref> The improvement of data management and follow-up systems, and leveraging local partnerships for a phased scale-up are opportunities that could significantly improve the provision of hearing services. {{HTitle|Audiology Charities}} * [https://deafchildrensociety-kenya.org/ Kenya Society for Deaf Children] (KSDC) * [https://deskkenya.org/ Deaf Empowerment Society of Kenya] (DESK) * [https://www.kentalis.com/ Kentalis International Foundation] * Deaf Child Worldwide] (international organization working in Kenya, [https://www.ndcs.org.uk/deaf-child-worldwide/ NDCS]) {{HTitle|References}} {{reflist}} === '''External links'''=== '' Professional associations'' * Kenya Ear Nose and Throat Society ([https://kenyaentsociety.or.ke/ KENTS]) * Association of Speech and Language Therapists Kenya ([https://asltk.blogspot.com/ ASLTK]) * Kenya Medical Practitioners and Dentists Board ([https://kmpdc.go.ke/ KMPDB]) '' Charities'' * Kenya Society for Deaf Children ([https://deafchildrensociety-kenya.org/ KSDC]) * Deaf Empowerment Society of Kenya ([https://deskkenya.org/ DESK][https://www.kentalis.com/]) * [https://www.kentalis.com/ Kentalis International Foundation] * Deaf Child Worldwide (international organization working in Kenya, [https://www.ndcs.org.uk/deaf-child-worldwide/ NDCS]) {{:Global Audiology/Authors-1|Gabriella Green|https://www.linkedin.com/in/gabriellagreen206/}} </div></div> [[Category:Audiology]] [[Category:Kenya]] oomoo6rwr8xvomvkhnx0z3gn54xfl8x 2804188 2804187 2026-04-10T18:34:20Z TMorata 860721 removed duplicate links 2804188 wikitext text/x-wiki [https://www.kentalis.com/]{{:Global Audiology/Header}} {{:Global Audiology/Africa/Header}} {{CountryHeader|File:Kenya (orthographic projection).svg|https://en.wikipedia.org/wiki/Kenya}} {{HTitle|General Information}} [https://en.wikipedia.org/wiki/Kenya Kenya], officially the Republic of Kenya,is a country located in East Africa. Kenya is bordered by South Sudan to the northwest (though much of that border includes the disputed Ilemi Triangle), Ethiopia to the north, Somalia to the east, the Indian Ocean to the southeast, Tanzania to the southwest, and Lake Victoria and Uganda to the west. Kenya's ethnic groups typically speak their mother tongues within their own communities. The two official languages, English and Swahili, are used in varying degrees of fluency for communication with other populations. Kenya's constitution promotes and protects Kenyan Sign language. {{HTitle|History of Audiology}} The Kenyan Ministry of Health launched a national plan for ear and hearing care in August of 2016. One of its mandates was to initiate and develop systems for early hearing loss detection and intervention. <ref>{{Cite journal|last=Ndegwa|first=Serah|last2=Tucci|first2=Debara|last3=Lemons|first3=James|last4=Murila|first4=Florence|last5=Shepherd|first5=Susan|last6=Mwangi|first6=Moses|last7=Macharia|first7=Isaac|last8=Ayugi|first8=John|date=2024-03|title=Newborn and infant hearing screening for early detection of hearing loss in Nairobi, Kenya|url=https://pmc.ncbi.nlm.nih.gov/articles/PMC11217834/|journal=African Health Sciences|volume=24|issue=1|pages=228–238|doi=10.4314/ahs.v24i1.28|issn=1729-0503|pmc=11217834|pmid=38962342}}</ref> {{HTitle|Incidence and Prevalence of Hearing Loss}} The prevalence of moderate or severe hearing loss in Kenya is estimated to be 14 in every 1,000 children.<ref>{{Cite journal|last=Mung'ala-Odera|first=V|last2=Meehan|first2=R|last3=Njuguna|first3=P|last4=Mturi|first4=N|last5=Alcock|first5=Kj|last6=Newton|first6=Crjc|date=2006-06-01|title=Prevalence and risk factors of neurological disability and impairment in children living in rural Kenya|url=http://academic.oup.com/ije/article/35/3/683/735669/Prevalence-and-risk-factors-of-neurological|journal=International Journal of Epidemiology|language=en|volume=35|issue=3|pages=683–688|doi=10.1093/ije/dyl023|issn=1464-3685}}</ref> Risk factors for acquired hearing loss include congenital infections (e.g., toxoplasmosis, rubella, cytomegalovirus, and herpes), premature birth, in utero exposure to HIV, neonatal jaundice, recurrent ear infections, HIV infection, bacterial meningitis, and ototoxic medications such as those used to treat tuberculosis, pneumonia, or malaria. <ref>{{Cite journal|last=Paradowska|first=Edyta|last2=Jabłońska|first2=Agnieszka|last3=Studzińska|first3=Mirosława|last4=Kasztelewicz|first4=Beata|last5=Zawilińska|first5=Barbara|last6=Wiśniewska‐Ligier|first6=Małgorzata|last7=Dzierżanowska‐Fangrat|first7=Katarzyna|last8=Woźniakowska‐Gęsicka|first8=Teresa|last9=Kosz‐Vnenchak|first9=Magdalena|date=2014-08|title=Cytomegalovirus glycoprotein H genotype distribution and the relationship with hearing loss in children|url=https://onlinelibrary.wiley.com/doi/10.1002/jmv.23906|journal=Journal of Medical Virology|language=en|volume=86|issue=8|pages=1421–1427|doi=10.1002/jmv.23906|issn=0146-6615}}</ref> <ref>{{Cite journal|last=Simões|first=Eric A. F.|last2=Kiio|first2=Francis|last3=Carosone-Link|first3=Phyllis J.|last4=Ndegwa|first4=Serah N.|last5=Ayugi|first5=John|last6=Macharia|first6=Isaac M.|date=2016-12|title=Otitis Media and Its Sequelae in Kenyan Schoolchildren|url=https://academic.oup.com/jpids/article-lookup/doi/10.1093/jpids/piv038|journal=Journal of the Pediatric Infectious Diseases Society|language=en|volume=5|issue=4|pages=375–384|doi=10.1093/jpids/piv038|issn=2048-7193|pmc=5181359|pmid=26407271}}</ref> The prevalence of disabling hearing loss in Sub-Saharan Africa is estimated to be 4.55% for all ages. The World Health Organization (WHO) classifies hearing loss as Mild (26-40 dBHL), Moderate (41-60 dBHL), Severe (61-80dBHL) and Profound (≥81dBHL). Hearing loss is a hidden disability as it is invisible and therefore often goes undetected and untreated. The prevalence of permanent hearing loss in developing nations is between 3-6/1000 in newborn babies while in developed countries the range is between 1-3/1000. <ref>{{Cite journal|last=Ndegwa|first=Serah|last2=Pavlik|first2=Michelle|last3=Gallagher|first3=Emily R.|last4=King’e|first4=Maureen|last5=Bocha|first5=Manaseh|last6=Mokoh|first6=Lilian Wairimu|last7=Macharia|first7=Isaac|last8=Stringer|first8=Paige|last9=Njuguna|first9=Irene|date=2024-02-05|title=Hearing Loss Detection and Early Intervention Strategies in Kenya|url=https://annalsofglobalhealth.org/articles/10.5334/aogh.4336/|journal=Annals of Global Health|language=en|volume=90|issue=1|doi=10.5334/aogh.4336|issn=2214-9996|pmc=10854416|pmid=38344005}}</ref> <ref>{{Cite journal|last=Simões|first=Eric A. F.|last2=Kiio|first2=Francis|last3=Carosone-Link|first3=Phyllis J.|last4=Ndegwa|first4=Serah N.|last5=Ayugi|first5=John|last6=Macharia|first6=Isaac M.|date=2016-12|title=Otitis Media and Its Sequelae in Kenyan Schoolchildren|url=https://academic.oup.com/jpids/article-lookup/doi/10.1093/jpids/piv038|journal=Journal of the Pediatric Infectious Diseases Society|language=en|volume=5|issue=4|pages=375–384|doi=10.1093/jpids/piv038|issn=2048-7193|pmc=5181359|pmid=26407271}}</ref> {{HTitle|Information About Audiology}} There is limited information available specifically about the practice of audiology in Kenya. A 2018 study conducted in Malindi, Kenya, demonstrated the feasibility of using non-otolaryngology-based hearing screening programs. Community health workers and nursing staff successfully performed audiograms and otoscopic endoscopy using mobile technology, indicating potential for expanding audiology services through community-based initiatives.<ref>{{Cite journal|last=Jayawardena|first=Asitha D. L.|last2=Kahue|first2=Charissa N.|last3=Cummins|first3=Samantha M.|last4=Netterville|first4=James L.|date=2018-01|title=Expanding the Capacity of Otolaryngologists in Kenya through Mobile Technology|url=https://aao-hnsfjournals.onlinelibrary.wiley.com/doi/10.1177/2473974X18766824|journal=OTO Open|language=en|volume=2|issue=1|doi=10.1177/2473974X18766824|issn=2473-974X}}</ref> In 2024 a joint Nairobi-and Seattle-based group examined and published strategies for developing national EHC programs in Kenya. Recommendations include leveraging existing health policies, strengthening referral pathways, training healthcare workers, and engaging local partners for phased scale-up. These strategies aim to improve access to screening, diagnostics, management, and developmental support for hearing loss.<ref>{{Cite journal|last=Ndegwa|first=Serah|last2=Pavlik|first2=Michelle|last3=Gallagher|first3=Emily R.|last4=King’e|first4=Maureen|last5=Bocha|first5=Manaseh|last6=Mokoh|first6=Lilian Wairimu|last7=Macharia|first7=Isaac|last8=Stringer|first8=Paige|last9=Njuguna|first9=Irene|date=2024-02-05|title=Hearing Loss Detection and Early Intervention Strategies in Kenya|url=https://annalsofglobalhealth.org/articles/10.5334/aogh.4336/|journal=Annals of Global Health|language=en|volume=90|issue=1|doi=10.5334/aogh.4336|issn=2214-9996|pmc=10854416|pmid=38344005}}</ref> {{HTitle|Scope of Practice and Licensing}} As of 2025, there is one training program for clinical audiologists and speech-language pathologists through the University of Nairobi. The degree is a Bachelor is Science in Audiology, Speech, and Language Pathology (B.ASLP). The program is 4 years and the final year includes a clinical internship. <ref>https://surgery.uonbi.ac.ke/programs/bachelor-science-audiology-speech-and-language-pathology-baslp</ref> {{HTitle|Professional and Regulatory Bodies}} *The Kenya Ear Nose and Throat Society (KENTS) founded in 1988, represents otorhinolaryngologists, ENT Clinical Officers, Audiologists, and ENT nursing officers. It provides continuing medical education and professional development for its members. *The Association of Speech and Language Therapists Kenya works with audiologists on hearing care initiatives and is part of the national Ear and Hearing Care strategic planning team. * The Kenya Medical Practitioners and Dentists Board (KMPDB) is the statutory body that regulates audiology centres and hearing aid practices in Kenya. It board regulates the training and practice of medicine, dentistry, and community oral health, and audiology. Audiology centers must be registered with them to operate legally. {{HTitle|Ongoing audiology research}} Research in Kenya is focusing on addressing hearing care through early detection, community involvement, policy development, and innovative technologies and treatment approaches. Continued efforts are needed to overcome existing barriers and ensure comprehensive, accessible hearing care for all. {{HTitle|Challenges, Opportunities and Notes}} Challenges such as lack of equipment, training, and follow-up systems are significant barriers to effective hearing care. The majority of audiology services in Kenya are centralized in the capital, Nairobi. Families living outside of the capital are generally underserved. Additionally, there is limited access to services due to a small number of providers. These barriers lead to low awareness, delayed diagnosis and gaps in hearing care in Kenya. <ref> https://childrenwithhearingloss.org/kenya-program/</ref> The improvement of data management and follow-up systems, and leveraging local partnerships for a phased scale-up are opportunities that could significantly improve the provision of hearing services. {{HTitle|Audiology Charities}} * Kenya Society for Deaf Children (KSDC) * Deaf Empowerment Society of Kenya (DESK) * Kentalis International Foundation] * Deaf Child Worldwide] (international organization working in Kenya) {{HTitle|References}} {{reflist}} === '''External links'''=== '' Professional associations'' * Kenya Ear Nose and Throat Society ([https://kenyaentsociety.or.ke/ KENTS]) * Association of Speech and Language Therapists Kenya ([https://asltk.blogspot.com/ ASLTK]) * Kenya Medical Practitioners and Dentists Board ([https://kmpdc.go.ke/ KMPDB]) '' Charities'' * Kenya Society for Deaf Children ([https://deafchildrensociety-kenya.org/ KSDC]) * Deaf Empowerment Society of Kenya ([https://deskkenya.org/ DESK][https://www.kentalis.com/]) * [https://www.kentalis.com/ Kentalis International Foundation] * Deaf Child Worldwide (international organization working in Kenya, [https://www.ndcs.org.uk/deaf-child-worldwide/ NDCS]) {{:Global Audiology/Authors-1|Gabriella Green|https://www.linkedin.com/in/gabriellagreen206/}} </div></div> [[Category:Audiology]] [[Category:Kenya]] 2em1t83fy9n4scnvh7wppccw7ifxjzv 0 326041 2804189 2803659 2026-04-10T18:47:36Z TMorata 860721 formatted external links 2804189 wikitext text/x-wiki {{:Global Audiology/Header}} {{:Global Audiology/Africa/Header}} {{CountryHeader|File:Mozambique (orthographic projection).svg|https://en.wikipedia.org/wiki/Mozambique}} {{HTitle|General Information}} [https://en.wikipedia.org/wiki/Mozambique Mozambique], officially the Republic of Mozambique, is a country located in Southeast Africa bordered by the Indian Ocean to the east, Tanzania to the north, Malawi and Zambia to the northwest, Zimbabwe to the west, and Eswatini and South Africa to the south and southwest. The sovereign state is separated from the Comoros, Mayotte, and Madagascar through the Mozambique Channel to the east. Portuguese is the official and most widely spoken language of the nation, spoken by 50.3% of the population. The Bantu languages that are indigenous to the country vary greatly in their regions. {{HTitle|History of Audiology}} Before 1997: ear and hearing service delivery was virtually non-existent. Limited otolaryngologic services were localised in the capital of Maputo without audiological services. Efforts to address local hearing loss was dependent on inconsistent foreign aid. Social action workers would be directed by word of mouth to children in the community who exhibited hearing difficulties, whereupon a battery of various noise makers (i.e. keys jangling, pots banging, etc) were utilized to identify and refer candidates to attend the provincial classroom (Maxixe Primary School) that was equipped with a teacher trained in Mozambique and Portuguese sign language. 1997: Initiated and led by Dr. Jackie Clark, the University of Texas at Dallas and partners established a philanthropic program (Mozambique Audiology Program-MAP) at Chicuque Rural Hospital to introduce audiology services and identify auditory disorders in the country. Initially 10 local Medical Technicals, employed at the Chicuque Rural Training Hospital and trained to diagnose and treat basic medical disorders, task shared basic ear and hearing roles including ear care, fit hearing aids, and conducting screenings in the Inhambane Province 1998-2008: MAP continued to provide services in and around the Inhambane Province. The group from UT Dallas traveled annually to the rural areas of Chicuque and Maxixe, Mozambique training more technicians, providing equipment and resources, and aiding in the screening, testing, and treatment of deaf individuals in the population. While successful in improving access to ear and hearing services in rural areas, the program sustainability was challenged by funding, which was mainly from private fundraising of the humanitarian audiologist, and political roadblocks. 2008-Present: Through MAP the audiology technician workforce was trained but lacked sustainable funding and infrastructure. In 2008 the Minister of Health made the decision that foreign medical teams would no longer be able to provide professional service within the country. Following this policy change philanthropic audiology programs were following a change in policy within the ministry of health training of ear and hearing providers shifted from MAP to a process by which individuals were selected for specialized formal training abroad like in Nairobi, Kenya to return as audiologists, aiming to build a national workforce. Present: Despite the development of service brought about by these initiatives, specialized audiology services remain limited and primarily available in urban areas, with significant barriers to access in rural areas. Deaf education: In 1998 formal education for Deaf children was initiated by the government. However, in only 5 years later in 2004, Mozambique made the decision to mainstream hearing impaired children into the public school system. Manual communication is only offered until the fourth or fifth grade and one must have competency in oral and written Portuguese to pass to middle school. This limits the educational opportunity for the Deaf and hard of hearing. There is no exclusive school for deaf education in Mozambique. <ref>Shafer, D. N. (2008). ''Audiology in Mozambique''. The ASHA Leader, 13(10), 28–29.</ref> {{HTitle|Incidence and Prevalence of Hearing Loss}} There is limited information available, which makes understanding the incidence of hearing loss in Mozambique challenging. However, two studies present results on the prevalence of hearing loss and otologic disorder in primary school children. Results of a study in the capital city of Maputo, Mozambique were presented in 1995 at a workshop in Nairobi, Kenya hosted by the WHO Regional Office for Africa. The study evaluated 1000 primary school aged children (5–16 years old). 18.6% presented with otitis media, and a total of 5% of the children exhibited otitis media and hearing impairment. The report did not state the type of hearing loss observed, how data was collected, or the cut-off values used for normal hearing. In 1998, a two-year study by MAP of over 2,600 students (aged 3–18) in Inhambane Province, hundreds of miles north of the capital city Maputo, found a 5% prevalence of hearing loss, often due to preventable infections and ear canal obstructions.<ref>{{Cite journal|last=Clark|first=Jackie L.|date=2008-01|title=Hearing loss in Mozambique: Current data from Inhambane Province|url=http://www.tandfonline.com/doi/full/10.1080/14992020802291723|journal=International Journal of Audiology|language=en|volume=47|issue=sup1|pages=S49–S56|doi=10.1080/14992020802291723|issn=1499-2027}}</ref> An otoscopic survey conducted in 2004 on 1518 primary school student&#39;s ears (ages 8–14 years) indicated at least 39% of the ears viewed had significant occlusion, and as a consequence appropriate preparation for the subsequent large scale hearing screening could be made with cerumen management and medical referrals plans.<ref>'''Clark, J. L.''' ''Hearing Loss in Mozambique: A two-year study of factors contributing to hearing loss in Mozambique. Community ear and hearing health 2008; 5: 1-16.''</ref> {{HTitle|Information About Audiology}} '''Professionals providing hearing care services''' * Social Action workers (community health workers): trained to perform community hearing screenings and refer to the medical technicals. * Medical Technicians: primary ear and hearing professional trained to provide screening and basic diagnostic and treatment for hearing disorders to include: including identification and treatment of ear and hearing disorders, fitting hearing aids, creating ear molds, distributing hearing aid batteries, and troubleshooting and/or replacing hearing aids. * Audiologist: Focus on early identification and addressing environmental and infectious causes of hearing loss. They conduct hearing screenings, especially for school age children, diagnostic testing, and managing of otitis media. *Otolaryngologist: there is a significant shortage of ENT specialists in Mozambique, concentrated mostly in urban tertiary centers around Maputo, with a high reliance on task-shifting to primary health workers. '''Audiological services''' A MAP initiated free hearing clinic serves as the location for large scale community hearing screenings, diagnostic audiometric evaluation, hearing aid dispensing, and/or medical referral as needed. In and around the urban capital, ENT services are available and growing. Rurally, the limited number of ENT specialists has led to the training and equipping of primary healthcare workers with basic ENT skills to manage common occurrences of chronic ear disease. This effort to address middle ear infection in Gorongosa is being led in partnership with the University of Pittsburgh&#39;s Department of Otolaryngology-Head and Neck Surgery and the Department and the Eye &amp; Ear Foundation. In addition to training they also provided equipment to help with identification. '''Services offered by Otolaryngologists''' Common procedures including tonsillectomy, adenoidectomy, pressure equalization tube placement (myringotomy), sinus surgery, and tumor removal are limited but more commonly available where as more advanced diagnostics and surgical treatments of ear disease are limited to higher cost private facilities such as Sunshine Hospital in Maputo. It offers tertiary care center that offers ENT services such as otology and neurotology. They house a multidisciplinary team of ENTs, audiologist, SLPs, and oncologist. '''Laws related to hearing care services''' Examples of laws and policies related to hearing care are listed below. As a caveat, it is necessary to acknowledge that they can be undermined by poor enforcement, limited resources, and limited dissemination, particularly in rural areas. *''Patient Protection'' Audiology services are included in the general medical laws overseen by the Ministry of Health (MISAU) which mandate confidentiality, informed consent, and protection from discrimination. * ''Disability Rights'' The Convention on the Rights of Persons with Disabilities obligates the government to ensure access to rehabilitation, healthcare, and assistive technologies like hearing aids. * ''Education'' Law No. 6/92 mandates that children with disabilities (including hearing impairments) are educated with provisions for specialized or integrated education. * ''Occupational health and safety regulations'' Obligates employers to provide hearing protection means to workers, particularly in industries with high noise exposure. * ''Import and Regulation of Hearing Devices'' Imported medical devices, including hearing aids, are subject to mandatory conformity assessment programs under INNOQ, IP (National Institute for Standardization and Quality), ensuring they meet quality technical standards for safety and health. {{HTitle|Scope of Practice and Licensing}} '''Education of professionals working in hearing care services''' The MAP program trained technicians from 1998-2008 in ear anatomy and physiology, evaluations efficacy, hearing and immittance screenings, diagnostic audiology with immittance measures, and evaluating the electroacoustic status of hearing aids for fittings. Currently, TECH Universidad offers a 6-week, online postgraduate certificate tailored for professionals in Mozambique. Similarly, Swiss International Hearing Academy (SIHA) provides a 9-month blended learning program (online and practical workshops) to train hearing professionals. Locally academic training in Speech Therapy and Audiology is available through the Instituto Superior de Ciências da Saúde (ISCISA) in Maputo. Becoming an otolaryngologist in Mozambique requires a seven-year medical degree (licenciatura) from the University Eduardo Mondlane (UEM) in Maputo or the Catholic University of Mozambique (UCM) in Beira. Following general medical practice, postgraduate specialization is required, which often involves training abroad or through specialized international partnerships due to limited local specialty programs. The University of Cape Town (UCT) fellowship (South Africa) trains medical fellows from the Southern African region in otolaryngology. Partnerships with the MD Anderson Cancer Center and the University of Pittsburgh have been developed in Mozambique to train local ENT specialists in Head and Neck Oncology. {{HTitle|Professional and Regulatory Bodies}} The African Otological Society was started by Dr. Greg Basura in 2023, the African Otological Society is an online society aimed at building otology and audiology capacity in Africa. Each month there is a presentation on a different featured country. They are also working to create otology and audiology resource-centric clinical practice guidelines to optimize care in low resourced areas. They maintain a relationship with the American Academy of Otolaryngology - Head and Neck Surgery (AAO-HNS), where University of Pittsburgh otolaryngology faculty regularly present at the annual meeting and are involved with committee work. The Humanitarian Efforts Committee (HEC) engages at the national level and coordinates subcommittees, including the scholarly output committee, the communications subcommittee, and the education subcommittee. The HEC also oversees the international Visiting Scholars program, providing residents with financial support through grants/awards to engage in a global outreach experience. All the HEC work and awards to the IVS and Humanitarian Awards are showcased at the annual Humanitarian Efforts Forum at the AAO. Scope of Practice and Licensing Mozambique collaborates with neighboring countries (Malawi, Zimbabwe, Zambia) and regional bodies like the African Head and Neck Society (AfHNS) to standardize clinical practice guidelines for resource-limited settings. ENTs must register as a licensed medical practitioner to work in the Mozambican public health system. {{HTitle|Ongoing audiology research}} The scope of audiological research in Mozambique is quite limited and very specific. Most of it comes from a few programs and focuses on public health–style hearing screening rather than advanced clinical research. {{HTitle|Challenges, Opportunities and Notes}} Significant gaps exist in infrastructure for hearing services, training, and long-term sustainability, presenting opportunities for further research and development. {{HTitle|Audiology Charities}} ● Pacific Hearing Service: Conducts humanitarian trips to Mozambique providing hearing devices and training for caregivers of deaf and heard of hearing individuals. ● Hearing the Call: Partners with local organizations to provide free hearing care services and hearing aids in Mozambique. ● Mozambique Audiology Program (MAP): A philanthropic effort launched in 1997 and concluded in 2008 was dedicated to establishing sustainable audiology services and conducting mass hearing screenings, such as those in Chicuque and Maxixe. ● Entheos Audiology Cooperative: Involved in international hearing mission trips. {{HTitle|References}} {{reflist}} '''External Links''' * [https://pacifichearingservice.com/giving-back/ Pacific Hearing Service] * [https://www.hearcare-indiana.com/ Hearing the Call] * [https://www.entheoshearing.com/ Entheos Audiology Cooperative] * https://www.entandaudiologynews.com/features/audiology-features/post/differing-outcomes-of-three-sub-saharan-africa-journeys-with-the-common-goal-of-task-sharing-in-audiology * https://www.otolaryngology.pitt.edu/outreach/global-outreach {{:Global Audiology/Authors-1|Madison Saunders|https://www.linkedin.com/in/mcmsaunders}} </div></div> [[Category:Audiology]] [[Category:Mozambique]] gxtp5sbybovyrrhzpmjgb9rb3ymqhjc 0 326316 2804190 2798860 2026-04-10T18:53:28Z TMorata 860721 spacing for paragraphs 2804190 wikitext text/x-wiki https://www.hamad.qa/EN/Pages/default.aspx<nowiki/>{{:Global Audiology/Header}} {{:Global Audiology/Asia/Header}} {{HTitle|General Information}} [https://en.wikipedia.org/wiki/Qatar Qatar], officially the State of Qatar, is a country in West Asia. It occupies the Qatar Peninsula on the northeastern coast of the Arabian Peninsula in the Middle East; it shares its sole land border with Saudi Arabia to the south, with the rest of its territory surrounded by the Persian Gulf. The Gulf of Bahrain, an inlet of the Persian Gulf, separates Qatar from nearby Bahrain. Arabic is the official language, with Qatari Arabic being the local dialect. English is widely used in business and education. Other languages such as Hindi, Urdu, Nepali, and Tagalog are common among its diverse expatriate communities. [https://en.wikipedia.org/wiki/Qatari_Unified_Sign_Language Qatari Sign Language] is the language of the native Qatari deaf community. {{HTitle|History of Audiology}}Audiology services in Qatar began in the early 2000s. Much of the progress was spearheaded by Dr Khalid Abdul Hadi, who established the Audiology and Balance Unit and laid the foundation for comprehensive hearing care. Under his leadership, [https://www.hamad.qa/EN/Pages/default.aspx Hamad Medical Corporation (HMC)] introduced advanced diagnostic and rehabilitative services, and launched Universal Newborn Hearing Screening in 2006, which became a national health policy, screening over 75,000 newborns for early detection of hearing loss by the year 2012 (Hadi et al., 2013). Dr Abdul Hadi also served as the National Lead for the Council of Persons with Disabilities, advocating for inclusive health policies and accessibility initiatives. His efforts positioned Qatar as a regional leader in hearing health and cochlear implant services, which began in 2004. Private sector contributions have also complemented public initiatives. Centers such as the [https://www.qish.info/ Qatar Institute for Speech and Hearing (QISH)] and [https://en.wikipedia.org/wiki/Al_Ahli_Hospital,_Hebron Al Ahli Hospital] are some of the earliest institutions in Qatar and have expanded from basic audiology and speech therapy to multidisciplinary rehabilitation services, including audiology, vestibular assessment, and auditory-verbal therapy. {{HTitle|Incidence and Prevalence of Hearing Loss}}Little is known about the actual epidemiology of hearing loss in Qatar, as comprehensive population-based studies are lacking. Existing data suggests a prevalence of approximately 5.2% in individuals born to parents of consanguineous marriages.<ref>{{Cite journal|last=Bener|first=Abdulbari|last2=Eihakeem|first2=Amr A. M.|last3=Abdulhadi|first3=Khaled|date=2005-03|title=Is there any association between consanguinity and hearing loss|url=https://pubmed.ncbi.nlm.nih.gov/15733591|journal=International Journal of Pediatric Otorhinolaryngology|volume=69|issue=3|pages=327–333|doi=10.1016/j.ijporl.2004.10.004|issn=0165-5876|pmid=15733591}}</ref> <ref>{{Cite journal|last=Girotto|first=Giorgia|last2=Mezzavilla|first2=Massimo|last3=Abdulhadi|first3=Khalid|last4=Vuckovic|first4=Dragana|last5=Vozzi|first5=Diego|last6=Khalifa Alkowari|first6=Moza|last7=Gasparini|first7=Paolo|last8=Badii|first8=Ramin|date=2014|title=Consanguinity and hereditary hearing loss in Qatar|url=https://pubmed.ncbi.nlm.nih.gov/25060281|journal=Human Heredity|volume=77|issue=1-4|pages=175–182|doi=10.1159/000360475|issn=1423-0062|pmid=25060281}}</ref> Genetic factors play a significant role due to high rates of consanguinity among the native population, which increases the risk of hereditary hearing loss (HHL).<ref>{{Cite journal|last=Alkowari|first=Moza K.|last2=Vozzi|first2=Diego|last3=Bhagat|first3=Shruti|last4=Krishnamoorthy|first4=Navaneethakrishnan|last5=Morgan|first5=Anna|last6=Hayder|first6=Yousra|last7=Logendra|first7=Barathy|last8=Najjar|first8=Nehal|last9=Gandin|first9=Ilaria|date=2017-08|title=Targeted sequencing identifies novel variants involved in autosomal recessive hereditary hearing loss in Qatari families|url=https://pubmed.ncbi.nlm.nih.gov/28501645|journal=Mutation Research|volume=800-802|pages=29–36|doi=10.1016/j.mrfmmm.2017.05.001|issn=1873-135X|pmid=28501645}}</ref> <ref>{{Cite journal|last=Alkhidir|first=Shaza|last2=El-Akouri|first2=Karen|last3=Al-Dewik|first3=Nader|last4=Khodjet-El-Khil|first4=Houssein|last5=Okashah|first5=Sarah|last6=Islam|first6=Nazmul|last7=Ben-Omran|first7=Tawfeg|last8=Al-Shafai|first8=Mashael|date=2024-02-20|title=The genetic basis and the diagnostic yield of genetic testing related to nonsyndromic hearing loss in Qatar|url=https://pubmed.ncbi.nlm.nih.gov/38378725|journal=Scientific Reports|volume=14|issue=1|pages=4202|doi=10.1038/s41598-024-52784-z|issn=2045-2322|pmc=10879212|pmid=38378725}}</ref> These findings highlight the need for robust epidemiological research and targeted genetic counseling to inform national strategies for prevention and early intervention of hearing loss. {{HTitle|Information About Audiology}}In both public and private sectors, audiologists in Qatar offer a comprehensive range of audiological services supported by advanced technology and skilled professionals. These services include: • Immittance Testing (tympanometry and acoustic reflexes) • Otoacoustic Emissions (OAE) for cochlear function assessment • Pure Tone Audiometry (air and bone conduction) • Speech Audiometry for speech perception and discrimination • Hearing Aid Fitting and Verification, including real-ear and test box measurements • Cochlear Implant Candidacy Assessment and post-implant programming (only offered at HMC Audiology & Balance Unit) • Auditory Evoked Potentials such as ABR (Auditory Brainstem Response), MLR (Middle Latency Response), and ALR (Auditory Late Response) • Vestibular Testing, including VEMP (Vestibular Evoked Myogenic Potentials) and VNG (Video nystagmography) {{HTitle|Scope of Practice and Licensing}} Audiology Technologists: Autonomous practice including prevention, diagnosis, and rehabilitation of auditory and vestibular disorders; newborn screening; hearing aid and cochlear implant management; vestibular rehabilitation; advocacy; and research. Audiology Technicians: Perform delegated tasks under supervision, such as otoscopy, pure-tone audiometry, tympanometry, and otoacoustic emissions testing. Both roles require licensure and continuing professional development [https://dhp.moph.gov.qa/en/Pages/HowToRegisterToPracticeInQatar.aspx Ministry of Public Health, Qatar]. '''Professionals providing hearing care services''' Hearing care in Qatar is delivered by a multidisciplinary team comprising: Audiovestibular Physicians: Medical specialists in auditory and vestibular disorders. * Audiology Technologists ([https://en.wikipedia.org/wiki/Audiology]): Licensed professionals providing diagnostic and rehabilitative services. * Audiology Technicians: Support staff performing delegated tasks under supervision. * Otolaryngologists, Otologists, and Otoneurologists: Physicians managing surgical interventions and complex vestibular disorders. * Speech-Language Pathologists: Provide auditory-verbal therapy for children with hearing loss. Services offered by Otolaryngologists, Otologists and Otoneurologists These specialists provide: • Surgical management of middle and inner ear disorders (myringotomy, tympanoplasty, ossiculoplasty, mastoidectomy, middle ear exploration, intratympanic steroid/antibiotic injections, tumour resections, eustachian tube dilation. • Implantation devices: Cochlear implant surgeries (HMC only), Osseo integrated implants (Sidra Medicine only), BAHA and postoperative care. • Diagnosis and treatment of vestibular disorders, including vestibular rehabilitation. According to the registered practitioners list from the Ministry of Public Health (January, 2026), the following numbers are currently registered: * Audiology Technologists:     50 * Audiology Technicians:       45 * Audio-vestibular physicians:  8 * Otolaryngologists:         245   '''Role of primary health care providers and community health workers in hearing care''' Audiologists employed at [https://www.phcc.gov.qa/health-centers Primary Healthcare Centres] (PHCC) facilitate early detection through screening programs and referrals to secondary and tertiary centres. As Doha and the Greater Doha areas are predominantly urban areas and have the highest population concentration, there are more than 31 PHCCs located across Qatar, with additional private health facilities providing both primary and secondary audiology services. The larger PHCCs, or Health Centres, typically have rotating Otolaryngology services to manage basic ENT conditions and will refer to higher levels of care when needed. Adults and adolescents are typically referred to the Audiology and Balance unit at the HMC Ambulatory Care Centre (Main medical hub- urban), Al Wakra Hospital (south-urban), Al Khor Hospital (north-rural), Aisha bint Hamad Al Attiyah Hospital (north peri-urban), or Cuban Hospital (east-rural). All these facilities are located across the country, allowing equitable access to care in both urban and rural areas. For paediatric and specialised cases, referrals are usually directed to Sidra Medicine, a non-profit for public benefit hospital, part of [https://en.wikipedia.org/wiki/Qatar_Foundation Qatar Foundation]. This referral network provides accessibility to free or highly subsidised specialist services even at a primary level for individuals of all ages. Laws related to hearing care services All healthcare professions, regardless of profession, are regulated by the Department of Healthcare Professions (DHP) under the [https://en.wikipedia.org/wiki/Ministry_of_Public_Health_(Qatar) Ministry of Public Health] (MOPH). Licensing, competency validation, and adherence to ethical and legal standards are mandatory for all practitioners. National health insurance ensures free access for Qatari citizens and subsidized care for expatriates ([https://hamad.qa/EN/Patient-Information/How-To-Get-A-Health-Card/Pages/default.aspx Hamad Medical Corporation, 2025]). '''Education and Professional Practice''' Education of professionals working in hearing care services Qatar currently lacks a dedicated audiology degree program. Most, if not all audiologists are recruited internationally, resulting in varied competencies. A three-tiered workforce structure exists: * Audio-vestibular Physicians- Medical practitioners specialized in audiological and vestibular disorders * Audiology Technologists – Bachelor’s or Master’s degree in audiology or related fields [https://dhp.moph.gov.qa/en/Pages/HowToRegisterToPracticeInQatar.aspx Ministry of Public Health, Qatar] (2020). * Audiology Technicians –Trained through a one-year diploma program. * Qatar University introduced a Bachelor’s Speech-Language Pathology program in 2023, signaling potential future expansion into audiology education ([https://www.qu.edu.qa/en-us/Colleges/chs/physical-therapy/Pages/speech-and-language-pathology.aspx Qatar University, 2025]). {{HTitle|Professional and Regulatory Bodies}}The Department of Healthcare Professions (DHP) regulates audiology practice, licensing, and competency standards. Professionals must meet educational and experiential criteria, pass qualifying examinations, and adhere to ethical and legal frameworks.{{HTitle|Ongoing audiology research}}Research in audiology within Qatar has primarily focused on consanguinity, genetics, and hereditary hearing loss, reflecting the high prevalence of genetic disorders in the population. Numerous studies have identified novel gene mutations associated with hearing impairment,<ref>{{Cite journal|last=Khalifa Alkowari|first=M.|last2=Girotto|first2=G.|last3=Abdulhadi|first3=K.|last4=Dipresa|first4=S.|last5=Siam|first5=R.|last6=Najjar|first6=N.|last7=Badii|first7=R.|last8=Gasparini|first8=P.|date=2012-03|title=GJB2 and GJB6 genes and the A1555G mitochondrial mutation are only minor causes of nonsyndromic hearing loss in the Qatari population|url=https://pubmed.ncbi.nlm.nih.gov/22103400|journal=International Journal of Audiology|volume=51|issue=3|pages=181–185|doi=10.3109/14992027.2011.625983|issn=1708-8186|pmid=22103400}}</ref> and new findings continue to emerge annually, highlighting Qatar’s contribution to global genetic research. In addition to genetic studies, newborn hearing screening has also been a research theme. Three key studies have evaluated newborn hearing screening programs over time: one from the public sector, <ref>{{Cite journal|last=Abdul Hadi|first=K.|last2=Salahaldin|first2=A.|last3=Al Qahtani|first3=A.|last4=Al Musleh|first4=Z.|last5=Al Sulaitin|first5=M.|last6=Bener|first6=A.|last7=Chandra|first7=P.|last8=Alawi|first8=F.|date=2012|title=Universal neonatal hearing screening: Six years of experience in Qatar|url=https://pubmed.ncbi.nlm.nih.gov/25003040|journal=Qatar Medical Journal|volume=2012|issue=2|pages=42–50|doi=10.5339/qmj.2012.2.12|issn=0253-8253|pmc=3991045|pmid=25003040}}</ref> another from the private sector,<ref>{{Cite journal|last=Elsanadiky|first=HanaaH|last2=Afifi|first2=PrettyO|date=2017|title=Universal neonatal hearing screening program in private hospital, Qatar|url=https://journals.lww.com/10.4103/tmj.tmj_24_17|journal=Tanta Medical Journal|language=en|volume=45|issue=4|pages=175|doi=10.4103/tmj.tmj_24_17|issn=1110-1415}}</ref> and a recent study from a semi-government hospital highlighting continuous progress in early detection and intervention.<ref>{{Cite journal|last=Andreas|first=Jarreth Noël|last2=Amde|first2=Woldekidan Kifle|last3=Roomaney|first3=Rifqah Abeeda|date=2025-12-15|title=Risk factors associated with hearing loss in neonates: A retrospective cross-sectional study from Qatar|url=https://www.qscience.com/content/journals/10.5339/qmj.2025.99|journal=Qatar Medical Journal|language=en|volume=2025|issue=4|doi=10.5339/qmj.2025.99|issn=0253-8253}}</ref> Other research areas include investigations into clinical associations with hearing loss, notably: * COVID-19 and auditory complications.<ref>{{Cite journal|last=Chandran|first=Reni K|last2=Abdulhadi|first2=Khalid|last3=Al-Shaikhly|first3=Sarah|last4=Arangodan|first4=Mohammed Ameen|last5=Ramadan|first5=Nadeen Mousa Issa|last6=Aldeeb|first6=Shahed Jehad Ahmad|last7=Sathian|first7=Brijesh|date=2024-12-24|title=Hearing Loss in COVID-19 Patients: An Audiological Profile of Symptomatic and Asymptomatic COVID-19 Patients in Qatar|url=https://www.cureus.com/articles/321104-hearing-loss-in-covid-19-patients-an-audiological-profile-of-symptomatic-and-asymptomatic-covid-19-patients-in-qatar|journal=Cureus|language=en|doi=10.7759/cureus.76326|issn=2168-8184|pmc=11756780|pmid=39850173}}</ref> * Ototoxicity related to pharmacological treatments.<ref>{{Cite journal|last=Al Musleh|first=Zainab|last2=Al Suliteen|first2=Maha|last3=Hadi|first3=Khalid|last4=El Abbadi|first4=Maysoun|last5=Omar|first5=Waleed|last6=Ali|first6=Awatif|last7=Al Amin|first7=Amna|last8=Alsufi|first8=Muna|last9=Alnajar|first9=Nehal|date=2016|title=Early detection of changes to hearing status attributed to treatment regimen with ototoxicity in the state of Qatar|url=http://www.aaj.eg.net/text.asp?2016/3/1/9/191236|journal=Advanced Arab Academy of Audio-Vestibulogy Journal|language=en|volume=3|issue=1|pages=9|doi=10.4103/2314-8667.191236|issn=2314-8667}}</ref> * Presbycusis, balance and age-related hearing decline.<ref>{{Cite journal|last=Omer|first=Walid E.|last2=Abdulhadi|first2=Khalid|last3=Shahbal|first3=Saad|last4=Neudert|first4=Marcus|last5=Siepmann|first5=Timo|date=2024-12-19|title=Vestibular Hypofunction in Patients with Presbycusis: A Cross-Sectional Study|url=https://pubmed.ncbi.nlm.nih.gov/39768690|journal=Journal of Clinical Medicine|volume=13|issue=24|pages=7767|doi=10.3390/jcm13247767|issn=2077-0383|pmc=11727745|pmid=39768690}}</ref> Clinician-led research by audiologists are however lacking and greatly needed. {{HTitle|Challenges, Opportunities and Notes}}Healthcare in Qatar is well-funded and all residents have good access regardless of social standing. Due to the large number of expatriate workers, especially considering the country of origin, there may be differences in standardization of practice, particularly where protocols and guidelines relating to audiology and hearing care is affected. The Department of Healthcare Professions (DHP) regulates all healthcare professions in Qatar, however, Qatar may benefit from a local Audiological society which may help assist governmental organizations in making decisions regarding the profession. It could also assist in networking for case discussions, specialized continuous professional development, and putting a name to the face when referring across institutions. Clinician-led research appears to be lacking. This will aid in understanding potential challenges and opportunities for growth on a grassroots level. Many audiologists working in Qatar have postgraduate training (e.g. Masters), which includes have research experience. Further championing in this regard will help position the Audiology profession well in the country. Lastly, the establishment of an Audiology programme at one of the local universities will further aid in ensuring the profession continues to thrive, is backed by research, and ensures that the next generation has an opportunity to pursue Audiology as a profession. The recruitment and onboarding of audiologists from abroad can be costly to employers, thus with the establishment of a local audiology programme, this ensures that local organizations have a steady supply of healthcare professionals, which will not only be cost-effective to the local economy, but also assist exporting countries in reducing brain-drain and transfer of skills abroad. {{HTitle|Audiology Charities}}There are no specific audiological charities in Qatar, however, several charitable organizations play a vital role in supporting individuals who cannot afford audiological services or assistive devices. The four main charities include: * [https://en.wikipedia.org/wiki/Qatar_Charity Qatar Charity] * [https://en.wikipedia.org/wiki/Qatar_Red_Crescent_Society Qatar Red Crescent Society] * Qatar Society for the Rehabilitation of Special Needs * Qatar Cancer Society These organizations are typically funded through a combination of government allocations, private benefactors, and Zakat contributions. When patients face financial barriers to accessing hearing care or associated treatments, they often approach these charities for assistance. Support is frequently coordinated through hospital social workers, who facilitate applications and liaise with charitable bodies to ensure timely provision of services and devices. {{HTitle|References}} {{reflist}} {{:Global Audiology/Authors-1|Jarreth N. Andreas|https://www.researchgate.net/profile/Jarreth-Andreas}} ''Edited by'' [https://orcid.org/0000-0002-4586-2398/ Nausheen Dawood] </div></div> [[Category:Audiology]] [[Category:Qatar]] qbs6kxjt1au6hoe49psukt34ss4hn5u 0 326703 2804226 2799221 2026-04-11T00:40:45Z Jtneill 10242 + {{AI-generated}} 2804226 wikitext text/x-wiki __NOTOC__ {{AI-generated}} [[File:ChatGPT-Logo.svg|thumb|Was ChatGPT's essay on Kohlberg's theory of moral development accurate? Should we use AI in our own workfields? ]] Aaqib F. Azeez, January 2026 '''Abstract:''' The usage of artificial intelligence has raised significant questions regarding its accuracy and reliability. This paper assesses an essay created by ChatGPT (Model 5.2) on Lawrence Kohlberg's Cognitive-Developmental Theory regarding moral development and modern viewpoints on the theory. The AI-generated essay demonstrated several strengths, including accurately describing Kohlberg's stages and using authentic and academically-appropriate sources. Despite the positives, the essay also had significant drawbacks, including a lack of citations for strong claims. The findings in the paper point to several positive contributions AI can have in academic and professional tasks, but this should be treated with caution and preferably overseen by competent professionals. ''Keywords:'' artificial intelligence, ChatGPT, academia, workforce, Lawrence Kohlberg's stages of moral development, citation accuracy '''ChatGPT-generated essay''': [[/ChatGPT essay/|here]] {{Italic title}} {{Tertiary education}} {{psychology}} {{paper}} {{complete}} == Introduction == The usage of AI has caused a lot of chaos in the academic world. One of the issues with the usage of AI is the accuracy of its work. Although AI is convenient for brainstorming ideas or providing a framework to work and improve on, using AI for a finished product is counterintuitive, since AI can hallucinate details to please the user. The purpose of this paper is to assess the accuracy of AI by evaluating an essay made by the [[w:ChatGPT|ChatGPT]] model 5.2 on [[w:Lawrence_Kohlberg's_stages_of_moral_development|Lawrence Kohlberg’s Cognitive-Developmental Theory]]. == Critical analysis == The essay created by ChatGPT hosts a variety of positives. Firstly, the in-text citations correctly correspond to the references listed at the bottom of the page. For example, “Killen & Dahl, 2021” correctly corresponds to the reference “Killen, M., & Dahl, A. (2021)” listed under “References”. Secondly, all the publications ChatGPT used were published later than 2018, according to the instructions given to the AI model. Thirdly, the in-text citations were accurate to the sources. For example, the paper cites Mammen & Paulus (2023) to support the assertion that moral reasoning should be examined under natural conversations with other people, and not just a structured interview<ref name=":0">{{Cite journal|last=Mammen|first=Maria|last2=Paulus|first2=Markus|date=2023-04-01|title=The communicative nature of moral development: A theoretical framework on the emergence of moral reasoning in social interactions|url=https://www.sciencedirect.com/science/article/pii/S0885201423000412|journal=Cognitive Development|volume=66|pages=101336|doi=10.1016/j.cogdev.2023.101336|issn=0885-2014}}</ref>. Mammen & Paulus (2023) support the AI’s statements since the original paper notes that interviews can only study the final product of decision-making, therefore missing perceptions on the process of decision-making<ref name=":0" />. Mammen & Paulus (2023) upheld the importance of moral development and its origin “rooted in human communication.”<ref name=":0" /> The essay provided by the AI is also accurate, correctly identifying each stage of Kohlberg’s Cognitive-Developmental Theory. The essay mentions that the preconventional level is characterized by moral judgment that focuses on “punishment avoidance or personal benefit”, the conventional level is a witness to the beginning of “social approval, rules, and [the maintenance of] social order” influencing morality, and the postconventional stage being the final level where morality ascends to the “broader principles such as justice, rights, and fairness that may sometimes conflict with authority”. Santrock (2025) describes Kohlberg’s first level in a similar way, painting the preconventional stage as being “strongly influenced by external punishment and reward”, describing the conventional reasoning stage as the site of “understand[ing] the importance of following the laws of society”, and reports the postconventional reasoning stage as the “highest” level, where norms are being pitted against “moral concerns such as liberty, justice, and equality, with the idea that morality can improve the laws” (p. 228)<ref>Santrock, J. W. (2025). ''Adolescence'' (19th ed.). McGraw Hill Higher Education</ref>. Lastly, the AI-generated essay stays on topic and doesn’t deviate from the main subject and provides the readers with up-to-date information on the subject. The essay discusses the basics of Kohlberg’s cognitive-developmental theory (including the 3 stages) and includes modern developments of Kohlberg’s theories, including the integration of individual differences, culture, social contexts, and emotions. Although the essay is largely accurate and useful, it is marred by a few shortcomings. The AI-generated essay makes the claim that a “common critique” of Kohlberg’s theory is that Kohlberg’s description of “advanced reasoning” is not always practical in “real-world moral decisions, especially under stress or social pressure.” Since the essay claims that this is a “common critique”, a citation to back this up should be provided. Another instance of this is where ChatGPT claims that the stage theories have received criticism for “assumptions about universality and the primacy of justice-based reasoning.” The same issue is repeated here, where there are no citations or sources provided to justify this claim. The lack of sources for broad claims that the AI has made does not decimate the credibility of the essay but hampers the ability to verify and fact-check certain statements that hold modern weight. == Usage of AI in the real world == The addition of AI in professional settings can compensate for deficiencies in the speed at which humans collect information. Notable positive traits of AI include its speedy collection and examination of data, the ability to improve with minimal human aid after training, and the ability to carry out crucial decision-making processes based on analytical reasoning<ref name=":1">{{Cite journal|last=Jarrahi|first=Mohammad Hossein|date=2018-07-01|title=Artificial intelligence and the future of work: Human-AI symbiosis in organizational decision making|url=https://www.sciencedirect.com/science/article/pii/S0007681318300387|journal=Business Horizons|volume=61|issue=4|pages=577–586|doi=10.1016/j.bushor.2018.03.007|issn=0007-6813}}</ref>. A 2021 Deloitte and MedTech Europe report projected that AI could potentially save 380,000-403,000 lives per year in European healthcare<ref>Dantas, C., Mackiewicz, K., Tageo, V., Jacucci, G., Guardado, D., Ortet, S., Varlamis, I., Maniadakis, M., De Lera, E., Quintas, J., Kocsis, O., & Vassiliou, C. (2021). Benefits and hurdles of AI in the workplace – what comes next? ''International Journal of Artificial Intelligence and Expert Systems, 10'', 9-17. <nowiki>https://www.researchgate.net/publication/351993615_Benefits_and_Hurdles_of_AI_In_The_Workplace_-What_Comes_Next</nowiki></ref>. Even from the AI-generated essay, AI can not only provide a well-written description of an entity but also include accurate citations that correspond with the text. The combination of AI’s analytical pace and the human’s heightened judgement and integration of “[[w:Abstract_thinking|abstract thinking]]” and “intuitive approach” could bolster each other’s performance in certain tasks, as observed in a 2016 study reported by Jarrahi (2018) that saw an 85% reduction in error in cancer detection when AI and pathologists both collaborated on the task<ref name=":1" />. With AI’s ability to process and analyze information efficiently and quickly, it can prove to be a handy tool that can bolster human production. Despite AI’s efficient processing of information, AI has been notorious for hallucinating information, as was observed in a 2023 incident where a group of lawyers from [https://www.lawinfo.com/lawfirm/new-york/new-york/levidow-levidow-and-oberman-pc/6d64c18e-3681-4881-a187-1a3628604b27.html Levidow, Levidow & Oberman, P.C.] were caught publishing fabricated court decisions marred with “fake quotes and citations created by the artificial intelligence tool ChatGPT”<ref name=":2">{{Cite web|url=https://apnews.com/article/artificial-intelligence-chatgpt-fake-case-lawyers-d6ae9fa79d0542db9e1455397aef381c|title=Lawyers submitted bogus case law created by ChatGPT. A judge fined them $5,000|date=2023-06-22|website=AP News|language=en|access-date=2026-01-02}}</ref>. Other issues include a lack of security for confidential data, a lack of accountability for when harm may be produced by AI, and the increased likelihood of “engaging in unethical behavior” when using AI<ref>{{Cite journal|last=Trincado-Munoz|first=Francisco J.|last2=Cordasco|first2=Carlo|last3=Vorley|first3=Tim|date=2025-04-26|title=The dark side of AI in professional services|url=https://doi.org/10.1080/02642069.2024.2336208|journal=The Service Industries Journal|volume=45|issue=5-6|pages=455–474|doi=10.1080/02642069.2024.2336208|issn=0264-2069}}</ref>. Although the AI-generated essay was largely positive and the citations were accurate, there were certain claims that were not backed up by a source. As mentioned earlier, the essay claimed that Kohlberg’s theories were criticized for their lack of practicality in real-world scenarios yet provided no citation to back this claim. It is worthwhile that when engaging with AI, it can be used for “assistance”, but oversight of such work should be done to “ensure [its] accuracy”<ref name=":2" />. == Conclusion == The AI-generated essay was, for the most part, exceptional. The essay stayed on topic, provided accurate developments to theory with respect to the modern era, and contained accurate citations and references, but failed to back up a couple of strong claims. AI has shown itself to be quick in collecting and processing information, but supervision over its work should be done to ensure accuracy. AI should be introduced into professional settings as it clearly is a useful tool, but the notion of AI technology ‘replacing’ humans in the workforce is unfounded and would lead to more harm than commendable. == See also == * [https://zenodo.org/records/18135581 Azeez, A. (2026). ChatGPT's Essay on Kohlberg's Theory: AI's Use in Academic Writing. Zenodo. https://doi.org/10.5281/zenodo.18135581]- APA-compliant paper * [https://www.academia.edu/145733465/ChatGPTs_Essay_on_Kohlbergs_Theory_AIs_Use_in_Academic_Writing Academia link] * [https://www.theihs.org/blog/best-practices-for-using-ai-in-academic-research/?gad_source=1&gad_campaignid=22511278759&gbraid=0AAAAADkVWeGyeqRyzexNn7a9sGkUIKevh&gclid=Cj0KCQiA9t3KBhCQARIsAJOcR7zTf2F5CkrUJZAHLM-myxLhFkzx4dWRpNpQE2UIB4u1werlmLZMAAMaAlybEALw_wcB Best Practices for Using AI in Academic Research - Institute for Humane Studies] == References == {{reflist}} [[Category:Atcovi's Work]] [[Category:ChatGPT]] [[Category:Essays]] [[Category:Developmental psychology]] kxvrhtw3kr4y8i9woxporkh07h72uza 2804235 2804226 2026-04-11T01:00:22Z Atcovi 276019 Undid revision [[Special:Diff/2804226|2804226]] by [[Special:Contributions/Jtneill|Jtneill]] ([[User talk:Jtneill|talk]]); this critical essay itself is human-generated (I submitted this as a class assignment), the essay being analyzed IS AI-generated and has the AI-generated template. 2804235 wikitext text/x-wiki __NOTOC__ [[File:ChatGPT-Logo.svg|thumb|Was ChatGPT's essay on Kohlberg's theory of moral development accurate? Should we use AI in our own workfields? ]] Aaqib F. Azeez, January 2026 '''Abstract:''' The usage of artificial intelligence has raised significant questions regarding its accuracy and reliability. This paper assesses an essay created by ChatGPT (Model 5.2) on Lawrence Kohlberg's Cognitive-Developmental Theory regarding moral development and modern viewpoints on the theory. The AI-generated essay demonstrated several strengths, including accurately describing Kohlberg's stages and using authentic and academically-appropriate sources. Despite the positives, the essay also had significant drawbacks, including a lack of citations for strong claims. The findings in the paper point to several positive contributions AI can have in academic and professional tasks, but this should be treated with caution and preferably overseen by competent professionals. ''Keywords:'' artificial intelligence, ChatGPT, academia, workforce, Lawrence Kohlberg's stages of moral development, citation accuracy '''ChatGPT-generated essay''': [[/ChatGPT essay/|here]] {{Italic title}} {{Tertiary education}} {{psychology}} {{paper}} {{complete}} == Introduction == The usage of AI has caused a lot of chaos in the academic world. One of the issues with the usage of AI is the accuracy of its work. Although AI is convenient for brainstorming ideas or providing a framework to work and improve on, using AI for a finished product is counterintuitive, since AI can hallucinate details to please the user. The purpose of this paper is to assess the accuracy of AI by evaluating an essay made by the [[w:ChatGPT|ChatGPT]] model 5.2 on [[w:Lawrence_Kohlberg's_stages_of_moral_development|Lawrence Kohlberg’s Cognitive-Developmental Theory]]. == Critical analysis == The essay created by ChatGPT hosts a variety of positives. Firstly, the in-text citations correctly correspond to the references listed at the bottom of the page. For example, “Killen & Dahl, 2021” correctly corresponds to the reference “Killen, M., & Dahl, A. (2021)” listed under “References”. Secondly, all the publications ChatGPT used were published later than 2018, according to the instructions given to the AI model. Thirdly, the in-text citations were accurate to the sources. For example, the paper cites Mammen & Paulus (2023) to support the assertion that moral reasoning should be examined under natural conversations with other people, and not just a structured interview<ref name=":0">{{Cite journal|last=Mammen|first=Maria|last2=Paulus|first2=Markus|date=2023-04-01|title=The communicative nature of moral development: A theoretical framework on the emergence of moral reasoning in social interactions|url=https://www.sciencedirect.com/science/article/pii/S0885201423000412|journal=Cognitive Development|volume=66|pages=101336|doi=10.1016/j.cogdev.2023.101336|issn=0885-2014}}</ref>. Mammen & Paulus (2023) support the AI’s statements since the original paper notes that interviews can only study the final product of decision-making, therefore missing perceptions on the process of decision-making<ref name=":0" />. Mammen & Paulus (2023) upheld the importance of moral development and its origin “rooted in human communication.”<ref name=":0" /> The essay provided by the AI is also accurate, correctly identifying each stage of Kohlberg’s Cognitive-Developmental Theory. The essay mentions that the preconventional level is characterized by moral judgment that focuses on “punishment avoidance or personal benefit”, the conventional level is a witness to the beginning of “social approval, rules, and [the maintenance of] social order” influencing morality, and the postconventional stage being the final level where morality ascends to the “broader principles such as justice, rights, and fairness that may sometimes conflict with authority”. Santrock (2025) describes Kohlberg’s first level in a similar way, painting the preconventional stage as being “strongly influenced by external punishment and reward”, describing the conventional reasoning stage as the site of “understand[ing] the importance of following the laws of society”, and reports the postconventional reasoning stage as the “highest” level, where norms are being pitted against “moral concerns such as liberty, justice, and equality, with the idea that morality can improve the laws” (p. 228)<ref>Santrock, J. W. (2025). ''Adolescence'' (19th ed.). McGraw Hill Higher Education</ref>. Lastly, the AI-generated essay stays on topic and doesn’t deviate from the main subject and provides the readers with up-to-date information on the subject. The essay discusses the basics of Kohlberg’s cognitive-developmental theory (including the 3 stages) and includes modern developments of Kohlberg’s theories, including the integration of individual differences, culture, social contexts, and emotions. Although the essay is largely accurate and useful, it is marred by a few shortcomings. The AI-generated essay makes the claim that a “common critique” of Kohlberg’s theory is that Kohlberg’s description of “advanced reasoning” is not always practical in “real-world moral decisions, especially under stress or social pressure.” Since the essay claims that this is a “common critique”, a citation to back this up should be provided. Another instance of this is where ChatGPT claims that the stage theories have received criticism for “assumptions about universality and the primacy of justice-based reasoning.” The same issue is repeated here, where there are no citations or sources provided to justify this claim. The lack of sources for broad claims that the AI has made does not decimate the credibility of the essay but hampers the ability to verify and fact-check certain statements that hold modern weight. == Usage of AI in the real world == The addition of AI in professional settings can compensate for deficiencies in the speed at which humans collect information. Notable positive traits of AI include its speedy collection and examination of data, the ability to improve with minimal human aid after training, and the ability to carry out crucial decision-making processes based on analytical reasoning<ref name=":1">{{Cite journal|last=Jarrahi|first=Mohammad Hossein|date=2018-07-01|title=Artificial intelligence and the future of work: Human-AI symbiosis in organizational decision making|url=https://www.sciencedirect.com/science/article/pii/S0007681318300387|journal=Business Horizons|volume=61|issue=4|pages=577–586|doi=10.1016/j.bushor.2018.03.007|issn=0007-6813}}</ref>. A 2021 Deloitte and MedTech Europe report projected that AI could potentially save 380,000-403,000 lives per year in European healthcare<ref>Dantas, C., Mackiewicz, K., Tageo, V., Jacucci, G., Guardado, D., Ortet, S., Varlamis, I., Maniadakis, M., De Lera, E., Quintas, J., Kocsis, O., & Vassiliou, C. (2021). Benefits and hurdles of AI in the workplace – what comes next? ''International Journal of Artificial Intelligence and Expert Systems, 10'', 9-17. <nowiki>https://www.researchgate.net/publication/351993615_Benefits_and_Hurdles_of_AI_In_The_Workplace_-What_Comes_Next</nowiki></ref>. Even from the AI-generated essay, AI can not only provide a well-written description of an entity but also include accurate citations that correspond with the text. The combination of AI’s analytical pace and the human’s heightened judgement and integration of “[[w:Abstract_thinking|abstract thinking]]” and “intuitive approach” could bolster each other’s performance in certain tasks, as observed in a 2016 study reported by Jarrahi (2018) that saw an 85% reduction in error in cancer detection when AI and pathologists both collaborated on the task<ref name=":1" />. With AI’s ability to process and analyze information efficiently and quickly, it can prove to be a handy tool that can bolster human production. Despite AI’s efficient processing of information, AI has been notorious for hallucinating information, as was observed in a 2023 incident where a group of lawyers from [https://www.lawinfo.com/lawfirm/new-york/new-york/levidow-levidow-and-oberman-pc/6d64c18e-3681-4881-a187-1a3628604b27.html Levidow, Levidow & Oberman, P.C.] were caught publishing fabricated court decisions marred with “fake quotes and citations created by the artificial intelligence tool ChatGPT”<ref name=":2">{{Cite web|url=https://apnews.com/article/artificial-intelligence-chatgpt-fake-case-lawyers-d6ae9fa79d0542db9e1455397aef381c|title=Lawyers submitted bogus case law created by ChatGPT. A judge fined them $5,000|date=2023-06-22|website=AP News|language=en|access-date=2026-01-02}}</ref>. Other issues include a lack of security for confidential data, a lack of accountability for when harm may be produced by AI, and the increased likelihood of “engaging in unethical behavior” when using AI<ref>{{Cite journal|last=Trincado-Munoz|first=Francisco J.|last2=Cordasco|first2=Carlo|last3=Vorley|first3=Tim|date=2025-04-26|title=The dark side of AI in professional services|url=https://doi.org/10.1080/02642069.2024.2336208|journal=The Service Industries Journal|volume=45|issue=5-6|pages=455–474|doi=10.1080/02642069.2024.2336208|issn=0264-2069}}</ref>. Although the AI-generated essay was largely positive and the citations were accurate, there were certain claims that were not backed up by a source. As mentioned earlier, the essay claimed that Kohlberg’s theories were criticized for their lack of practicality in real-world scenarios yet provided no citation to back this claim. It is worthwhile that when engaging with AI, it can be used for “assistance”, but oversight of such work should be done to “ensure [its] accuracy”<ref name=":2" />. == Conclusion == The AI-generated essay was, for the most part, exceptional. The essay stayed on topic, provided accurate developments to theory with respect to the modern era, and contained accurate citations and references, but failed to back up a couple of strong claims. AI has shown itself to be quick in collecting and processing information, but supervision over its work should be done to ensure accuracy. AI should be introduced into professional settings as it clearly is a useful tool, but the notion of AI technology ‘replacing’ humans in the workforce is unfounded and would lead to more harm than commendable. == See also == * [https://zenodo.org/records/18135581 Azeez, A. (2026). ChatGPT's Essay on Kohlberg's Theory: AI's Use in Academic Writing. Zenodo. https://doi.org/10.5281/zenodo.18135581]- APA-compliant paper * [https://www.academia.edu/145733465/ChatGPTs_Essay_on_Kohlbergs_Theory_AIs_Use_in_Academic_Writing Academia link] * [https://www.theihs.org/blog/best-practices-for-using-ai-in-academic-research/?gad_source=1&gad_campaignid=22511278759&gbraid=0AAAAADkVWeGyeqRyzexNn7a9sGkUIKevh&gclid=Cj0KCQiA9t3KBhCQARIsAJOcR7zTf2F5CkrUJZAHLM-myxLhFkzx4dWRpNpQE2UIB4u1werlmLZMAAMaAlybEALw_wcB Best Practices for Using AI in Academic Research - Institute for Humane Studies] == References == {{reflist}} [[Category:Atcovi's Work]] [[Category:ChatGPT]] [[Category:Essays]] [[Category:Developmental psychology]] okotck3z3i25ahlx1gfelcl2e90rdee 2804237 2804235 2026-04-11T01:03:34Z Atcovi 276019 adding notice to make things clear 2804237 wikitext text/x-wiki __NOTOC__ [[File:ChatGPT-Logo.svg|thumb|Was ChatGPT's essay on Kohlberg's theory of moral development accurate? Should we use AI in our own workfields? ]] ''The following human-created article '''assesses''' an AI-generated essay, and this page, therefore, is not generated using AI. The ChatGPT-generated article is linked [[ChatGPT's Essay on Kohlberg's Theory: AI's Use in Academic Writing/ChatGPT essay|here]].'' Aaqib F. Azeez, January 2026 '''Abstract:''' The usage of artificial intelligence has raised significant questions regarding its accuracy and reliability. This paper assesses an essay created by ChatGPT (Model 5.2) on Lawrence Kohlberg's Cognitive-Developmental Theory regarding moral development and modern viewpoints on the theory. The AI-generated essay demonstrated several strengths, including accurately describing Kohlberg's stages and using authentic and academically-appropriate sources. Despite the positives, the essay also had significant drawbacks, including a lack of citations for strong claims. The findings in the paper point to several positive contributions AI can have in academic and professional tasks, but this should be treated with caution and preferably overseen by competent professionals. ''Keywords:'' artificial intelligence, ChatGPT, academia, workforce, Lawrence Kohlberg's stages of moral development, citation accuracy{{Italic title}} {{Tertiary education}} {{psychology}} {{paper}} {{complete}} == Introduction == The usage of AI has caused a lot of chaos in the academic world. One of the issues with the usage of AI is the accuracy of its work. Although AI is convenient for brainstorming ideas or providing a framework to work and improve on, using AI for a finished product is counterintuitive, since AI can hallucinate details to please the user. The purpose of this paper is to assess the accuracy of AI by evaluating an essay made by the [[w:ChatGPT|ChatGPT]] model 5.2 on [[w:Lawrence_Kohlberg's_stages_of_moral_development|Lawrence Kohlberg’s Cognitive-Developmental Theory]]. == Critical analysis == The essay created by ChatGPT hosts a variety of positives. Firstly, the in-text citations correctly correspond to the references listed at the bottom of the page. For example, “Killen & Dahl, 2021” correctly corresponds to the reference “Killen, M., & Dahl, A. (2021)” listed under “References”. Secondly, all the publications ChatGPT used were published later than 2018, according to the instructions given to the AI model. Thirdly, the in-text citations were accurate to the sources. For example, the paper cites Mammen & Paulus (2023) to support the assertion that moral reasoning should be examined under natural conversations with other people, and not just a structured interview<ref name=":0">{{Cite journal|last=Mammen|first=Maria|last2=Paulus|first2=Markus|date=2023-04-01|title=The communicative nature of moral development: A theoretical framework on the emergence of moral reasoning in social interactions|url=https://www.sciencedirect.com/science/article/pii/S0885201423000412|journal=Cognitive Development|volume=66|pages=101336|doi=10.1016/j.cogdev.2023.101336|issn=0885-2014}}</ref>. Mammen & Paulus (2023) support the AI’s statements since the original paper notes that interviews can only study the final product of decision-making, therefore missing perceptions on the process of decision-making<ref name=":0" />. Mammen & Paulus (2023) upheld the importance of moral development and its origin “rooted in human communication.”<ref name=":0" /> The essay provided by the AI is also accurate, correctly identifying each stage of Kohlberg’s Cognitive-Developmental Theory. The essay mentions that the preconventional level is characterized by moral judgment that focuses on “punishment avoidance or personal benefit”, the conventional level is a witness to the beginning of “social approval, rules, and [the maintenance of] social order” influencing morality, and the postconventional stage being the final level where morality ascends to the “broader principles such as justice, rights, and fairness that may sometimes conflict with authority”. Santrock (2025) describes Kohlberg’s first level in a similar way, painting the preconventional stage as being “strongly influenced by external punishment and reward”, describing the conventional reasoning stage as the site of “understand[ing] the importance of following the laws of society”, and reports the postconventional reasoning stage as the “highest” level, where norms are being pitted against “moral concerns such as liberty, justice, and equality, with the idea that morality can improve the laws” (p. 228)<ref>Santrock, J. W. (2025). ''Adolescence'' (19th ed.). McGraw Hill Higher Education</ref>. Lastly, the AI-generated essay stays on topic and doesn’t deviate from the main subject and provides the readers with up-to-date information on the subject. The essay discusses the basics of Kohlberg’s cognitive-developmental theory (including the 3 stages) and includes modern developments of Kohlberg’s theories, including the integration of individual differences, culture, social contexts, and emotions. Although the essay is largely accurate and useful, it is marred by a few shortcomings. The AI-generated essay makes the claim that a “common critique” of Kohlberg’s theory is that Kohlberg’s description of “advanced reasoning” is not always practical in “real-world moral decisions, especially under stress or social pressure.” Since the essay claims that this is a “common critique”, a citation to back this up should be provided. Another instance of this is where ChatGPT claims that the stage theories have received criticism for “assumptions about universality and the primacy of justice-based reasoning.” The same issue is repeated here, where there are no citations or sources provided to justify this claim. The lack of sources for broad claims that the AI has made does not decimate the credibility of the essay but hampers the ability to verify and fact-check certain statements that hold modern weight. == Usage of AI in the real world == The addition of AI in professional settings can compensate for deficiencies in the speed at which humans collect information. Notable positive traits of AI include its speedy collection and examination of data, the ability to improve with minimal human aid after training, and the ability to carry out crucial decision-making processes based on analytical reasoning<ref name=":1">{{Cite journal|last=Jarrahi|first=Mohammad Hossein|date=2018-07-01|title=Artificial intelligence and the future of work: Human-AI symbiosis in organizational decision making|url=https://www.sciencedirect.com/science/article/pii/S0007681318300387|journal=Business Horizons|volume=61|issue=4|pages=577–586|doi=10.1016/j.bushor.2018.03.007|issn=0007-6813}}</ref>. A 2021 Deloitte and MedTech Europe report projected that AI could potentially save 380,000-403,000 lives per year in European healthcare<ref>Dantas, C., Mackiewicz, K., Tageo, V., Jacucci, G., Guardado, D., Ortet, S., Varlamis, I., Maniadakis, M., De Lera, E., Quintas, J., Kocsis, O., & Vassiliou, C. (2021). Benefits and hurdles of AI in the workplace – what comes next? ''International Journal of Artificial Intelligence and Expert Systems, 10'', 9-17. <nowiki>https://www.researchgate.net/publication/351993615_Benefits_and_Hurdles_of_AI_In_The_Workplace_-What_Comes_Next</nowiki></ref>. Even from the AI-generated essay, AI can not only provide a well-written description of an entity but also include accurate citations that correspond with the text. The combination of AI’s analytical pace and the human’s heightened judgement and integration of “[[w:Abstract_thinking|abstract thinking]]” and “intuitive approach” could bolster each other’s performance in certain tasks, as observed in a 2016 study reported by Jarrahi (2018) that saw an 85% reduction in error in cancer detection when AI and pathologists both collaborated on the task<ref name=":1" />. With AI’s ability to process and analyze information efficiently and quickly, it can prove to be a handy tool that can bolster human production. Despite AI’s efficient processing of information, AI has been notorious for hallucinating information, as was observed in a 2023 incident where a group of lawyers from [https://www.lawinfo.com/lawfirm/new-york/new-york/levidow-levidow-and-oberman-pc/6d64c18e-3681-4881-a187-1a3628604b27.html Levidow, Levidow & Oberman, P.C.] were caught publishing fabricated court decisions marred with “fake quotes and citations created by the artificial intelligence tool ChatGPT”<ref name=":2">{{Cite web|url=https://apnews.com/article/artificial-intelligence-chatgpt-fake-case-lawyers-d6ae9fa79d0542db9e1455397aef381c|title=Lawyers submitted bogus case law created by ChatGPT. A judge fined them $5,000|date=2023-06-22|website=AP News|language=en|access-date=2026-01-02}}</ref>. Other issues include a lack of security for confidential data, a lack of accountability for when harm may be produced by AI, and the increased likelihood of “engaging in unethical behavior” when using AI<ref>{{Cite journal|last=Trincado-Munoz|first=Francisco J.|last2=Cordasco|first2=Carlo|last3=Vorley|first3=Tim|date=2025-04-26|title=The dark side of AI in professional services|url=https://doi.org/10.1080/02642069.2024.2336208|journal=The Service Industries Journal|volume=45|issue=5-6|pages=455–474|doi=10.1080/02642069.2024.2336208|issn=0264-2069}}</ref>. Although the AI-generated essay was largely positive and the citations were accurate, there were certain claims that were not backed up by a source. As mentioned earlier, the essay claimed that Kohlberg’s theories were criticized for their lack of practicality in real-world scenarios yet provided no citation to back this claim. It is worthwhile that when engaging with AI, it can be used for “assistance”, but oversight of such work should be done to “ensure [its] accuracy”<ref name=":2" />. == Conclusion == The AI-generated essay was, for the most part, exceptional. The essay stayed on topic, provided accurate developments to theory with respect to the modern era, and contained accurate citations and references, but failed to back up a couple of strong claims. AI has shown itself to be quick in collecting and processing information, but supervision over its work should be done to ensure accuracy. AI should be introduced into professional settings as it clearly is a useful tool, but the notion of AI technology ‘replacing’ humans in the workforce is unfounded and would lead to more harm than commendable. == See also == * [https://zenodo.org/records/18135581 Azeez, A. (2026). ChatGPT's Essay on Kohlberg's Theory: AI's Use in Academic Writing. Zenodo. https://doi.org/10.5281/zenodo.18135581]- APA-compliant paper * [https://www.academia.edu/145733465/ChatGPTs_Essay_on_Kohlbergs_Theory_AIs_Use_in_Academic_Writing Academia link] * [https://www.theihs.org/blog/best-practices-for-using-ai-in-academic-research/?gad_source=1&gad_campaignid=22511278759&gbraid=0AAAAADkVWeGyeqRyzexNn7a9sGkUIKevh&gclid=Cj0KCQiA9t3KBhCQARIsAJOcR7zTf2F5CkrUJZAHLM-myxLhFkzx4dWRpNpQE2UIB4u1werlmLZMAAMaAlybEALw_wcB Best Practices for Using AI in Academic Research - Institute for Humane Studies] == References == {{reflist}} [[Category:Atcovi's Work]] [[Category:ChatGPT]] [[Category:Essays]] [[Category:Developmental psychology]] 00buhy5onclvyjp90l4eoe5u2at6ej2 2804238 2804237 2026-04-11T01:03:49Z Atcovi 276019 2804238 wikitext text/x-wiki __NOTOC__ [[File:ChatGPT-Logo.svg|thumb|Was ChatGPT's essay on Kohlberg's theory of moral development accurate? Should we use AI in our own workfields? ]] ''The following human-created article '''assesses''' an AI-generated essay, and this page, therefore, does not contain AI-generated content. The ChatGPT-generated article is linked [[ChatGPT's Essay on Kohlberg's Theory: AI's Use in Academic Writing/ChatGPT essay|here]].'' Aaqib F. Azeez, January 2026 '''Abstract:''' The usage of artificial intelligence has raised significant questions regarding its accuracy and reliability. This paper assesses an essay created by ChatGPT (Model 5.2) on Lawrence Kohlberg's Cognitive-Developmental Theory regarding moral development and modern viewpoints on the theory. The AI-generated essay demonstrated several strengths, including accurately describing Kohlberg's stages and using authentic and academically-appropriate sources. Despite the positives, the essay also had significant drawbacks, including a lack of citations for strong claims. The findings in the paper point to several positive contributions AI can have in academic and professional tasks, but this should be treated with caution and preferably overseen by competent professionals. ''Keywords:'' artificial intelligence, ChatGPT, academia, workforce, Lawrence Kohlberg's stages of moral development, citation accuracy{{Italic title}} {{Tertiary education}} {{psychology}} {{paper}} {{complete}} == Introduction == The usage of AI has caused a lot of chaos in the academic world. One of the issues with the usage of AI is the accuracy of its work. Although AI is convenient for brainstorming ideas or providing a framework to work and improve on, using AI for a finished product is counterintuitive, since AI can hallucinate details to please the user. The purpose of this paper is to assess the accuracy of AI by evaluating an essay made by the [[w:ChatGPT|ChatGPT]] model 5.2 on [[w:Lawrence_Kohlberg's_stages_of_moral_development|Lawrence Kohlberg’s Cognitive-Developmental Theory]]. == Critical analysis == The essay created by ChatGPT hosts a variety of positives. Firstly, the in-text citations correctly correspond to the references listed at the bottom of the page. For example, “Killen & Dahl, 2021” correctly corresponds to the reference “Killen, M., & Dahl, A. (2021)” listed under “References”. Secondly, all the publications ChatGPT used were published later than 2018, according to the instructions given to the AI model. Thirdly, the in-text citations were accurate to the sources. For example, the paper cites Mammen & Paulus (2023) to support the assertion that moral reasoning should be examined under natural conversations with other people, and not just a structured interview<ref name=":0">{{Cite journal|last=Mammen|first=Maria|last2=Paulus|first2=Markus|date=2023-04-01|title=The communicative nature of moral development: A theoretical framework on the emergence of moral reasoning in social interactions|url=https://www.sciencedirect.com/science/article/pii/S0885201423000412|journal=Cognitive Development|volume=66|pages=101336|doi=10.1016/j.cogdev.2023.101336|issn=0885-2014}}</ref>. Mammen & Paulus (2023) support the AI’s statements since the original paper notes that interviews can only study the final product of decision-making, therefore missing perceptions on the process of decision-making<ref name=":0" />. Mammen & Paulus (2023) upheld the importance of moral development and its origin “rooted in human communication.”<ref name=":0" /> The essay provided by the AI is also accurate, correctly identifying each stage of Kohlberg’s Cognitive-Developmental Theory. The essay mentions that the preconventional level is characterized by moral judgment that focuses on “punishment avoidance or personal benefit”, the conventional level is a witness to the beginning of “social approval, rules, and [the maintenance of] social order” influencing morality, and the postconventional stage being the final level where morality ascends to the “broader principles such as justice, rights, and fairness that may sometimes conflict with authority”. Santrock (2025) describes Kohlberg’s first level in a similar way, painting the preconventional stage as being “strongly influenced by external punishment and reward”, describing the conventional reasoning stage as the site of “understand[ing] the importance of following the laws of society”, and reports the postconventional reasoning stage as the “highest” level, where norms are being pitted against “moral concerns such as liberty, justice, and equality, with the idea that morality can improve the laws” (p. 228)<ref>Santrock, J. W. (2025). ''Adolescence'' (19th ed.). McGraw Hill Higher Education</ref>. Lastly, the AI-generated essay stays on topic and doesn’t deviate from the main subject and provides the readers with up-to-date information on the subject. The essay discusses the basics of Kohlberg’s cognitive-developmental theory (including the 3 stages) and includes modern developments of Kohlberg’s theories, including the integration of individual differences, culture, social contexts, and emotions. Although the essay is largely accurate and useful, it is marred by a few shortcomings. The AI-generated essay makes the claim that a “common critique” of Kohlberg’s theory is that Kohlberg’s description of “advanced reasoning” is not always practical in “real-world moral decisions, especially under stress or social pressure.” Since the essay claims that this is a “common critique”, a citation to back this up should be provided. Another instance of this is where ChatGPT claims that the stage theories have received criticism for “assumptions about universality and the primacy of justice-based reasoning.” The same issue is repeated here, where there are no citations or sources provided to justify this claim. The lack of sources for broad claims that the AI has made does not decimate the credibility of the essay but hampers the ability to verify and fact-check certain statements that hold modern weight. == Usage of AI in the real world == The addition of AI in professional settings can compensate for deficiencies in the speed at which humans collect information. Notable positive traits of AI include its speedy collection and examination of data, the ability to improve with minimal human aid after training, and the ability to carry out crucial decision-making processes based on analytical reasoning<ref name=":1">{{Cite journal|last=Jarrahi|first=Mohammad Hossein|date=2018-07-01|title=Artificial intelligence and the future of work: Human-AI symbiosis in organizational decision making|url=https://www.sciencedirect.com/science/article/pii/S0007681318300387|journal=Business Horizons|volume=61|issue=4|pages=577–586|doi=10.1016/j.bushor.2018.03.007|issn=0007-6813}}</ref>. A 2021 Deloitte and MedTech Europe report projected that AI could potentially save 380,000-403,000 lives per year in European healthcare<ref>Dantas, C., Mackiewicz, K., Tageo, V., Jacucci, G., Guardado, D., Ortet, S., Varlamis, I., Maniadakis, M., De Lera, E., Quintas, J., Kocsis, O., & Vassiliou, C. (2021). Benefits and hurdles of AI in the workplace – what comes next? ''International Journal of Artificial Intelligence and Expert Systems, 10'', 9-17. <nowiki>https://www.researchgate.net/publication/351993615_Benefits_and_Hurdles_of_AI_In_The_Workplace_-What_Comes_Next</nowiki></ref>. Even from the AI-generated essay, AI can not only provide a well-written description of an entity but also include accurate citations that correspond with the text. The combination of AI’s analytical pace and the human’s heightened judgement and integration of “[[w:Abstract_thinking|abstract thinking]]” and “intuitive approach” could bolster each other’s performance in certain tasks, as observed in a 2016 study reported by Jarrahi (2018) that saw an 85% reduction in error in cancer detection when AI and pathologists both collaborated on the task<ref name=":1" />. With AI’s ability to process and analyze information efficiently and quickly, it can prove to be a handy tool that can bolster human production. Despite AI’s efficient processing of information, AI has been notorious for hallucinating information, as was observed in a 2023 incident where a group of lawyers from [https://www.lawinfo.com/lawfirm/new-york/new-york/levidow-levidow-and-oberman-pc/6d64c18e-3681-4881-a187-1a3628604b27.html Levidow, Levidow & Oberman, P.C.] were caught publishing fabricated court decisions marred with “fake quotes and citations created by the artificial intelligence tool ChatGPT”<ref name=":2">{{Cite web|url=https://apnews.com/article/artificial-intelligence-chatgpt-fake-case-lawyers-d6ae9fa79d0542db9e1455397aef381c|title=Lawyers submitted bogus case law created by ChatGPT. A judge fined them $5,000|date=2023-06-22|website=AP News|language=en|access-date=2026-01-02}}</ref>. Other issues include a lack of security for confidential data, a lack of accountability for when harm may be produced by AI, and the increased likelihood of “engaging in unethical behavior” when using AI<ref>{{Cite journal|last=Trincado-Munoz|first=Francisco J.|last2=Cordasco|first2=Carlo|last3=Vorley|first3=Tim|date=2025-04-26|title=The dark side of AI in professional services|url=https://doi.org/10.1080/02642069.2024.2336208|journal=The Service Industries Journal|volume=45|issue=5-6|pages=455–474|doi=10.1080/02642069.2024.2336208|issn=0264-2069}}</ref>. Although the AI-generated essay was largely positive and the citations were accurate, there were certain claims that were not backed up by a source. As mentioned earlier, the essay claimed that Kohlberg’s theories were criticized for their lack of practicality in real-world scenarios yet provided no citation to back this claim. It is worthwhile that when engaging with AI, it can be used for “assistance”, but oversight of such work should be done to “ensure [its] accuracy”<ref name=":2" />. == Conclusion == The AI-generated essay was, for the most part, exceptional. The essay stayed on topic, provided accurate developments to theory with respect to the modern era, and contained accurate citations and references, but failed to back up a couple of strong claims. AI has shown itself to be quick in collecting and processing information, but supervision over its work should be done to ensure accuracy. AI should be introduced into professional settings as it clearly is a useful tool, but the notion of AI technology ‘replacing’ humans in the workforce is unfounded and would lead to more harm than commendable. == See also == * [https://zenodo.org/records/18135581 Azeez, A. (2026). ChatGPT's Essay on Kohlberg's Theory: AI's Use in Academic Writing. Zenodo. https://doi.org/10.5281/zenodo.18135581]- APA-compliant paper * [https://www.academia.edu/145733465/ChatGPTs_Essay_on_Kohlbergs_Theory_AIs_Use_in_Academic_Writing Academia link] * [https://www.theihs.org/blog/best-practices-for-using-ai-in-academic-research/?gad_source=1&gad_campaignid=22511278759&gbraid=0AAAAADkVWeGyeqRyzexNn7a9sGkUIKevh&gclid=Cj0KCQiA9t3KBhCQARIsAJOcR7zTf2F5CkrUJZAHLM-myxLhFkzx4dWRpNpQE2UIB4u1werlmLZMAAMaAlybEALw_wcB Best Practices for Using AI in Academic Research - Institute for Humane Studies] == References == {{reflist}} [[Category:Atcovi's Work]] [[Category:ChatGPT]] [[Category:Essays]] [[Category:Developmental psychology]] pycb31pgpwqe7s90rb8x3fay2i6fz6k 2 326765 2804193 2802305 2026-04-10T20:07:28Z Dc.samizdat 2856930 2804193 wikitext text/x-wiki {{align|center|David Brooks Christie}} {{align|center|dc@samizdat.org}} {{align|center|Draft in progress}} {{align|center|January 2026 - April 2026}} <blockquote>Steinbach discovered the Diagonal Product Formula and the Golden Fields family of ratios of diagonal to side in the regular polygons. He showed how this family extends beyond the pentagon {5} with its well-known golden bisection proportional to 𝜙, finding that the heptagon {7} has an analogous trisection, the nonagon {9} has an analogous quadrasection, and the hendecagon {11} has an analogous pentasection, an extended family of golden proportions with quasiperiodic properties. Kappraff and Adamson extended these findings in plane geometry to a theory of Generalized Fibonacci Sequences, showing that the Golden Fields not only do not end with the hendecagon, they form an infinite number of periodic trajectories when operated on by the Mandelbrot operator. They found a relation between the edges of star polygons and dynamical systems in the state of chaos, revealing a connection between chaos theory, number, and rotations in Coxeter Euclidean geometry. Fontaine and Hurley examined Steinbach's finding that the length of each chord of a regular polygon is both the product of two smaller chords and the sum of a set of smaller chords, so that in rotations to add is to multiply. They illustrated Steinbach's sets of additive chords lying parallel to each other in the plane (pointing in the same direction), and by applying Steinbach's formula more generally they found another summation relation of signed parallel chords (pointing in opposite directions) which relates each chord length to its reciprocal, and relates the summation to a distinct star polygon rotation. We examine these remarkable findings (which stem from study of the chords of humble regular polygons) in higher-dimensional spaces, specifically in the chords, polygons and rotations of the 120-cell, the largest four-dimensional regular convex polytope.</blockquote> == Thirty distinguished distances == The 30 numbers listed in the table are all-important in Euclidean geometry. A case can be made on symmetry grounds that their squares are the 30 most important numbers between 0 and 4. The 30 rows of the table are the 30 discrete chord lengths of the unit-radius 120-cell, the largest regular convex 4-polytope. Since the 120-cell subsumes all smaller regular polytopes, its 30 chords are the complete chord set of all the regular polytopes that can be constructed in the first four dimensions of Euclidean space, except for regular polygons of more than 15 sides. These chords may be considered the 30 most significant discrete distances in geometry. {| class="wikitable" style="white-space:nowrap;text-align:center" !rowspan=2|<math>c_t</math> !rowspan=2|arc !rowspan=2|<small><math>\left\{\frac{30}{n}\right\}</math></small> !rowspan=2|<math>\left\{p\right\}</math> !rowspan=2|<small><math>m\left\{\frac{k}{d}\right\}</math></small> !rowspan=2|Steinbach roots !colspan=7|Chord lengths of the unit 120-cell |- !colspan=5|unit-radius length <math>c_t</math> !colspan=2|unit-edge length <math>c_t/c_1</math><br>in 120-cell of radius <math>c_8=\sqrt{2}\phi^2</math> |- |<small><math>c_{1,1}</math></small> |<small><math>15.5{}^{\circ}</math></small> |<small><math>\left\{30\right\}</math></small> |<small><math></math></small> |<small><math>\left\{30\right\}</math></small> |<small><math>c_{4,1}-c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7-3 \sqrt{5}}</math></small> |<small><math>0.270091</math></small> |<small><math>\frac{1}{\sqrt{2} \phi ^2}</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^4}}</math></small> |<small><math>\sqrt{0.072949}</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |- |<small><math>c_{2,1}</math></small> |<small><math>25.2{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{2}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{15\right\}</math></small> |<small><math>\frac{1}{2} \left(c_{18,1}-c_{4,1}\right)</math></small> |<small><math>\frac{\sqrt{3-\sqrt{5}}}{2}</math></small> |<small><math>0.437016</math></small> |<small><math>\frac{1}{\sqrt{2} \phi }</math></small> |<small><math>\sqrt{\frac{1}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.190983}</math></small> |<small><math>\phi </math></small> |<small><math>1.61803</math></small> |- |<small><math>c_{3,1}</math></small> |<small><math>36{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{3}\right\}</math></small> |<small><math>\left\{10\right\}</math></small> |<small><math>3 \left\{\frac{10}{3}\right\}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right) c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(\sqrt{5}-1\right)</math></small> |<small><math>0.618034</math></small> |<small><math>\frac{1}{\phi }</math></small> |<small><math>\sqrt{\frac{1}{\phi ^2}}</math></small> |<small><math>\sqrt{0.381966}</math></small> |<small><math>\sqrt{2} \phi </math></small> |<small><math>2.28825</math></small> |- |<small><math>c_{4,1}</math></small> |<small><math>41.4{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{7}\right\}</math></small> |<small><math>\frac{c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>0.707107</math></small> |<small><math>\frac{1}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{1}{2}}</math></small> |<small><math>\sqrt{0.5}</math></small> |<small><math>\phi ^2</math></small> |<small><math>2.61803</math></small> |- |<small><math>c_{5,1}</math></small> |<small><math>44.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{4}\right\}</math></small> |<small><math></math></small> |<small><math>2 \left\{\frac{15}{2}\right\}</math></small> |<small><math>\sqrt{3} c_{2,1}</math></small> |<small><math>\frac{1}{2} \sqrt{9-3 \sqrt{5}}</math></small> |<small><math>0.756934</math></small> |<small><math>\frac{\sqrt{\frac{3}{2}}}{\phi }</math></small> |<small><math>\sqrt{\frac{3}{2 \phi ^2}}</math></small> |<small><math>\sqrt{0.572949}</math></small> |<small><math>\sqrt{3} \phi </math></small> |<small><math>2.80252</math></small> |- |<small><math>c_{6,1}</math></small> |<small><math>49.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{17}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{5-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{5-\sqrt{5}}}{2}</math></small> |<small><math>0.831254</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\frac{1}{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5}}{2 \phi }}</math></small> |<small><math>\sqrt{0.690983}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^3}</math></small> |<small><math>3.07768</math></small> |- |<small><math>c_{7,1}</math></small> |<small><math>56.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{3}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>0.93913</math></small> |<small><math>\frac{\sqrt{\frac{\psi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{0.881966}</math></small> |<small><math>\sqrt{\psi \phi ^3}</math></small> |<small><math>3.47709</math></small> |- |<small><math>c_{8,1}</math></small> |<small><math>60{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{5}\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>\left\{6\right\}</math></small> |<small><math>1</math></small> |<small><math>1</math></small> |<small><math>1.</math></small> |<small><math>1</math></small> |<small><math>\sqrt{1}</math></small> |<small><math>\sqrt{1.}</math></small> |<small><math>\sqrt{2} \phi ^2</math></small> |<small><math>3.70246</math></small> |- |<small><math>c_{9,1}</math></small> |<small><math>66.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{7}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{2 \phi }} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}-\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.09132</math></small> |<small><math>\frac{\sqrt{\frac{\chi }{\phi }}}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\chi }{2 \phi }}</math></small> |<small><math>\sqrt{1.19098}</math></small> |<small><math>\sqrt{\chi \phi ^3}</math></small> |<small><math>4.04057</math></small> |- |<small><math>c_{10,1}</math></small> |<small><math>69.8{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{11}\right\}</math></small> |<small><math>\phi c_{4,1}</math></small> |<small><math>\frac{1+\sqrt{5}}{2 \sqrt{2}}</math></small> |<small><math>1.14412</math></small> |<small><math>\frac{\phi }{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^2}{2}}</math></small> |<small><math>\sqrt{1.30902}</math></small> |<small><math>\phi ^3</math></small> |<small><math>4.23607</math></small> |- |<small><math>c_{11,1}</math></small> |<small><math>72{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{6}\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\left\{5\right\}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{1}{\phi }} c_{8,1}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.17557</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{3-\phi }</math></small> |<small><math>\sqrt{1.38197}</math></small> |<small><math>\sqrt{2} \sqrt{3-\phi } \phi ^2</math></small> |<small><math>4.3525</math></small> |- |<small><math>c_{12,1}</math></small> |<small><math>75.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{24}{5}\right\}</math></small> |<small><math>\sqrt{\frac{3}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>1.22474</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{\frac{3}{2}}</math></small> |<small><math>\sqrt{1.5}</math></small> |<small><math>\sqrt{3} \phi ^2</math></small> |<small><math>4.53457</math></small> |- |<small><math>c_{13,1}</math></small> |<small><math>81.1{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{9-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>1.30038</math></small> |<small><math>\frac{\sqrt{9-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(9-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{1.69098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(9-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>4.8146</math></small> |- |<small><math>c_{14,1}</math></small> |<small><math>84.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{40}{9}\right\}</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi } c_{8,1}}{\sqrt{2}}</math></small> |<small><math>\frac{1}{2} \sqrt[4]{5} \sqrt{1+\sqrt{5}}</math></small> |<small><math>1.345</math></small> |<small><math>\frac{\sqrt[4]{5} \sqrt{\phi }}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\sqrt{5} \phi }{2}}</math></small> |<small><math>\sqrt{1.80902}</math></small> |<small><math>\sqrt[4]{5} \sqrt{\phi ^5}</math></small> |<small><math>4.9798</math></small> |- |<small><math>c_{15,1}</math></small> |<small><math>90.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{7}\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>\left\{4\right\}</math></small> |<small><math>2 c_{4,1}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>1.41421</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2}</math></small> |<small><math>\sqrt{2.}</math></small> |<small><math>2 \phi ^2</math></small> |<small><math>5.23607</math></small> |- |<small><math>c_{16,1}</math></small> |<small><math>95.5{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{29}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>1.4802</math></small> |<small><math>\frac{\sqrt{11-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.19098}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(11-\sqrt{5}\right)} \phi ^2</math></small> |<small><math>5.48037</math></small> |- |<small><math>c_{17,1}</math></small> |<small><math>98.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{31}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>1.51954</math></small> |<small><math>\frac{\sqrt{7+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(7+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.30902}</math></small> |<small><math>\sqrt{\psi \phi ^5}</math></small> |<small><math>5.62605</math></small> |- |<small><math>c_{18,1}</math></small> |<small><math>104.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{8}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{4}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>1.58114</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{\frac{5}{2}}</math></small> |<small><math>\sqrt{2.5}</math></small> |<small><math>\sqrt{5} \sqrt{\phi ^4}</math></small> |<small><math>5.8541</math></small> |- |<small><math>c_{19,1}</math></small> |<small><math>108.0{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{9}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{10}{3}\right\}</math></small> |<small><math>c_{3,1}+c_{8,1}</math></small> |<small><math>\frac{1}{2} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.61803</math></small> |<small><math>\phi </math></small> |<small><math>\sqrt{1+\phi }</math></small> |<small><math>\sqrt{2.61803}</math></small> |<small><math>\sqrt{2} \phi ^3</math></small> |<small><math>5.9907</math></small> |- |<small><math>c_{20,1}</math></small> |<small><math>110.2{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13-\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>1.64042</math></small> |<small><math>\frac{\sqrt{13-\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13-\sqrt{5}\right)}</math></small> |<small><math>\sqrt{2.69098}</math></small> |<small><math>\phi ^2 \sqrt{8-\phi ^2}</math></small> |<small><math>6.07359</math></small> |- |<small><math>c_{21,1}</math></small> |<small><math>113.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{60}{19}\right\}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>1.67601</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{1}{1+\sqrt{5}}}</math></small> |<small><math>\sqrt{2.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\chi }{\phi }}</math></small> |<small><math>6.20537</math></small> |- |<small><math>c_{22,1}</math></small> |<small><math>120{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{10}\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\left\{3\right\}</math></small> |<small><math>\sqrt{3} c_{8,1}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>1.73205</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3}</math></small> |<small><math>\sqrt{3.}</math></small> |<small><math>\sqrt{6} \phi ^2</math></small> |<small><math>6.41285</math></small> |- |<small><math>c_{23,1}</math></small> |<small><math>124.0{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{120}{41}\right\}</math></small> |<small><math>\sqrt{\frac{1}{\phi }+\frac{5}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{5}{2}+\frac{2}{1+\sqrt{5}}}</math></small> |<small><math>1.7658</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{4-\frac{\psi }{2 \phi }}</math></small> |<small><math>\sqrt{3.11803}</math></small> |<small><math>\sqrt{\chi \phi ^5}</math></small> |<small><math>6.53779</math></small> |- |<small><math>c_{24,1}</math></small> |<small><math>130.9{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{20}{7}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{11+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>1.81907</math></small> |<small><math>\frac{\sqrt{11+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(11+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.30902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{\sqrt{5}}{\phi }}</math></small> |<small><math>6.73503</math></small> |- |<small><math>c_{25,1}</math></small> |<small><math>135.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{11}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{1}{2} \sqrt{7+3 \sqrt{5}}</math></small> |<small><math>1.85123</math></small> |<small><math>\frac{\phi ^2}{\sqrt{2}}</math></small> |<small><math>\sqrt{\frac{\phi ^4}{2}}</math></small> |<small><math>\sqrt{3.42705}</math></small> |<small><math>\phi ^4</math></small> |<small><math>6.8541</math></small> |- |<small><math>c_{26,1}</math></small> |<small><math>138.6{}^{\circ}</math></small> |<small><math></math></small> |<small><math></math></small> |<small><math>\left\{\frac{12}{5}\right\}</math></small> |<small><math>\sqrt{\frac{7}{2}} c_{8,1}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>1.87083</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{\frac{7}{2}}</math></small> |<small><math>\sqrt{3.5}</math></small> |<small><math>\sqrt{7} \phi ^2</math></small> |<small><math>6.92667</math></small> |- |<small><math>c_{27,1}</math></small> |<small><math>144{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{12}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{5}{2}\right\}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)} c_{8,1}</math></small> |<small><math>\sqrt{\frac{1}{2} \left(5+\sqrt{5}\right)}</math></small> |<small><math>1.90211</math></small> |<small><math>\sqrt{\phi +2}</math></small> |<small><math>\sqrt{2+\phi }</math></small> |<small><math>\sqrt{3.61803}</math></small> |<small><math>\phi ^2 \sqrt{2 \phi +4}</math></small> |<small><math>7.0425</math></small> |- |<small><math>c_{28,1}</math></small> |<small><math>154.8{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{30}{13}\right\}</math></small> |<small><math>\frac{1}{2} \sqrt{13+\sqrt{5}} c_{8,1}</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>1.95167</math></small> |<small><math>\frac{\sqrt{13+\sqrt{5}}}{2}</math></small> |<small><math>\sqrt{\frac{1}{4} \left(13+\sqrt{5}\right)}</math></small> |<small><math>\sqrt{3.80902}</math></small> |<small><math>\phi ^2 \sqrt{8-\frac{1}{\phi ^2}}</math></small> |<small><math>7.22598</math></small> |- |<small><math>c_{29,1}</math></small> |<small><math>164.5{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{14}\right\}</math></small> |<small><math></math></small> |<small><math>\left\{\frac{15}{7}\right\}</math></small> |<small><math>\phi c_{12,1}</math></small> |<small><math>\frac{1}{2} \sqrt{\frac{3}{2}} \left(1+\sqrt{5}\right)</math></small> |<small><math>1.98168</math></small> |<small><math>\sqrt{\frac{3}{2}} \phi </math></small> |<small><math>\sqrt{\frac{3 \phi ^2}{2}}</math></small> |<small><math>\sqrt{3.92705}</math></small> |<small><math>\sqrt{3} \phi ^3</math></small> |<small><math>7.33708</math></small> |- |<small><math>c_{30,1}</math></small> |<small><math>180{}^{\circ}</math></small> |<small><math>\left\{\frac{30}{15}\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>\left\{2\right\}</math></small> |<small><math>2 c_{8,1}</math></small> |<small><math>2</math></small> |<small><math>2.</math></small> |<small><math>2</math></small> |<small><math>\sqrt{4}</math></small> |<small><math>\sqrt{4.}</math></small> |<small><math>2 \sqrt{2} \phi ^2</math></small> |<small><math>7.40492</math></small> |- |rowspan=4 colspan=6| |rowspan=4 colspan=4| <small><math>\phi</math></small> is the golden ratio:<br> <small><math>\phi ^2-\phi -1=0</math></small><br> <small><math>\frac{1}{\phi }+1=\phi</math></small>, and: <small><math>\phi+1=\phi^2</math></small><br> <small><math>\frac{1}{\phi }::1::\phi ::\phi ^2</math></small><br> <small><math>1/\phi</math></small> and <small><math>\phi</math></small> are the golden sections of <small><math>\sqrt{5}</math></small>:<br> <small><math>\phi +\frac{1}{\phi }=\sqrt{5}</math></small> |colspan=2|<small><math>\phi = (\sqrt{5} + 1)/2</math></small> |<small><math>1.618034</math></small> |- |colspan=2|<small><math>\chi = (3\sqrt{5} + 1)/2</math></small> |<small><math>3.854102</math></small> |- |colspan=2|<small><math>\psi = (3\sqrt{5} - 1)/2</math></small> |<small><math>2.854102</math></small> |- |colspan=2|<small><math>\psi = 11/\chi = 22/(3\sqrt{5} + 1)</math></small> |<small><math>2.854102</math></small> |} ... == 8-point regular polytopes == In 2-space we have the regular 8-point octagon, in 3-space the regular 8-point cube, and in 4-space the regular 8-point 16-cell. A planar octagon with rigid edges of unit length has chords of length: :<math>r_1=1,r_2=\sqrt{2+\sqrt{2}} \approx 1.84776,r_3=1+\sqrt{2} \approx 2.41421,r_4=\sqrt{4 + \sqrt{8}} \approx 2.61313</math> The chord ratio <math>r_3=1+\sqrt{2}</math> is a geometrical proportion, the [[W:Silver ratio|silver ratio]]. Fontaine and Hurley's procedure for obtaining the reciprocal of a chord tells us that: :<math>r_3-r_1-r_1=1/r_3 \approx 0.41421</math> Notice that <math>1/r_3=\sqrt{2}-1=r_3-2</math>. If we embed this planar octagon in 3-space, we can fold it to reposition its vertices so that each is one unit-edge-length distant from three others instead of two others, so we obtain a unit-edge cube with chords of length: :<math>r_1=1, r_2=\sqrt{2}, r_3=\sqrt{3}, r_4=\sqrt{2}</math> If we embed this cube in 4-space, we can fold it to reposition its vertices so that each is one unit-edge-length distant from six others instead of three others, so we obtain a unit-edge 4-polytope with chords of length: :<math>r_1=1,r_2=1,r_3=1,r_4=\sqrt{2}</math> All of its chords except its long diameters are the same unit length as its edge. In fact they are its 24 edges, and it is a 16-cell of radius <small><math>1/\sqrt{2}</math></small>. The [[16-cell]] is the [[W:Regular convex 4-polytope|regular convex 4-polytope]] with [[W:Schläfli symbol|Schläfli symbol]] {3,3,4}. It has 8 vertices, 24 edges, 32 equilateral triangle faces, and 16 regular tetrahedron cells. It is the [[16-cell#Octahedral dipyramid|four-dimensional analogue of the octahedron]]. The only planar regular polygons found in the 16-cell are face triangles and central plane squares, but the 16-cell also contains a regular skew octagon, its [[W:Petrie polygon|Petrie polygon]]. The chords of this regular octagon, which lies skew in 4-space, are those given above for the 16-cell, as opposed to those for the cube or the regular octagon in the plane. The 16-cell has 3 such Petrie octagons, which share the same 8 vertices but have disjoint sets of 8 edges each. The regular octad has higher symmetry in 4-space than it does in 2-space. The 16-cell is the 4-orthoplex, the simplest regular 4-polytope after the [[5-cell|4-simplex]]. All the larger regular 4-polytopes are compounds of the 16-cell. The regular octagon exhibits this high symmetry only when embedded in 4-space at the vertices of the 16-cell. The 16-cell constitutes an [[W:Orthonormal basis|orthonormal basis]] for the choice of a 4-dimensional Cartesian reference frame, because its vertices define four orthogonal axes. The eight vertices of a unit-radius 16-cell are (±1, 0, 0, 0), (0, ±1, 0, 0), (0, 0, ±1, 0), (0, 0, 0, ±1). All vertices are connected by <small><math>\sqrt{2}</math></small> edges except opposite pairs. The vertex coordinates form 6 [[W:Orthogonal|orthogonal]] central squares lying in 6 coordinate planes. Great squares in ''opposite'' planes that do not share an axis (e.g. in the ''xy'' and ''wz'' planes) are completely disjoint (they do not intersect at any vertices). These planes are [[W:Completely orthogonal|completely orthogonal]].{{Efn|name=Six orthogonal planes of the Cartesian basis}} [[W:Rotations in 4-dimensional Euclidean space|Rotations in 4-dimensional Euclidean space]] can be seen as the composition of two 2-dimensional rotations in completely orthogonal planes. The general rotation in 4-space is a double rotation in pairs of completely orthogonal invariant rotation planes. The two completely orthogonal rotations are independent, in that they are not geometrically constrained to turn at the same rate, but the most circular kind of rotation (as opposed to an elliptical double rotation) occurs when the completely orthogonal planes do rotate through the same angle in the same time interval. Such equi-angled double rotations are called isoclinic. The 16-cell is the simplest possible frame in which to [[16-cell#Rotations|observe 4-dimensional rotations]] because each of the 16-cell's 6 great square planes has just one other completely orthogonal great square plane. In the 16-cell an isoclinic rotation by 90° of any pair of completely orthogonal square central planes takes every square central plane to its completely orthogonal square central plane, and every vertex to the position 180° degrees away. == Hypercubes == The long diameter of the unit-edge [[W:Hypercube|hypercube]] of dimension <small><math>n</math></small> is <small><math>\sqrt{n}</math></small>, so the unit-edge [[w:Tesseract|4-cube (the 8-cell tesseract)]] has chords: :<math>r_1=\sqrt{1},r_2=\sqrt{2},r_3=\sqrt{3},r_4=\sqrt{4}</math> Uniquely in its 4-dimensional case, the hypercube's edge length equals its radius, like the hexagon. We call such polytopes ''radially equilateral'', because they can be constructed from equilateral triangles which meet at their center, each contributing two radii and an edge. == Conclusions == Fontaine and Hurley's discovery is more than a formula for the reciprocal of a regular ''n''-polygon diagonal. It also yields the discrete sequence of isocline chords of the distinct isoclinic rotation characteristic of a ''d''-dimensional regular polytope. The characteristic rotational chord sequence of the ''d''-polytope can also be represented geometrically in two dimensions on a distinct star ''n''-polygon, but it lies on a geodesic circle through ''d''-dimensional space. Fontaine and Hurley discovered the geodesic topology of polytopes generally. Their procedure will reveal the geodesics of arbitrary non-uniform polytopes, since it can be applied to a polytope of any dimensionality and irregularity, by first fitting the polytope to the smallest regular polygon whose chords include its chords. Fontaine and Hurley's discovery of a chordal formula for isoclinic rotations closes the circuit on Kappraff and Adamson's discovery of a rotational connection between dynamical systems, Steinbach's golden fields, and Coxeter's Euclidean geometry of ''n'' dimensions. Application of the Fontaine and Hurley procedure in higher-dimensional spaces demonstrates why the connection exists: because polytope sequences generally, from Steinbach's golden polygon chords to subsumption relations among 4-polytopes, arise as expressions of the reflections and rotations of distinct Coxeter symmetry groups, when those various groups interact. == Appendix: Sequence of regular 4-polytopes == {{Regular convex 4-polytopes|wiki=W:|columns=7}} == Notes == {{Notelist}} == Citations == {{Reflist}} == References == {{Refbegin}} * {{Cite journal | last=Steinbach | first=Peter | year=1997 | title=Golden fields: A case for the Heptagon | journal=Mathematics Magazine | volume=70 | issue=Feb 1997 | pages=22–31 | doi=10.1080/0025570X.1997.11996494 | jstor=2691048 | ref={{SfnRef|Steinbach|1997}} }} * {{Cite journal | last=Steinbach | first=Peter | year=2000 | title=Sections Beyond Golden| journal=Bridges: Mathematical Connections in Art, Music and Science | issue=2000 | pages=35-44 | url=https://archive.bridgesmathart.org/2000/bridges2000-35.pdf | ref={{SfnRef|Steinbach|2000}}}} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Jablan | first2=Slavik | last3=Adamson | first3=Gary | last4=Sazdanovich | first4=Radmila | year=2004 | title=Golden Fields, Generalized Fibonacci Sequences, and Chaotic Matrices | journal=Forma | volume=19 | pages=367-387 | url=https://archive.bridgesmathart.org/2005/bridges2005-369.pdf | ref={{SfnRef|Kappraff, Jablan, Adamson & Sazdanovich|2004}} }} * {{Cite journal | last1=Kappraff | first1=Jay | last2=Adamson | first2=Gary | year=2004 | title=Polygons and Chaos | journal=Dynamical Systems and Geometric Theories | url=https://archive.bridgesmathart.org/2001/bridges2001-67.pdf | ref={{SfnRef|Kappraff & Adamson|2004}} }} * {{Cite journal | last1=Fontaine | first1=Anne | last2=Hurley | first2=Susan | year=2006 | title=Proof by Picture: Products and Reciprocals of Diagonal Length Ratios in the Regular Polygon | journal=Forum Geometricorum | volume=6 | pages=97-101 | url=https://scispace.com/pdf/proof-by-picture-products-and-reciprocals-of-diagonal-length-1aian8mgp9.pdf }} {{Refend}} kgjy59zyqtr5fjy9y3fr17iaoljq2o7 0 326779 2804196 2801874 2026-04-10T20:29:31Z Pngwen 3025274 /* Lessons */ 2804196 wikitext text/x-wiki [[File:Role of the pc operating system.png|alt=Abstraction from hardware, operating system, application software, user.|thumb|Multiple layers of abstraction as present in a modern computer system.]] This is a course about computer operating systems. The aim of this course is to teach you what a computer operating system does and how they are built. The approach used throughout is a hands-on approach. We will make a case study of two common operating systems, UNIX and Windows, and then we will set about studying one operating system while we create another by borrowing code from the first. This Wikiversity course was created for use in the CSCI 485 - Computer Operating Systems course at [https://www.utm.edu The University of Tennessee at Martin]. The course is currently under construction, and will be built out weekly as the Spring 2026 semester progresses. The course is offered here in the hopes that it will be useful to a broader audience, either those learning on their own or those looking for lesson plans to teach their own computer operating systems course. <span id="course-objectives"></span> == Course Objectives == Upon successful completion of this course, you will be able to: # Develop both a theoretical and a practical understanding of operating systems and the machines they drive. # Understand and apply techniques for process management, mutual exclusion, and deadlock prevention. # Use common interfaces provided by operating systems including file systems and system calls for developing applications. # Understand real and virtual storage systems, and be familiar with storage allocation algorithms and paging strategies. # Obtain a working understanding of widely used operating systems such as UNIX/Linux and Windows through programming. # Develop kernel and user level programs. <span id="prerequisites"></span> == Prerequisites == # A course in data structures. # Knowledge of C (or C++) programming. # Knowledge of Computer Architecture and Assembly Language programming is helpful, though sufficient coverage of this information is contained in this course. <span id="lessons"></span> == Lessons == # [[/introduction/|Introduction to Operating Systems]] # [[/Case_Study_Unix/|Case Study: UNIX, System Calls, and Programming]] # [[Operating Systems (Hands-On)/Case Study Windows|Case Study: Windows, System Calls, and Programming]] # [[/Operating System Design/]] # [[/Operating System Interface/]] # [[/Device Drivers - Serial IO/]] # [[/Device Drivers - Hard Disk/]] # [[/Virtual Memory/]] # [[Operating Systems (Hands-On)/Resource Allocation Techniques|Resource Allocation Techniques]] # [[/Process Loading and Management/]] # [[/CPU Scheduling and Multiprocessing/]] # [[/Introduction to File Systems/]] # Implementing a File System # Micro-Kernels and System Calls: The UNIX Daemon # Other Types of Operating Systems <span id="textbooks-and-resources"></span> == Textbooks and Resources == Where possible, I have tried to use exclusively open source (or at least freely available) materials in this course. All of the required readings are freely available, and the two recommended books are available very cheaply. <span id="required-materials"></span> === Required Materials === # [https://www.ostep.org ''Operating Systems in Three Easy Pieces (OSTEP)''] by Remzi H. Arpaci-Dusseau and Andrea C. Arpaci-Dusseau # The [https://pdos.csail.mit.edu/6.1810/2025/xv6.html Xv6 RISC-V Operating System], [https://pdos.csail.mit.edu/6.1810/2025/xv6/book-riscv-rev5.pdf book], and [https://pdos.csail.mit.edu/6.1810/2025/xv6/xv6-src-booklet-rev5.pdf source booklet] from MIT # [https://github.com/riscv/riscv-isa-manual ''The RISC-V Instruction Set Manual'' ](Volumes I and II) # Various other articles, documents, and videos linked in the lessons. <span id="recommended-materials"></span> === Recommended Materials === # ''The C Programming Language'' 2nd Edition by Brian W. Kernighan and Dennis M. Ritchie (Pearson 1988) ISB: 978-0-13-110362-7. (This book is especially important if you do not have much familiarity with C programming.) # ''The RISC-V Reader: An Open Architecture Atlas'' by David Patterson and Andrew Waterman (Strawberry Canyon LLC. 2017) ISBN: 978-099924911-6. (This book is a more user friendly guide to the RISC-V architecture.) [[Category:Operating systems]] nby2ycid4i3f0f0bf5scc9duaficsoc 0 327751 2804183 2802649 2026-04-10T17:59:40Z OliviaC1212 3052301 /* Religious Expression */ 2804183 wikitext text/x-wiki == 1. Sources of Netherlands Communication Law == In the Netherlands, the goal of communications law is to balance the freedom of expression with the protection of privacy and property rights.<ref>{{Cite web|url=https://lawandmore.eu/blog/understanding-media-law-in-the-netherlands/|title=Understanding Media Law In The Netherlands|date=2025-11-23|language=en-GB|access-date=2026-02-24|website=Law & More Attorneys}}</ref> The key principles of Dutch communications law are the freedom of expression, fair market competition, and the protection of people’s privacy and data.<ref>''Id.''</ref> Not only does national Dutch law apply and influence communications law, but so does international law. Dutch communications law governs internet services, data protection, government power, telecommunication networks, and more. This section will look into the governmental structure of the Netherlands and hierarchy of laws that govern communications law in the Netherlands beginning with international sources of law. === '''Governmental Structure and Key Governmental Bodies''' === [[File:Trappenhuis in Tweede Kamergebouw.jpg|thumb|This is a famous interior stairwell within the House of Representatives building in the Netherlands. ]] The government in the Netherlands is made up of three main bodies consisting of a Monarch, the States General, and the Council of Ministers.<ref>{{Cite web|url=https://www.government.nl/government/about-the-government|title=About the Government|last=|first=|date=2022-01-07|website=Government of the Netherlands|language=|access-date=2026-02-24}}</ref> There are also more localized versions of governments. As a constitutional monarchy, the constitution governs, and the monarch has limited power in the Government. The monarch's power is largely ceremonial in nature. There are two houses in the Dutch parliament: the Senate (Eerste Kamer) and the House of Representatives (Tweede Kamer).<ref>{{Cite web|url=https://www.welcome-to-nl.nl/living-in-the-netherlands/politics-and-government|title=Politics and Government|website=Welcome to Netherlands|access-date=2026-02-24}}</ref> The House of Representatives is regarded as the more important of the two houses because this house can introduce and propose legislation, as it has done with many communications laws, as well as amend bills. The Senate then approves or rejects bills.<ref>{{Cite web|url=https://www.government.nl/government/about-the-government|title=About the Government|last=|first=|date=2022-01-07|website=Government of the Netherlands|language=|access-date=2026-02-24}}</ref> In both houses, members are elected. There are 150 members in the House of Representatives and 75 members in the Senate. <ref>''Id.''</ref> In addition to the Dutch Parliament, the local governments are the next highest level of government and consist of local authorities. These authorities translate national policies into forms appropriate for the needs of their regions. <ref>''Id.''</ref> They exist in the 12 provinces in the Netherlands and are governed by municipal executives. These executives are chosen by the central government and a council whose members are elected every four years.<ref>''Id.''</ref> === '''Regulatory Sources of Netherlands Communications Law''' === In the Netherlands, there are many supervisory and regulatory authorities that are in charge of overseeing compliance and enforcing requirements related to data protection and media.   The Dutch Data Protection Authority (Autoriteit Persoonsgegevens) is the Netherland’s national authority that is located in the Hague and enforces the EU General Data Protection Regulation (GDPR).<ref>{{Cite web|url=https://noyb.eu/en/project/dpa/ap-netherlands|title=AP (The Netherlands) {{!}} noyb.eu|date=2023-12-14|website=Noyb|language=en|access-date=2026-02-24}}</ref> The main goal of the Dutch Data Protection Authority is to protect users’ privacy rights and to promote transparency between consumers and telecom companies. The Dutch Media Authority (Commissariaat voor de Media) is the authority that is responsible for ensuring compliance with the Media Act 2008 for both commercial and national public media providers. The goal of this authority is to ensure that media remains diverse and accessible to all viewers, with the ultimate goal being to “support the freedom of information in [Dutch] society.”<ref>{{Cite news|url=https://www.cvdm.nl/english-summary-dutch-media-authority/|title=English Summary Dutch Media Authority|work=Commissariaat voor de Media|access-date=2026-02-24|language=nl-NL}}</ref> Another goal of this authority is to promote fair competition between both public and private media providers.<ref>''Id.''</ref> The Dutch Media Authority is overseen by a Board of Commissioners and contains three members.<ref>''Id.''</ref> The National Digital Infrastructure Inspectorate (RDI) has a main objective of ensuring that communication networks remain available and accessible to consumers.<ref>{{Cite web|url=https://www.rijksinspecties.nl/over-de-inspectieraad/over-de-rijksinspecties/agentschap-telecom-at|title=National Inspectorate for Digital Infrastructure|website=Rijksinspectie Digitale Infrastructuur (RDI)|language=nl|access-date=2026-02-24}}</ref> This is done through the supervision of technical infrastructure, such as antennas and cabling, the oversight of network security, infrastructure to protect against cyber-attacks, and the supervision of devices. This includes devices such as smart home technologies and Wi-Fi routers to ensure they function properly and are not susceptible to hacking or digital security threats.<ref>''Id.''</ref> === '''International Source of Netherlands Communications Law: European Union (EU) Law''' === Currently, there are twenty-five member states in the European Union. These states cooperate in trade, social policy, and foreign policy.<ref>{{Cite web|url=https://law.duke.edu/ilrt/int_orgs_5.htm|title=European Union|website=Duke Law|publisher=|access-date=2026-02-24}}</ref> The Netherlands have been a member of the EU since January 1, 1958.<ref>{{Cite web|url=https://european-union.europa.eu/principles-countries-history/eu-countries/netherlands_en|title=Netherlands|website=European Union|publisher=European Union|language=|access-date=2026-02-24}}</ref> Although the Netherlands have their own national laws, as a member-state, the Netherlands has considered and subsequently adopted many EU legislative proposals<ref>{{Cite web|url=https://www.government.nl/government/about-the-government|title=The Netherlands and Developments Within the European Union (EU)|last=|first=|date=2022-01-07|website=Government of the Netherlands|publisher=|language=en-GB|access-date=2026-02-24}}</ref>, including the below. ==== '''<u>EU Electronic Communications Code (EECC)</u>''' ==== The Netherlands implemented the EECC on March 12, 2022, with practically all EECC implementation act provisions put into place (aside from a few e-privacy provisions).<ref>{{Cite web|url=https://www.squirepattonboggs.com/our-expertise/services/regulation-risk-compliance/communications/european-electronic-communications-code-transposition-status/|title=European Electronic Communications Code – Transposition Status|date=July 23, 2025|website=Squire Patton Boggs|language=en|access-date=2026-02-24}}</ref> This code applies to all electronic communications networks and services. One of the very important features of the EECC is its requirement for universal access to fundamental communication services and the affordability of these services. The EECC also focuses on protecting consumers when they communicate, either by text message, phone call, or email.<ref>{{Cite web|url=https://digital-strategy.ec.europa.eu/en/policies/eu-electronic-communications-code|title=EU Electronic Communications Code|date=January 21, 2026|website=European Commission|publisher=|language=en|access-date=2026-02-24}}</ref> This is done primarily by ensuring tariff transparency, increasing emergency communications, providing for precise caller location, and ensuring equal access to electronic communications for users with disabilities.<ref>''Id.''</ref> The EECC’s key amendments include, but are not limited to:<ref>{{Cite web|url=https://www.squirepattonboggs.com/our-expertise/services/regulation-risk-compliance/communications/european-electronic-communications-code-transposition-status/|title=European Electronic Communications Code – Transposition Status|date=July 23, 2025|website=Squire Patton Boggs|language=en|access-date=2026-02-24}}</ref> * providing equal access for consumers and users, * giving access to the European emergency number, * widening telecommunications regulations, * establishing universal service requirements, and * specifying transparency requirements that providers must adhere to. ==== '''<u>Digital Services Act (DSA)</u>''' ==== The DSA ([https://eur-lex.europa.eu/eli/reg/2022/2065/oj/eng Regulation (EU) 2022/2065]) is an EU regulation that came into effect on November 16, 2022. In the Netherlands, the DSA has been implemented through what is known as the Implementation Act on the Digital Services Regulation (Uitvoeringswet Digitaledienstenverordening).<ref>{{Cite web|url=https://www.eversheds-sutherland.com/en/switzerland/insights/the-digital-services-act-in-the-netherlands|title=The Digital Services Act in the Netherlands|date=December 2, 2025|website=Eversheds Sutherland}}</ref> This act creates rules for online providers such as providers for social media, internet, search engines, and marketplaces that typically store and utilize user information in some capacity.<ref>{{Cite web|url=https://www.autoriteitpersoonsgegevens.nl/en/about-the-ap/digital-services-act-dsa|title=Digital Services Regulation (DSA)|website=Autoriteit Persoonsgegevens (AP)|access-date=2026-02-24}}</ref> The main goals of the DSA are to protect user expression and information, increase user safety, and increase transparency.<ref>{{Cite web|url=https://www.eversheds-sutherland.com/en/switzerland/insights/the-digital-services-act-in-the-netherlands|title=The Digital Services Act in the Netherlands|date=December 2, 2025|website=Eversheds Sutherland}}</ref> To do this, some of the main articles of the DSA include:<ref>{{Cite web|url=https://www.deloitte.com/nl/en/services/legal/perspectives/legal-implications-of-the-digital-services-act.html|title=Legal implications of the Digital Services Act|date=November 22, 2023|website=Deloitte Netherlands|language=en|access-date=2026-02-24}}</ref> * Requirements for transparency in ads and limiting advertising to minors based on profiling * Requirements for online marketplaces to assess and stop risks involving services or products * Requirements for publishing transparency reports The articles of the DSA are enforced in the Netherlands by the Authority for Consumers and Markets (Autoriteit Consument & Markt). The ACM can impose fines and penalties if it finds a provider or platform that has violated the DSA.<ref>{{Cite web|url=https://www.eversheds-sutherland.com/en/switzerland/insights/the-digital-services-act-in-the-netherlands|title=The Digital Services Act in the Netherlands|date=December 2, 2025|website=Eversheds Sutherland}}</ref> === '''National and Regional Sources of Netherlands Communications Law''' === ==== '''<u>Constitution of the Kingdom of the Netherlands (Grondwet)</u>''' ==== The Constitution of the Kingdom of Netherlands, also known as the Grondwet, is the legal foundation of Netherlands law and is the highest legal authority in the Netherlands.<ref>{{Cite web|url=https://www.government.nl/government/about-the-government|title=About the Government|last=|first=|date=2022-01-07|website=Government of the Netherlands|language=en-GB|access-date=2026-02-24}}</ref> The Netherlands is a constitutional monarchy, where the powers of the Dutch monarch are defined and regulated by the Constitution.<ref>{{Cite web|url=https://www.royal-house.nl/topics/themes/monarchy|title=Monarchy|last=|first=|date=2016-01-14|website=Royal House of the Netherlands|language=en-GB|access-date=2026-02-24}}</ref> The Constitution was first written in 1814, but the version that currently governs is from 1983.<ref>{{Cite web|url=https://www.government.nl/government/about-the-government|title=Constitution and Charter|last=|first=|date=2022-01-07|website=Government of the Netherlands|language=en-GB|access-date=2026-02-24}}</ref> The Constitution emphasizes fundamental liberties such as the freedom of expression, the right to privacy, and the right to receive equal treatment. The Constitution also describes the organization of the Dutch government system.<ref>''Id.''</ref> ==== '''<u>National Statutory Sources and Regional Regulations</u>''' ==== The Netherlands is a unitary state,<ref>{{Cite web|url=https://euler.euclid.int/what-is-a-unitary-state-the-case-of-the-netherlands/|title=What is a Unitary State? The Case of the Netherlands.|last=|first=|date=2023-08-22|website=EFMU: The Euler-Franeker Memorial University and Institute|language=en-US|access-date=2026-02-25}}</ref> meaning that there is a centralized telecommunications law framework rather than fragmented regional or provincial policies. As a result, national laws primarily govern the 12 provinces, leaving little room for independent regional communication regulations. Most provincial regulations consist of more limited aspects of Dutch telecommunications law such as permits or infrastructure planning. For example, certain provinces, such as different areas in Utrecht and Gelderland, have enacted regulations concerning the construction of large cell towers and the locations of such towers. Beyond provincial regulations, there have been two notable national statutes enacted by Parliament that govern and regulate the entirety of Netherlands communications law as described below. '''(1) Telecommunications Act (Telecommunicatiewet):''' The Dutch Telecommunications Act is the primary legislation that regulates telecommunication, including networks and public providers. The Act has authority over a broad range of communications networks and public communications services.<ref>{{Cite web|url=https://stuff.coffeecode.net/www.loc.gov/law/help/online-privacy-law/netherlands.php|title=Online Privacy Law: Netherlands|website=Library of Congress}}</ref> It mandates that providers protect personal data and information as well as requiring transparency from providers to adequately inform users of any security risks.<ref>''Id.''</ref> '''(2) The Temporary Government Digital Accessibility Decree (tBDTO):''' The [https://wetten.overheid.nl/BWBR0040936/2018-07-01 tBDTO] enforces the Dutch government’s Cabinet policy on accessibility, which requires government digital services to be accessible to all people such that no one is excluded from using online government platforms.<ref>{{Cite web|url=https://www.digitaleoverheid.nl/overzicht-van-alle-onderwerpen/digitale-inclusie/digitaal-toegankelijk/beleid/|title=Cabinet Policy on Accessibility|website=Netherlands Digital Government|language=nl-NL|access-date=2026-02-24}}</ref> The tBDTO requires that online platforms and apps comply with Web Content Accessibility Guidelines (WCAG), level A and AA.<ref>''Id.''</ref> This is done by ensuring that websites and apps have for example “sufficient color contrast in text, descriptive alt text for images, and the ability to operate functions with the keyboard.”<ref>''Id.''</ref>  Every government agency is tasked with meeting these requirements, and the Ministry of the Interior oversees compliance with them. === Conclusion === In conclusion, communications law in the Netherlands is governed by multiple legal sources at different levels. European Union law has the most influential role, due to the Netherlands being a member state, as all of the Netherlands provinces are bound by EU directives and regulations. At the level below, national law also maintains a central role in regulating communications law throughout the country. As a result, regional authorities have much more limited powers, most often dealing with more localized issues that involves permits, zoning, and planning. Thus, communications law in the Netherlands is largely shaped and governed by EU and national law, with regional law serving a more limited and supportive role. == 2. Principles of Communication Law and Media == === ACM Policies and Priorities === The Authority for Consumers & Markets (Autoriteit Consument & Markt) is the primary independent regulator in the Netherlands that executes statutory obligations on behalf of the government.<ref>{{Cite web|url=https://www.acm.nl/en/about-acm/what-we-do/mission-and-duties|title=Missions and Duties|website=Authority for Consumers and Markets}}</ref> Telecommunication networks and services must register with the ACM if that telecommunications service “provide[s] public electronic communications networks… provide[s] public electronic communication services” or constructs facilities that support either.<ref>{{Cite web|url=https://business.gov.nl/regulations/requirements-telecom-providers/|title=Requirements for Telecom Providers|last=|first=|website=Netherlands Enterprise Agency|language=en|access-date=2026-02-24}}</ref> The ACM ensures there is fair competition between companies, enforces communications laws to protect consumers, and fines companies if they are not in compliance.<ref>{{Cite web|url=https://www.acm.nl/en/about-acm/what-we-do|title=What We Do|website=Authority for Consumers and Markets}}</ref> The main goals of the ACM, which largely reflect the policy goals of Dutch communications law are described below. ==== '''<u>Protecting Consumers</u>''' ==== The Netherlands has extensive telecommunications coverage. More than 98% of citizens have access to 5G mobile service, and around 90% of homes have fibre internet available.<ref>{{Cite web|url=https://www.mordorintelligence.com/industry-reports/netherlands-telecom-market|title=Netherlands Telecom MNO Market Size & Growth Trends, 2031|date=2026-01-16|website=Mordor Intelligence|language=en|access-date=2026-02-25}}</ref> As a result, consumer protection is essential. The ACM works to inform consumers of their rights and how to assert those rights.<ref>{{Cite web|url=https://www.acm.nl/en/about-acm/what-we-do/mission-and-duties|title=Missions and Duties|website=Authority for Consumers and Markets}}</ref> The ACM has a website, [https://www.consuwijzer.nl ConsuWijzer], that is devoted to informing consumers about their internet, phone subscriptions, terms and conditions, warranties for broken products, questions regarding fibre optics, and more.<ref>{{Cite web|url=http://www.consuwijzer.nl/|title=Information About Your Rights as a Consumer|last=|first=|website=Authority for Consumers and Markets|language=nl-NL|access-date=2026-02-24}}</ref> This allows consumers to have a place to go to learn more, as well as a platform to report complaints and issues. Directly on the website, people can submit problems or issues to ACM so that ACM can review and resolve any issues, including legal issues.<ref>{{Cite web|url=https://www.acm.nl/en/about-acm/what-we-do/mission-and-duties|title=Missions and Duties|website=Authority for Consumers and Markets}}</ref> ==== '''<u>Ensuring Fair Competition</u>''' ==== Another main goal of the ACM is to ensure that there is fair competition between telecommunication companies. This is because “[f]air competition between businesses promotes innovation, improves quality, and lowers prices.”<ref>''Id.''</ref> To do this, the ACM has many requirements businesses must adhere to, such as requiring that they are notified when large businesses and corporations want to merge, so that they can assess the impact this will have on market competition and either allow or stop the merger from happening.<ref>''Id.''</ref> The ACM also investigates any illegal agreements and allows for consumers to notify the ACM of any issues regarding competition. The ACM's objective of ensuring fair competition is especially crucial in the Netherlands. This is due to the fact that Dutch telecommunications is dominated by three major providers: VodafoneZiggo Group B.V (“Vodafone”), Odido Netherlands (“Odido”) and Koninklijke KPN N.V. (“KPN”).<ref>{{Cite web|url=https://www.mordorintelligence.com/industry-reports/netherlands-telecom-market|title=Netherlands Telecom MNO Market Size & Growth Trends, 2031|date=2026-01-16|website=Mordor Intelligence|language=en|access-date=2026-02-25}}</ref> KPN is the leader in connectivity, with about a 40% broadband share (earning extra revenue from Towerco).<ref>''Id.''</ref> Vodafone is widely popular but has recently lost around 31,000 broadband users in early 2025.<ref>''Id.''</ref> Odido, however, provides the fastest 5G speeds. Competition among these providers centers on improving network quality and offering strategic bundled services.<ref>''Id.''</ref> These companies also exemplify the importance of the ACM's role in promoting fair competition and emphasize why this principle is so important to Netherland's communications law given the concentrated telecommunications market. === '''Prominent Decisions and Cases''' === In 2021 a Dutch court upheld the ACM’s finding that Apple, a prominent technology company, had abused its power and “dominant position by imposing unfair conditions on providers of dating apps in the App Store.”<ref>{{Cite web|url=https://www.reuters.com/sustainability/boards-policy-regulation/dutch-court-confirms-apple-abused-dominant-position-dating-apps-2025-06-16/|title=Dutch Court Confirms Apple Abused Dominant Position in Dating Apps|date=June 16, 2025|website=Reuters}}</ref> The court made clear that the ACM had correctly found that Apple had unfair payment terms for dating apps, requiring users to use Apple’s own system, and fined Apple 58 million Euros.<ref>''Id.''</ref> This reflects the Netherland's commitment to protecting consumers interests and rights against large companies. In a separate dispute, the ACM fined LG Electronics Benelux Sales 8 million euros for illegal price-fixing agreements with large retailers.<ref>{{Cite web|url=https://www.acm.nl/en/publications/acm-fines-lg-illegal-price-fixing-agreements-involving-television-sets|title=ACM Fines LG for Illegal Price-Fixing Agreements Involving Television Sets|website=Authority for Consumers and Markets}}</ref> The ACM found that this practice interfered with competition between retailers and led to television sets not being sold at competitive prices, increasing costs for customers.<ref>''Id.''</ref> This decision made clear that retailers have an obligation to make and monitor their own retail prices and that suppliers have an obligation to not pressure retailers into fixed prices. The ACM also reached a decision in a dispute between Vodafone, a telecommunications provider, and Aegon, an insurance company, over jointly using an antenna on a building owned by Aegon. The ACM held that Aegon must “agree to the joint use under market-based and non-discriminatory conditions and fees.”<ref>{{Cite web|url=https://www.acm.nl/en/publications/acm-mandates-aegon-accept-joint-use-antenna-site-its-building-alphen-aan-den-rijn#:~:text=Background,joint%20use%20of%20antenna%20sites|title=ACM Mandates Aegon to Accept Joint Use of Antenna Site on its Building in Alphen aan den Rijn|website=Authority for Consumers and Markets}}</ref> The ACM reasoned this is required by the Telecommunications Act.<ref>''Id.''</ref> As part of their decision, the ACM also determined the fee and conditions that would be set and which must be adhered to by Aegon.<ref>''Id.''</ref> === Conclusion === Overall, the principles of communications law in the Netherlands are largely shaped by the ACM, the country's primary independent regulator. The ACM's policies exemplify the Netherland's broader priorities for telecommunications and focus on two key priorities: protecting consumer safety and ensuring fair competition among telecommunications providers. To protect consumers, the ACM is essential in providing widespread internet and fiber optics access to individuals and allows for consumers to easily submit complaints or reports issues. It also maintains fair market competition by investigating and stoping companies from dominating the market or manipulating price points. The cases discussed above demonstrate how the ACM actively enforces these two principles and ensures that telecommunications in the Netherlands has market competition and consumer protections. == 3. Censorship and Violent Content == In the Netherlands, the freedom of expression is a constitutionally protected fundamental right. However, carefully targeted laws and bans as explained below impose restrictions aimed at regulating media and censoring violent content. === '''Freedom of Expression''' === The Freedom of Expression in the Netherlands is protected by both the Dutch Constitution (as described in Article 7) and international law such as that from the European Union and the European Convention on Human Rights. [[File:Grondwet van het Koninkrijk der Nederlanden.jpg|thumb|This is the Dutch Constitution (Grondwet)]] Article 7 of the [https://www.government.nl/binaries/government/documenten/reports/2019/02/28/the-constitution-of-the-kingdom-of-the-netherlands/WEB_119406_Grondwet_Koninkrijk_ENG.pdf Dutch Constitution (Grondwet)] explicitly establishes that:<blockquote>1.     “[n]o one shall require prior permission to publish thoughts or opinions through the press, without prejudice to the responsibility of every person under the law.”<ref>{{Cite web|url=https://www.government.nl/binaries/government/documenten/reports/2019/02/28/the-constitution-of-the-kingdom-of-the-netherlands/WEB_119406_Grondwet_Koninkrijk_ENG.pdf|title=Gw. [CONSTITUTION] art 7|website=Government of Netherlands}}</ref> 2.     “[r]ules concerning radio and television shall be laid down by Act of Parliament. There shall be no prior supervision of the content of a radio or television broadcast.”<ref>''Id.''</ref> 3.     “[n]o one shall be required to submit thoughts or opinions for prior approval in order to disseminate them by means other than those mentioned in the preceding paragraphs, without prejudice to the responsibility of every person under the law. The holding of performances open to persons younger than sixteen years of age may be regulated by Act of Parliament in order to protect good morals.”<ref>''Id.''</ref></blockquote>As detailed above, the constitution guarantees the freedom of expression, meaning that the government may not generally limit or restrict speech.<ref>{{Cite web|url=https://www.government.nl/topics/discrimination/prohibition-of-discrimination.|title=Prohibition of Discrimination|website=Government of the Netherlands}}</ref> The constitution rejects prior censorship, requiring no prior permission before one publishes a thought or opinion. However, the freedoms in Article 7 are still subject to Article 1, which prohibits any form of discrimination (political, religious, sex, etc.,) and courts still balance Article 7 against Article 1. Furthermore, censorship is not allowed, but in certain circumstances as discussed in the follow sections, limited censorship may be permitted in specific circumstances (such as the protection of minors).<ref>''Id.''</ref> The Netherlands is also a part of the [https://www.echr.coe.int/documents/d/echr/convention_ENG European Convention on Human Rights] (ECHR). As a member of the ECHR through ratifying the human rights agreements laid out in the ECHR, violations of human rights may be brought to the European Court of Human Rights. Article 10 of the ECHR protects the freedom of expression, but also lays out restrictions in the forms of one’s “duties and responsibilities” such as restrictions required of a “democratic society” and to protect people’s health and safety.<ref>{{Cite web|url=https://www.echr.coe.int/documents/d/echr/convention_ENG|title=Convention for the Protection of Human Rights and Fundamental Freedoms, art. 10|date=|website=Council of Europe}}</ref> The European Union also requires EU countries to comply with the rights in article 11 of the [https://www.europarl.europa.eu/charter/pdf/text_en.pdf Charter of Fundamental Rights]. Article 11 describes the Freedom of Expression and Information. As a member of the European Union, the Netherlands is bound by its laws and regulations. === '''Criminal Regulation of Violent Content''' === In the Netherlands, the laws that regulate violent content do not broadly prohibit such content but instead target specific types of violent content. For example, prohibited content may include some types of content that may be harmful to minors or content that is aimed at promoting terrorism, incitement, or hate speech. The Dutch Criminal Code (Wetboek van Strafecht) prohibits incitement to violence under [https://melaproject.org/sites/default/files/2019-01/The&#x20;Netherlands&#x20;Criminal&#x20;Code&#x20;-&#x20;Section&#x20;137c&#x20;and&#x20;137d.pdf Article 137(d)]. Specifically, this article criminalizes public words, writings, or images that “incite[] hatred or discrimination against men or violence against person or property on the grounds of their race, religion, or beliefs, their gender, their heterosexual or homosexual orientation or their physical, psychological or mental.”<ref>{{Cite web|url=https://melaproject.org/sites/default/files/2019-01/The%20Netherlands%20Criminal%20Code%20-%20Section%20137c%20and%20137d.pdf|title=Art. 137(d) Wetboek van Strafrecht (Criminal Code)|website=Memory Laws in European and Comparative Perspective}}</ref> If violated, punishments may result in up to one year of imprisonment or fines. Other relevant Articles include Article [https://melaproject.org/sites/default/files/2019-01/The&#x20;Netherlands&#x20;Criminal&#x20;Code&#x20;-&#x20;Section&#x20;137c&#x20;and&#x20;137d.pdf 137(c)] and [https://melaproject.org/sites/default/files/2019-01/The&#x20;Netherlands&#x20;Criminal&#x20;Code&#x20;-&#x20;Section&#x20;137c&#x20;and&#x20;137d.pdf 137(e)]. 137(c) makes it a crime to knowingly make harmful or discriminatory public statements toward a group of people based on characteristics such as race, religion, sexual orientation, beliefs, or disability.<ref>{{Cite web|url=https://melaproject.org/sites/default/files/2019-01/The%20Netherlands%20Criminal%20Code%20-%20Section%20137c%20and%20137d.pdf|title=Art. 137(c) Wetboek van Strafrecht (Criminal Code)|website=Memory Laws in European and Comparative Perspective}}</ref> Article 137(e) criminalizes (beyond providing factual information) making statements or distributing materials that are offensive to a group of persons based on the characteristics described previously or incite hatred, discrimination, or violence.<ref>{{Cite web|url=https://melaproject.org/sites/default/files/2019-01/The%20Netherlands%20Criminal%20Code%20-%20Section%20137c%20and%20137d.pdf|title=Art. 137(e) Wetboek van Strafrecht (Criminal Code)|website=Memory Laws in European and Comparative Perspective}}</ref> For 137(c) and 137(e), the punishment becomes more severe if the person committing the crime has done so repeatedly or if two or more people coordinate committing the offense together. === '''Media Regulation: Media Act (Mediawet 2008)''' === The [https://www.government.nl/binaries/government/documenten/publications/2022/06/14/media-act-2008/Media+Act+2008.pdf Media Act] is “aimed at ensuring that everyone should have equal access to a varied and reliable range of information in all kinds of areas.”<ref>{{Cite web|url=https://www.unesco.org/creativity/en/policy-monitoring-platform/mediawet-2008-dutch-media-act|title=Mediawet 2008 (Dutch Media Act)|website=UNESCO}}</ref> The Act promotes competition in the media with both public and commercial broadcasters. The Act also sets forth that the government may not censor media content. Public broadcasters are funded by the government and have to provide educational, political, cultural, and child friendly programs.<ref>''Id.''</ref> The Act also mandates that content by public broadcasters should display the diversity of society in the Netherlands.<ref>{{Cite web|url=https://www.government.nl/topics/the-media-and-broadcasting/media-act-rules-for-broadcasters-and-programming|title=Media Act: Rules for Broadcasters and Programming|last=|first=|date=2015-07-01|website=Government of the Netherlands|language=en-GB|access-date=2026-02-24}}</ref> Commercial broadcasters on the other hand do not receive government funding, and thus are able to adhere to less stringent rules than public broadcasters, but still must adhere to a few specific rules set out in the Act, such as protecting children from harmful programs.<ref>''Id.'' </ref> Public broadcasters have stricter rules than commercial broadcasters in regard to advertisements as well. There must be fewer advertisements displayed and programs may not be interrupted by commercials. Commercial broadcasters however may rely on advertising, but they may not sponsor any news programs.<ref>''Id.''</ref> The Act has a large focus on the protection of children and does so by restricting harmful content and creating time limits. Programs that are appropriate for children ages 12 and over can only be shown after 8 p.m., and programs for those ages 16 or over can only be shown between 10 p.m. and 6 a.m. These time restrictions are enforced by independent media authorities.<ref>''Id.''</ref> Lastly, the Act makes clear that “[j]ournalists and programme-makers are free to write, publish and broadcast what they wish.”<ref>''Id.''</ref> As per the Constitution and the Media act, the Dutch government may not censor or interfere with content in advance of it being displayed.<ref>''Id.''</ref> === '''Media Protections for Minors''' === The Netherlands also has a Viewing Guide called Kijkwijzer, that is managed by the Dutch Institute for the Classification of Audiovisual Media (NICAM).<ref>{{Cite web|url=https://better-internet-for-kids.europa.eu/en/rules-guidelines/viewing-guide-dutch-audiovisual-classification-system|title=Viewing Guide (Dutch Audiovisual Classification System)|website=European Union}}</ref> This guide creates 7 different categories of age ratings including: all ages, 6 years, 9 years, 12 years, 14 years, 16, years and 18 years.<ref>{{Cite web|url=https://www.kijkwijzer.nl/en/about-kijkwijzer/|title=About Kijkwijzer|website=Kijkwijzer|language=en-US|access-date=2026-02-24}}</ref> It also has seven different types of icons that explain why there is a certain age rating. The reasons include fear, discrimination, drugs, sex, bad language, dangerous acts, smoking, drinking, and violence.<ref>''Id.''</ref>  This system assists parents and guardians in ensuring that the media children are viewing is appropriate. Kijkwijzer can be found on almost all Netherlands media, with the only exception being the news or shows that are displayed live as these may not be given a rating in advance of being shown.<ref>''Id.''</ref> The age ratings also effect the times a show or movie may be broadcast. Media that is allowed for all ages, 6 years, as well as 9 years may be shown at any time.<ref>''Id.''</ref> However, those rated 12 years, 14 years, and 16 years can only be shown between 8 p.m. and 6 a.m.<ref>''Id.''</ref> Lastly, media that is rated 18 years can only be shown at late times, when children would typically be asleep, from 12 a.m. to 6 a.m.<ref>''Id.''</ref> === Conclusion === In conclusion, the freedom of expression is a fundamental value in the Netherlands, but is balanced alongside protections for public safety. The Netherlands does not allow for prior censorship, however, certain forms of speech such as those that advocate for terrorism or those that incite hate are criminally prohibited under the Dutch Criminal Code. Media regulations are also incredibly important as laws such as the Media Act require that public and private broadcasters adhere to important standards that promote many different interests such as providing educational programming, cultural shows, and showcasing diversity. The Netherlands also places significant emphasis on protecting minors as exemplified in guides such as Kijkwijzer. This guide provides age ratings and content warnings, as well as specified programming times that are more suitable for younger viewers. By having strong protections for free expression and the regulatory policies explained above, the Netherlands is a leading country in showcasing how a nation can preserve the freedom of expression while protecting the safety of its citizens. == 4. Truth, Tolerance, and Unprotected Speech == In the Netherlands, defamation may be punishable under both criminal law and civil law.<ref>{{Cite web|url=https://www.carter-ruck.com/law-guides/defamation-and-privacy-law-in-netherlands/|title=Netherlands Media Law Guide|last=Kloters|first=Remco|date=2021-11-18|website=Carter-Ruck|language=en-US|access-date=2026-02-24}}</ref> To determine what constitutes defamation, Dutch courts often look to the European Court of Human Rights precedent.<ref>''Id.''</ref> In the Netherlands, defamation may be in the form of verbal statements (slander) or written or published statements (libel).<ref>{{Cite web|url=https://www.maak-law.com/law-of-obligations-netherlands/defamation-libel-netherlands/|title=Defamation and Libel in the Netherlands: What International Clients Need to Know|website=Maak}}</ref> Under Dutch law, defamation “occurs when someone intentionally damages your reputation by spreading true but harmful information that attacks your good name.”<ref>''Id.''</ref> On the other hand, libel occurs when a person intentionally disseminates false information in order to harm a person. Thus, libel actions always deal with harmful ''false'' information while defamation actions can involve harmful ''true'' information.<ref>''Id.''</ref> === '''Defamation Under Dutch Civil Law''' === The Dutch Civil Code, [http://www.dutchcivillaw.com/legislation/dcctitle6633.htm Article 6:167] provides a cause of action for defamation and liability under tort law. Under this article, if a person were to publish false information, a court could order that person “to publish a correction in a way to be set by court,”<ref>{{Cite web|url=http://www.dutchcivillaw.com/legislation/dcctitle6633.htm|title=Art. 6:167, Burgerlijk Wetboek (Civil Code)|website=Dutch Civil Law}}</ref> even if the person who published the false information did not do so knowingly.<ref>''Id.''</ref> The party who brings the lawsuit is required to show proof of the defamation or slander and typically has the burden of proof.<ref>{{Cite web|url=https://www.carter-ruck.com/law-guides/defamation-and-privacy-law-in-netherlands/|title=Netherlands Media Law Guide|last=Kloters|first=Remco|website=Carter-Ruck}}</ref> The court has discretion to grant different forms of relief, including monetary damages or requiring specific performance, such as removing a post or statement.<ref>''Id.''</ref> === '''Defamation Under Dutch Criminal Law''' === Dutch Criminal Law, Articles 261 through 271, pertain to defamation and libel. Under these articles, knowingly making incorrect statements that harm another is a criminal offense.<ref>{{Cite web|url=https://lawandmore.eu/blog/online-reviews-in-the-netherlands-what-is-allowed-and-when-is-it-defamation/#:~:text=Dutch%20Criminal%20and%20Civil%20Codes,of%20annual%20turnover%20for%20violations|title=Online Reviews in the Netherlands: What is Allowed and When is it Defamation?|date=December 29, 2025|website=Law & More}}</ref> Across the provisions, a main requirement is that of intent, meaning that a person must have intentionally made false statements. Criminal cases typically involve more severe forms of defamation than civil cases. If a person wants to criminally prosecute someone else for defamation or slander, a complaint must be filed with Dutch police.<ref>{{Cite web|url=https://www.carter-ruck.com/law-guides/defamation-and-privacy-law-in-netherlands/|title=Netherlands Media Law Guide|last=Kloters|first=Remco|website=Carter-Ruck}}</ref> Typically, for these types of actions prison time is rare, and the more typical punishment is that in the form of a fine or community service.<ref>''Id.''</ref> === '''European Court of Human Rights Influence''' === As a member state of the Council of Europe, the Netherlands is subject to the jurisdiction of the European Court of Human Rights (ECtHR), which interprets rules and regulations from the European Convention on Human Rights (ECHR). Defamation and slander cases within the Netherlands are heavily influenced by the ECHR, specifically [https://www.echr.coe.int/documents/d/echr/convention_ENG Article 10] and [https://www.echr.coe.int/documents/d/echr/convention_ENG Article 8]. Article 8 ensures that peoples private lives and reputations are respected.<ref>{{Cite web|url=https://www.echr.coe.int/documents/d/echr/convention_ENG|title=Convention for the Protection of Human Rights and Fundamental Freedoms, art. 8|date=|website=Council of Europe}}</ref> Article 10 guarantees the freedom of expression, with restrictions listed under section section 2 of the article.<ref>{{Cite web|url=https://www.echr.coe.int/documents/d/echr/convention_ENG|title=Convention for the Protection of Human Rights and Fundamental Freedoms, art. 10|website=Council of Europe}}</ref> Article 10 section 2 makes clear that any limitations to the freedom of expression must be:<blockquote>“…necessary in a democratic society, in the interests of national security, territorial integrity or public safety, for the prevention of disorder or crime, for the protection of health or morals, for the protection of the reputation or rights of others, for preventing the disclosure of information received in confidence, or for maintaining the authority and impartiality of the judiciary.”<ref>''Id.''</ref></blockquote>In defamation and slander cases, Dutch courts apply the above articles when balancing a person’s right to protect their reputation against another’s right to the freedom of expression.<ref>{{Cite web|url=https://lawandmore.eu/blog/online-reviews-in-the-netherlands-what-is-allowed-and-when-is-it-defamation/#:~:text=Dutch%20Criminal%20and%20Civil%20Codes,of%20annual%20turnover%20for%20violations|title=Online Reviews in the Netherlands: What is Allowed and When is it Defamation?|date=December 29, 2025|website=Law & More}}</ref> Today, 68% of defamation cases in the Netherlands are due to online content given the rise in social media and how quickly a post can go viral. When balancing reputational rights and the freedom of expression, many factors are considered including where the statement was made, how it was made, its public relevance, and the intent. === '''United States Defamation Law Compared to''' '''Dutch Defamation Law''' === In the United States, there is a strong protection of the freedom of speech under the first amendment. The notable case for defamation lawsuits in the United States is ''New York Times Co. v. Sullivan''. This case provided the “actual malice” rule which says that to succeed in a defamation lawsuit, the plaintiff (public official) has the burden of proving “that the statement was made with knowledge of its falsity or with reckless disregard of whether it was true or false.”<ref>{{Cite news|url=https://supreme.justia.com/cases/federal/us/376/254/|title=New York Times Co. v. Sullivan, 376 U.S. 254 (1964)|work=Justia Law|access-date=2026-02-24|language=en}}</ref> This is a high standard that plaintiffs must meet in order to win in a defamation suit in the United States, and is different than that required in the Netherlands. In the Netherlands, Articles 8 and 10 of the ECHR largely govern how Dutch courts rule on defamation cases and Dutch courts rely heavily on international human rights law. In the United States, the U.S. Supreme court does not rely on international law when interpreting defamation cases and instead relies on the first amendment, U.S Supreme Court precedent, and state tort law. Furthermore, there is a very strong protection afforded to the freedom of speech in the United States, while the Netherlands takes a more balanced approach, balancing the freedom of expression with the right to protect one’s reputation.   === Conclusion === In conclusion, defamation actions in the Netherlands are punishable under both civil and criminal law, which shows the country's commitment to protecting individuals from reputational harm. Dutch courts are bound by the European Convention on Human Rights and influenced by the precedent of the European Court of Human Rights, particularly Articles 10 and 8. These articles protect the freedom of expression while also protecting the right to a respected and private reputation. Recently, the Netherlands has experienced a rise in defamation claims as a result of the internet and social media platforms. Unlike the United States, which highly prioritizes the freedom of speech as illustrated in ''New York Times Co v. Sullivan'', the Netherlands has a more balanced approach, weighing the freedom of expression with the right to safeguard one's public reputation. == 5. Cultural and Religious Expression == === Dutch Cultural Identity and Its Promotion === Dutch culture is comprised of a melting pot of people coming from different religions, ethnicities, and backgrounds.<ref>Day, M., de Haan, A., Sieckelinck, S., & Steketee, M. (2025). Multiple Cultural Identities and Sense of National Belonging Among Second- And Third-Generation Youth in the Netherlands. ''Identity'', 1–23. <nowiki>https://doi.org/10.1080/15283488.2025.2564856</nowiki> </ref> Historically, Holland and Amsterdam have been major hubs for foreign settlers, all of whom bring their own cultures and customs with them. As a society, the Netherlands is “home to over 200 different nationalities.”<ref>{{Cite web|url=https://www.universiteitleiden.nl/en/education/international-students/studying-in-the-netherlands/dutch-culture|title=Dutch culture - Leiden University|website=www.universiteitleiden.nl|access-date=2026-04-03}}</ref>The cultural diversity in the Netherlands has aided in shaping a society that is tolerant, open-minded, and welcoming to all people.<ref>Day, M., de Haan, A., Sieckelinck, S., & Steketee, M. (2025). Multiple Cultural Identities and Sense of National Belonging Among Second- And Third-Generation Youth in the Netherlands. ''Identity'', 1–23. <nowiki>https://doi.org/10.1080/15283488.2025.2564856</nowiki></ref> The diversity is also represented through the many languages spoken in the Netherlands.<ref>Gobel MS, Benet-Martinez V, Mesquita B, Uskul AK. Europe's Culture(s): Negotiating Cultural Meanings, Values, and Identities in the European Context. J Cross Cult Psychol. 2018 Jul;49(6):858-867. doi: 10.1177/0022022118779144. Epub 2018 Jun 21. PMID: 30008485; PMCID: PMC6024379; Lazëri, M., & Coenders, M. (2023). Dutch national identity in a majority-minority context: when the dominant group becomes a local minority. ''Journal of Ethnic and Migration Studies'', ''49''(9), 2129–2153. <nowiki>https://doi.org/10.1080/1369183X.2022.2104698</nowiki></ref> Although Dutch is the national language of the Netherlands, English, German, and French, are very common languages. Another important cultural aspect in the Netherlands is found in social situations. In general, the Dutch are often very straightforward in the way they communicate, saying exactly what they think.<ref>''Id.''</ref> Although this may come across as rude or blunt to visitors, Dutch communication values honesty and efficiency, where everyone can share their opinions freely.<ref>{{Cite web|url=https://www.universiteitleiden.nl/en/education/international-students/studying-in-the-netherlands/dutch-culture|title=Dutch culture - Leiden University|website=www.universiteitleiden.nl|access-date=2026-04-03}}</ref> The Dutch enjoy transparency in their society and sharing their own points of view. This open-mindedness given the cultural diversity in the Netherlands and the direct way of communication is taught from a young age. In the Netherlands, cultural values are typically learned and spread through education and early socialization initiatives.<ref>Eva Brinkman and Cas Smithuijsen, ''Social Cohesion and Cultural Policy in the Netherlands,'' Canadian Journal of Communication, Vol. 27 No. 2-3, February 1, 2002, https://doi.org/10.22230/cjc.2002v27n2a1300. https://cjc.utppublishing.com/doi/10.22230/cjc.2002v27n2a1300</ref> Beginning in 1999, the Secretary of State for Culture, Rick van der Ploeg, created a new plan to help directed towards youths to help them access and appreciate their culture.<ref>''Id.''</ref> This plan was titled “Aciteplan Culturrbereik” or Cultural Outreach Action Plan. This action plan “stressed the importance of realizing more social cohesion through culture” and did this by introducing “different art disciplines, accommodations, and (open air) venues, artists, art gatekeepers, as well as cross relations with other policy fields like education and social welfare.”<ref>''Id.''</ref> This program also did not just introduce famous Dutch art and literature, it showcased amateur artists and newly emerging identities as well.<ref>''Id.''</ref> [[File:Canal houses and Oude Kerk at blue hour with water reflection in Damrak Amsterdam Netherlands.jpg|thumb|This is a picture of Amsterdam, where The Site is located. ]] An example of the plan’s implementation is called The Site, located in Inocaf, Amsterdam.<ref>''Id.''</ref> This is a youth information center that provides information and demonstrations to youths between the ages of 15 and 21 about Dutch culture through different workshops, presentations, and discussions. The Site also partners with the Kunstweb Institute for Art Education in Amsterdam, providing courses such as street dancing and web design to showcase modern expressions of Dutch culture.<ref>''Id.''</ref> The program is also welcoming to non-Dutch citizens, emphasizing that Dutch culture is meant to be shared with a broader population and embraced by all members of society, not just native citizens.<ref>''Id.''</ref> The Site also welcomes discussions of the future, holding a conference that let youths provide their input on Dutch politics and how it might be improved in the future.<ref>''Id.''</ref> Another example is Fresh Academy, which is a traveling project that visits different schools in Amsterdam, delivering stand-up comedy and different types of acts.<ref>''Id.''</ref> Fresh Academy “follows the framework of the World Culture program of Cultuurnetwerk Nederland, the Dutch National Expertise Centre for Arts Education, which executed several pilot projects to stimulate cultural diversity in the field of arts education.”<ref>''Id.''</ref> Fresh Academy involves different professional performers that teach Dutch culture through theatre, focusing their teachings on Dutch values, identity, and social skills.<ref>''Id.''</ref> This imitative centers on the goal of sharing Dutch identity at a young age and a sense of community through shared connections and values. === Festivals as a Form of Cultural Expression === The Netherlands has no shortage of holidays and festivals. They celebrate many well-known holidays such as Easter, Christmas, and New Years Eve. However, there are also many holidays and festivals that are unique to the Dutch, some of which began centuries ago. These holidays and festivals foster the nations culture and attract tourists from around the world every year.<ref>Coopmans, M., Jaspers, E., & Lubbers, M. (2016). National day participation among immigrants in the Netherlands: the role of familiarity with commemorating and celebrating. ''Journal of Ethnic and Migration Studies'', ''42''(12), 1925–1940. https://doi.org/10.1080/1369183X.2016.1163219, https://www.tandfonline.com/doi/full/10.1080/1369183X.2016.1163219 </ref> The first holiday, and one of the oldest, is Sint Maarten or Saint Martin which is celebrated each year on November 11.<ref>{{Cite web|url=https://www.visitingthedutchcountryside.com/explore-the-netherlands/sint-maarten-holiday-netherlands/|title=The 11th of November Sint Maarten Tradition Explained|last=Manon|date=2023-10-10|website=Visiting The Dutch Countryside|language=en-GB|access-date=2026-04-03}}</ref> Saint Martin was a Roman soldier born in the year 316 who became a bishop and a devoted Christian after leaving the Army. It is said that he dies on November 8^th and was buried on November 11^th in the basilica of Tours when it is said he reached heaven.<ref>''Id.''</ref> This day was originally celebrated with a mass and a large feast, but over time it has “evolved into a cheerful celebration of light, generosity, and community.”<ref>{{Cite web|url=https://allaboutexpats.nl/st-martins-day/|title=St. Martin’s Day (Sint Maarten): Celebrating as an Expat|last=Roman|first=Carla|date=2025-11-02|website=All About Expats|language=en-US|access-date=2026-04-03}}</ref> Today it is less associated with religion and has turned more into a festivity for children. It is a day where children go to the doors of others and sing songs while holding paper lanterns in exchange for sweets like cookies or chocolates. A parade is also hosted in Utrecht each year to remember St. Martin [[File:Amerigo with Sinterklaas 2008.jpg|thumb|This is a picture of what a typical Sinterklass would look like]] The next festival is Sinterklaas, the Dutch version of Santa Clause.<ref>{{Cite web|url=https://www.iamexpat.nl/lifestyle/lifestyle-news/dutch-christmas-expat-guide-sinterklaas-netherlands|title=The Dutch Christmas? An expat guide to Sinterklaas in the Netherlands|date=2022-12-03|website=IamExpat in the Netherlands|language=en|access-date=2026-04-03}}</ref> Sinterklaas is based on Saint Nicholas and is thought to have been a bishop who could perform miracles such as “resurrecting some young schoolchildren and saving sailors from a hurricane.”<ref>''Id.''</ref> Saint Nicholas was canonized following his death and is the patron saint of children.<ref>''Id.''</ref> Sinterklaas is said to wear traditional bishops clothing, a red cape, red hat, and carries a staff. Similar to the United States version of Saint Nicholas, called Santa Claus, he also has a book where he keeps track of the good and naughty children. Also similar to the United States, Sinterklaas leaves gifts and sweets for the children, but instead of leaving them in stockings or under the Christmas tree like in the United States, he leaves them in their shoes. The children receive these presents on Pakjesavond or “present night” which occurs on December 5^th. Another holiday is Carnaval, which is celebrates in the southern parts of the Netherlands primarily. This is a three-day celebration that takes place mainly in North Brabant and Limburg.<ref>{{Cite web|url=https://www.meininger-hotels.com/blog/en/dutch-carnival/|title=Explore Dutch Carnival 2026|last=Hotels|first=MEININGER|date=2026-01-20|website=MEININGER Hotels|language=en-US|access-date=2026-04-03}}</ref> The festival features a colorful parade with puppets, floats, costumes, and dancing leading up to Ash Wednesday.<ref>{{Cite web|url=https://www.iamexpat.nl/lifestyle/lifestyle-news/carnival-celebrations-netherlands-carnaval-nederland|title=Carnaval 2026: A guide to carnival festival celebrations in the Netherlands|date=2020-02-05|website=IamExpat in the Netherlands|language=en|access-date=2026-04-03}}</ref> [[File:Amsterdam - Koninginnedag 2009.jpg|thumb|This is a picture of King's Day, with everyone wearing orange to celebrate]] One of the most important holidays to the Dutch is Koningsdag or King’s Day, which dates back to 1885 and takes place on April 27^th.<ref>{{Cite web|url=https://www.royal-house.nl/topics/monarchy/king%E2%80%99s-day|title=King’s Day {{!}} Royal House of the Netherlands|last=Affairs|first=Ministry of General|date=2014-12-22|website=www.royal-house.nl|language=en|access-date=2026-04-03}}</ref> This national holiday celebrates King Willem-Alexander’s birthday and is marked with music, dancing, and fairs. It is also customary that everyone wears something orange on King’s Day as the royal family’s name is “House of Orange”.<ref>{{Cite web|url=https://www.holland.com/global/tourism/getting-around/information/the-royal-family/kings-day-in-holland|title=King's Day: a national holiday and the ultimate Dutch party|date=2011-03-09|website=www.holland.com|language=en-EN|access-date=2026-04-03}}</ref> King’s Day is important to the Dutch as it represents national pride and unity, with the whole of the country celebrating this holiday. The last major holiday is Liberation Day, which occurs each year on May 5^th. Liberation day is a nationally observed holiday and marks the day when the Netherlands were liberated from German occupation. The Netherlands were liberated by Canadian, British, American, Polish, Belgian, Czech, and Dutch troops.<ref>{{Cite web|url=https://www.iamexpat.nl/lifestyle/events-festivals-netherlands/liberation-day|title=Liberation Day (Bevrijdingsdag) in the Netherlands|date=2025-05-20|website=IamExpat in the Netherlands|language=en|access-date=2026-04-03}}</ref> Every Province in the Netherlands has its own Liberation Day festival. Liberation Day is celebrated with parades, open-air festivals, live music, shared meals, and dancing.<ref>''Id.''</ref> === Religious Expression === In the Netherlands, religious expression or ideological choices are widely respected and protected, allowing people from many different beliefs to practice freely and express their beliefs. <ref>Temperman, J. (2022). Freedom of Religion or Belief and Gender Equality in the Netherlands: Between Pillars, Polders, and Principles. ''The Review of Faith & International Affairs'', ''20''(3), 77–88. <nowiki>https://doi.org/10.1080/15570274.2022.2111814</nowiki> https://www.tandfonline.com/doi/full/10.1080/15570274.2022.2111814#d1e112 </ref> The Netherlands does not benefit one religion over another as the “freedom of religion and belief is a key part of the Netherlands’ human rights policy.”<ref>{{Cite web|url=https://www.government.nl/topics/human-rights/human-rights-worldwide/freedom-of-religion-and-belief|title=Freedom of religion and belief - Human rights - Government.nl|last=Zaken|first=Ministerie van Buitenlandse|date=2018-12-27|website=www.government.nl|language=en-GB|access-date=2026-04-10}}</ref> There is a broad range of religious diversity in the Netherlands, with 19.8% of the population belonging to the Catholic Church, 14.4% protestant, and 5.2% Muslim.<ref>{{Cite web|url=https://longreads.cbs.nl/the-netherlands-in-numbers-2021/what-are-the-major-religions|title=What are the major religions? - The Netherlands in numbers 2021 {{!}} CBS|last=CBS|website=What are the major religions? - The Netherlands in numbers 2021 {{!}} CBS|language=nl-NL|access-date=2026-04-10}}</ref> 55.4% of the population reported to not be religious and the other 5.1% reported “other”.<ref>''Id.''</ref> [[File:Westerkerk Amsterdam 20041002.jpg|thumb|This is a picture of the Westerkerk, a famous protestant church located in Amsterdam that dates back to 1620. ]] Religious freedom is protected at the national level through legislation and by the Constitution. Article 6 of the Constitution protects and guarantees the freedom of religions and belief and Article 1 prohibits discrimination on religious grounds.<ref>{{Cite web|url=https://www.government.nl/binaries/government/documenten/reports/2019/02/28/the-constitution-of-the-kingdom-of-the-netherlands/WEB_119406_Grondwet_Koninkrijk_ENG.pdf|title=The Constitution of the Kingdom of the Netherlands 2008|website=Ministry of the Interior and Kingdom Relations}}</ref> An example of this is the mass media law that “grants broadcasting time for churches and religious organizations.”<ref>{{Cite journal|last=Van Bijsterveld|first=Sophie|title=Religion and the Secular State in the Netherlands|url=https://original.religlaw.org/content/blurb/files/Netherlands.pdf|journal=Religion and the Secular State|pages=527}}</ref> This law ensures that religious organizations are given a platform through guaranteed broadcasting time to share their beliefs and perspectives publicly. One landmark religious freedom case was ''Staatkundig Gereformeerde Partij (SGP) v. The Netherlands'' (2012) and was brought before the European Court of Human Rights. In this case, conflict arose when the SGP, a conservative Protestant party, argued that according to the Bible, women should not be able to hold public office and should not be able to be on candidate lists, but may still be allowed to be party members. The Dutch Supreme Court in 2010 held that SGP’s rule violated the UN Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) and ordered that there be action to end this discrimination, even if it was rooted in religious explanations. <ref>''Staatkundig Gereformeerde Partij v. Netherlands,'' Application No. 58369/10 (European Court of Human Rights, July 10, 2012). </ref>The SGP then brought this case before ethe ECtHR, holding that the decision violated their right to religious freedom under Articles 9 and 11 of the ECHR. However, the Court dismissed the case, holding that the complaint was “manifestly ill-founded and must be rejected.”<ref>''Id.''</ref> This case exemplified that religious freedoms are protected, but they cannot be used to diminish gender equality. In another case, ''De Wilde v. Netherlands'', a plaintiff who was a follower of the Church of the Flying Spaghetti Monster, wanted to wear a colander on her head in her driver’s license photos.<ref>''De Wilde v. Netherlands,'' Application No. 9476/19 (European Court of Human Rights, November 9, 2021). </ref> She argued that her religion required it, however, Dutch authorities did not allow her to do so as Pastafarianism was not a recognized or protected religion.<ref>''Id.''</ref> This case eventually reached the European court of Human Rights where the Court sided with Dutch authorities.<ref>''Id.''</ref> The Court held that for Article 9 protections to apply, a belief must show enough seriousness and cohesion and found Pastafarianism was more so a form of satire rather than a true religion.<ref>''Id.''</ref> Due to this, wearing a colander was not a protected religious expression and the application was found inadmissible.<ref>''Id.''</ref> Despite how accepting the Netherlands is of other religions and beliefs, this case exemplifies how the religion must actually be recognized and serious to gain protections. == References == [[Category:Netherlands]] [[Category:Law in Europe]] 1zu1mln5716cziq0ik7vsbln9k2w7e7 2804186 2804183 2026-04-10T18:29:47Z OliviaC1212 3052301 privacy data and protection 2804186 wikitext text/x-wiki == 1. Sources of Netherlands Communication Law == In the Netherlands, the goal of communications law is to balance the freedom of expression with the protection of privacy and property rights.<ref>{{Cite web|url=https://lawandmore.eu/blog/understanding-media-law-in-the-netherlands/|title=Understanding Media Law In The Netherlands|date=2025-11-23|language=en-GB|access-date=2026-02-24|website=Law & More Attorneys}}</ref> The key principles of Dutch communications law are the freedom of expression, fair market competition, and the protection of people’s privacy and data.<ref>''Id.''</ref> Not only does national Dutch law apply and influence communications law, but so does international law. Dutch communications law governs internet services, data protection, government power, telecommunication networks, and more. This section will look into the governmental structure of the Netherlands and hierarchy of laws that govern communications law in the Netherlands beginning with international sources of law. === '''Governmental Structure and Key Governmental Bodies''' === [[File:Trappenhuis in Tweede Kamergebouw.jpg|thumb|This is a famous interior stairwell within the House of Representatives building in the Netherlands. ]] The government in the Netherlands is made up of three main bodies consisting of a Monarch, the States General, and the Council of Ministers.<ref>{{Cite web|url=https://www.government.nl/government/about-the-government|title=About the Government|last=|first=|date=2022-01-07|website=Government of the Netherlands|language=|access-date=2026-02-24}}</ref> There are also more localized versions of governments. As a constitutional monarchy, the constitution governs, and the monarch has limited power in the Government. The monarch's power is largely ceremonial in nature. There are two houses in the Dutch parliament: the Senate (Eerste Kamer) and the House of Representatives (Tweede Kamer).<ref>{{Cite web|url=https://www.welcome-to-nl.nl/living-in-the-netherlands/politics-and-government|title=Politics and Government|website=Welcome to Netherlands|access-date=2026-02-24}}</ref> The House of Representatives is regarded as the more important of the two houses because this house can introduce and propose legislation, as it has done with many communications laws, as well as amend bills. The Senate then approves or rejects bills.<ref>{{Cite web|url=https://www.government.nl/government/about-the-government|title=About the Government|last=|first=|date=2022-01-07|website=Government of the Netherlands|language=|access-date=2026-02-24}}</ref> In both houses, members are elected. There are 150 members in the House of Representatives and 75 members in the Senate. <ref>''Id.''</ref> In addition to the Dutch Parliament, the local governments are the next highest level of government and consist of local authorities. These authorities translate national policies into forms appropriate for the needs of their regions. <ref>''Id.''</ref> They exist in the 12 provinces in the Netherlands and are governed by municipal executives. These executives are chosen by the central government and a council whose members are elected every four years.<ref>''Id.''</ref> === '''Regulatory Sources of Netherlands Communications Law''' === In the Netherlands, there are many supervisory and regulatory authorities that are in charge of overseeing compliance and enforcing requirements related to data protection and media.   The Dutch Data Protection Authority (Autoriteit Persoonsgegevens) is the Netherland’s national authority that is located in the Hague and enforces the EU General Data Protection Regulation (GDPR).<ref>{{Cite web|url=https://noyb.eu/en/project/dpa/ap-netherlands|title=AP (The Netherlands) {{!}} noyb.eu|date=2023-12-14|website=Noyb|language=en|access-date=2026-02-24}}</ref> The main goal of the Dutch Data Protection Authority is to protect users’ privacy rights and to promote transparency between consumers and telecom companies. The Dutch Media Authority (Commissariaat voor de Media) is the authority that is responsible for ensuring compliance with the Media Act 2008 for both commercial and national public media providers. The goal of this authority is to ensure that media remains diverse and accessible to all viewers, with the ultimate goal being to “support the freedom of information in [Dutch] society.”<ref>{{Cite news|url=https://www.cvdm.nl/english-summary-dutch-media-authority/|title=English Summary Dutch Media Authority|work=Commissariaat voor de Media|access-date=2026-02-24|language=nl-NL}}</ref> Another goal of this authority is to promote fair competition between both public and private media providers.<ref>''Id.''</ref> The Dutch Media Authority is overseen by a Board of Commissioners and contains three members.<ref>''Id.''</ref> The National Digital Infrastructure Inspectorate (RDI) has a main objective of ensuring that communication networks remain available and accessible to consumers.<ref>{{Cite web|url=https://www.rijksinspecties.nl/over-de-inspectieraad/over-de-rijksinspecties/agentschap-telecom-at|title=National Inspectorate for Digital Infrastructure|website=Rijksinspectie Digitale Infrastructuur (RDI)|language=nl|access-date=2026-02-24}}</ref> This is done through the supervision of technical infrastructure, such as antennas and cabling, the oversight of network security, infrastructure to protect against cyber-attacks, and the supervision of devices. This includes devices such as smart home technologies and Wi-Fi routers to ensure they function properly and are not susceptible to hacking or digital security threats.<ref>''Id.''</ref> === '''International Source of Netherlands Communications Law: European Union (EU) Law''' === Currently, there are twenty-five member states in the European Union. These states cooperate in trade, social policy, and foreign policy.<ref>{{Cite web|url=https://law.duke.edu/ilrt/int_orgs_5.htm|title=European Union|website=Duke Law|publisher=|access-date=2026-02-24}}</ref> The Netherlands have been a member of the EU since January 1, 1958.<ref>{{Cite web|url=https://european-union.europa.eu/principles-countries-history/eu-countries/netherlands_en|title=Netherlands|website=European Union|publisher=European Union|language=|access-date=2026-02-24}}</ref> Although the Netherlands have their own national laws, as a member-state, the Netherlands has considered and subsequently adopted many EU legislative proposals<ref>{{Cite web|url=https://www.government.nl/government/about-the-government|title=The Netherlands and Developments Within the European Union (EU)|last=|first=|date=2022-01-07|website=Government of the Netherlands|publisher=|language=en-GB|access-date=2026-02-24}}</ref>, including the below. ==== '''<u>EU Electronic Communications Code (EECC)</u>''' ==== The Netherlands implemented the EECC on March 12, 2022, with practically all EECC implementation act provisions put into place (aside from a few e-privacy provisions).<ref>{{Cite web|url=https://www.squirepattonboggs.com/our-expertise/services/regulation-risk-compliance/communications/european-electronic-communications-code-transposition-status/|title=European Electronic Communications Code – Transposition Status|date=July 23, 2025|website=Squire Patton Boggs|language=en|access-date=2026-02-24}}</ref> This code applies to all electronic communications networks and services. One of the very important features of the EECC is its requirement for universal access to fundamental communication services and the affordability of these services. The EECC also focuses on protecting consumers when they communicate, either by text message, phone call, or email.<ref>{{Cite web|url=https://digital-strategy.ec.europa.eu/en/policies/eu-electronic-communications-code|title=EU Electronic Communications Code|date=January 21, 2026|website=European Commission|publisher=|language=en|access-date=2026-02-24}}</ref> This is done primarily by ensuring tariff transparency, increasing emergency communications, providing for precise caller location, and ensuring equal access to electronic communications for users with disabilities.<ref>''Id.''</ref> The EECC’s key amendments include, but are not limited to:<ref>{{Cite web|url=https://www.squirepattonboggs.com/our-expertise/services/regulation-risk-compliance/communications/european-electronic-communications-code-transposition-status/|title=European Electronic Communications Code – Transposition Status|date=July 23, 2025|website=Squire Patton Boggs|language=en|access-date=2026-02-24}}</ref> * providing equal access for consumers and users, * giving access to the European emergency number, * widening telecommunications regulations, * establishing universal service requirements, and * specifying transparency requirements that providers must adhere to. ==== '''<u>Digital Services Act (DSA)</u>''' ==== The DSA ([https://eur-lex.europa.eu/eli/reg/2022/2065/oj/eng Regulation (EU) 2022/2065]) is an EU regulation that came into effect on November 16, 2022. In the Netherlands, the DSA has been implemented through what is known as the Implementation Act on the Digital Services Regulation (Uitvoeringswet Digitaledienstenverordening).<ref>{{Cite web|url=https://www.eversheds-sutherland.com/en/switzerland/insights/the-digital-services-act-in-the-netherlands|title=The Digital Services Act in the Netherlands|date=December 2, 2025|website=Eversheds Sutherland}}</ref> This act creates rules for online providers such as providers for social media, internet, search engines, and marketplaces that typically store and utilize user information in some capacity.<ref>{{Cite web|url=https://www.autoriteitpersoonsgegevens.nl/en/about-the-ap/digital-services-act-dsa|title=Digital Services Regulation (DSA)|website=Autoriteit Persoonsgegevens (AP)|access-date=2026-02-24}}</ref> The main goals of the DSA are to protect user expression and information, increase user safety, and increase transparency.<ref>{{Cite web|url=https://www.eversheds-sutherland.com/en/switzerland/insights/the-digital-services-act-in-the-netherlands|title=The Digital Services Act in the Netherlands|date=December 2, 2025|website=Eversheds Sutherland}}</ref> To do this, some of the main articles of the DSA include:<ref>{{Cite web|url=https://www.deloitte.com/nl/en/services/legal/perspectives/legal-implications-of-the-digital-services-act.html|title=Legal implications of the Digital Services Act|date=November 22, 2023|website=Deloitte Netherlands|language=en|access-date=2026-02-24}}</ref> * Requirements for transparency in ads and limiting advertising to minors based on profiling * Requirements for online marketplaces to assess and stop risks involving services or products * Requirements for publishing transparency reports The articles of the DSA are enforced in the Netherlands by the Authority for Consumers and Markets (Autoriteit Consument & Markt). The ACM can impose fines and penalties if it finds a provider or platform that has violated the DSA.<ref>{{Cite web|url=https://www.eversheds-sutherland.com/en/switzerland/insights/the-digital-services-act-in-the-netherlands|title=The Digital Services Act in the Netherlands|date=December 2, 2025|website=Eversheds Sutherland}}</ref> === '''National and Regional Sources of Netherlands Communications Law''' === ==== '''<u>Constitution of the Kingdom of the Netherlands (Grondwet)</u>''' ==== The Constitution of the Kingdom of Netherlands, also known as the Grondwet, is the legal foundation of Netherlands law and is the highest legal authority in the Netherlands.<ref>{{Cite web|url=https://www.government.nl/government/about-the-government|title=About the Government|last=|first=|date=2022-01-07|website=Government of the Netherlands|language=en-GB|access-date=2026-02-24}}</ref> The Netherlands is a constitutional monarchy, where the powers of the Dutch monarch are defined and regulated by the Constitution.<ref>{{Cite web|url=https://www.royal-house.nl/topics/themes/monarchy|title=Monarchy|last=|first=|date=2016-01-14|website=Royal House of the Netherlands|language=en-GB|access-date=2026-02-24}}</ref> The Constitution was first written in 1814, but the version that currently governs is from 1983.<ref>{{Cite web|url=https://www.government.nl/government/about-the-government|title=Constitution and Charter|last=|first=|date=2022-01-07|website=Government of the Netherlands|language=en-GB|access-date=2026-02-24}}</ref> The Constitution emphasizes fundamental liberties such as the freedom of expression, the right to privacy, and the right to receive equal treatment. The Constitution also describes the organization of the Dutch government system.<ref>''Id.''</ref> ==== '''<u>National Statutory Sources and Regional Regulations</u>''' ==== The Netherlands is a unitary state,<ref>{{Cite web|url=https://euler.euclid.int/what-is-a-unitary-state-the-case-of-the-netherlands/|title=What is a Unitary State? The Case of the Netherlands.|last=|first=|date=2023-08-22|website=EFMU: The Euler-Franeker Memorial University and Institute|language=en-US|access-date=2026-02-25}}</ref> meaning that there is a centralized telecommunications law framework rather than fragmented regional or provincial policies. As a result, national laws primarily govern the 12 provinces, leaving little room for independent regional communication regulations. Most provincial regulations consist of more limited aspects of Dutch telecommunications law such as permits or infrastructure planning. For example, certain provinces, such as different areas in Utrecht and Gelderland, have enacted regulations concerning the construction of large cell towers and the locations of such towers. Beyond provincial regulations, there have been two notable national statutes enacted by Parliament that govern and regulate the entirety of Netherlands communications law as described below. '''(1) Telecommunications Act (Telecommunicatiewet):''' The Dutch Telecommunications Act is the primary legislation that regulates telecommunication, including networks and public providers. The Act has authority over a broad range of communications networks and public communications services.<ref>{{Cite web|url=https://stuff.coffeecode.net/www.loc.gov/law/help/online-privacy-law/netherlands.php|title=Online Privacy Law: Netherlands|website=Library of Congress}}</ref> It mandates that providers protect personal data and information as well as requiring transparency from providers to adequately inform users of any security risks.<ref>''Id.''</ref> '''(2) The Temporary Government Digital Accessibility Decree (tBDTO):''' The [https://wetten.overheid.nl/BWBR0040936/2018-07-01 tBDTO] enforces the Dutch government’s Cabinet policy on accessibility, which requires government digital services to be accessible to all people such that no one is excluded from using online government platforms.<ref>{{Cite web|url=https://www.digitaleoverheid.nl/overzicht-van-alle-onderwerpen/digitale-inclusie/digitaal-toegankelijk/beleid/|title=Cabinet Policy on Accessibility|website=Netherlands Digital Government|language=nl-NL|access-date=2026-02-24}}</ref> The tBDTO requires that online platforms and apps comply with Web Content Accessibility Guidelines (WCAG), level A and AA.<ref>''Id.''</ref> This is done by ensuring that websites and apps have for example “sufficient color contrast in text, descriptive alt text for images, and the ability to operate functions with the keyboard.”<ref>''Id.''</ref>  Every government agency is tasked with meeting these requirements, and the Ministry of the Interior oversees compliance with them. === Conclusion === In conclusion, communications law in the Netherlands is governed by multiple legal sources at different levels. European Union law has the most influential role, due to the Netherlands being a member state, as all of the Netherlands provinces are bound by EU directives and regulations. At the level below, national law also maintains a central role in regulating communications law throughout the country. As a result, regional authorities have much more limited powers, most often dealing with more localized issues that involves permits, zoning, and planning. Thus, communications law in the Netherlands is largely shaped and governed by EU and national law, with regional law serving a more limited and supportive role. == 2. Principles of Communication Law and Media == === ACM Policies and Priorities === The Authority for Consumers & Markets (Autoriteit Consument & Markt) is the primary independent regulator in the Netherlands that executes statutory obligations on behalf of the government.<ref>{{Cite web|url=https://www.acm.nl/en/about-acm/what-we-do/mission-and-duties|title=Missions and Duties|website=Authority for Consumers and Markets}}</ref> Telecommunication networks and services must register with the ACM if that telecommunications service “provide[s] public electronic communications networks… provide[s] public electronic communication services” or constructs facilities that support either.<ref>{{Cite web|url=https://business.gov.nl/regulations/requirements-telecom-providers/|title=Requirements for Telecom Providers|last=|first=|website=Netherlands Enterprise Agency|language=en|access-date=2026-02-24}}</ref> The ACM ensures there is fair competition between companies, enforces communications laws to protect consumers, and fines companies if they are not in compliance.<ref>{{Cite web|url=https://www.acm.nl/en/about-acm/what-we-do|title=What We Do|website=Authority for Consumers and Markets}}</ref> The main goals of the ACM, which largely reflect the policy goals of Dutch communications law are described below. ==== '''<u>Protecting Consumers</u>''' ==== The Netherlands has extensive telecommunications coverage. More than 98% of citizens have access to 5G mobile service, and around 90% of homes have fibre internet available.<ref>{{Cite web|url=https://www.mordorintelligence.com/industry-reports/netherlands-telecom-market|title=Netherlands Telecom MNO Market Size & Growth Trends, 2031|date=2026-01-16|website=Mordor Intelligence|language=en|access-date=2026-02-25}}</ref> As a result, consumer protection is essential. The ACM works to inform consumers of their rights and how to assert those rights.<ref>{{Cite web|url=https://www.acm.nl/en/about-acm/what-we-do/mission-and-duties|title=Missions and Duties|website=Authority for Consumers and Markets}}</ref> The ACM has a website, [https://www.consuwijzer.nl ConsuWijzer], that is devoted to informing consumers about their internet, phone subscriptions, terms and conditions, warranties for broken products, questions regarding fibre optics, and more.<ref>{{Cite web|url=http://www.consuwijzer.nl/|title=Information About Your Rights as a Consumer|last=|first=|website=Authority for Consumers and Markets|language=nl-NL|access-date=2026-02-24}}</ref> This allows consumers to have a place to go to learn more, as well as a platform to report complaints and issues. Directly on the website, people can submit problems or issues to ACM so that ACM can review and resolve any issues, including legal issues.<ref>{{Cite web|url=https://www.acm.nl/en/about-acm/what-we-do/mission-and-duties|title=Missions and Duties|website=Authority for Consumers and Markets}}</ref> ==== '''<u>Ensuring Fair Competition</u>''' ==== Another main goal of the ACM is to ensure that there is fair competition between telecommunication companies. This is because “[f]air competition between businesses promotes innovation, improves quality, and lowers prices.”<ref>''Id.''</ref> To do this, the ACM has many requirements businesses must adhere to, such as requiring that they are notified when large businesses and corporations want to merge, so that they can assess the impact this will have on market competition and either allow or stop the merger from happening.<ref>''Id.''</ref> The ACM also investigates any illegal agreements and allows for consumers to notify the ACM of any issues regarding competition. The ACM's objective of ensuring fair competition is especially crucial in the Netherlands. This is due to the fact that Dutch telecommunications is dominated by three major providers: VodafoneZiggo Group B.V (“Vodafone”), Odido Netherlands (“Odido”) and Koninklijke KPN N.V. (“KPN”).<ref>{{Cite web|url=https://www.mordorintelligence.com/industry-reports/netherlands-telecom-market|title=Netherlands Telecom MNO Market Size & Growth Trends, 2031|date=2026-01-16|website=Mordor Intelligence|language=en|access-date=2026-02-25}}</ref> KPN is the leader in connectivity, with about a 40% broadband share (earning extra revenue from Towerco).<ref>''Id.''</ref> Vodafone is widely popular but has recently lost around 31,000 broadband users in early 2025.<ref>''Id.''</ref> Odido, however, provides the fastest 5G speeds. Competition among these providers centers on improving network quality and offering strategic bundled services.<ref>''Id.''</ref> These companies also exemplify the importance of the ACM's role in promoting fair competition and emphasize why this principle is so important to Netherland's communications law given the concentrated telecommunications market. === '''Prominent Decisions and Cases''' === In 2021 a Dutch court upheld the ACM’s finding that Apple, a prominent technology company, had abused its power and “dominant position by imposing unfair conditions on providers of dating apps in the App Store.”<ref>{{Cite web|url=https://www.reuters.com/sustainability/boards-policy-regulation/dutch-court-confirms-apple-abused-dominant-position-dating-apps-2025-06-16/|title=Dutch Court Confirms Apple Abused Dominant Position in Dating Apps|date=June 16, 2025|website=Reuters}}</ref> The court made clear that the ACM had correctly found that Apple had unfair payment terms for dating apps, requiring users to use Apple’s own system, and fined Apple 58 million Euros.<ref>''Id.''</ref> This reflects the Netherland's commitment to protecting consumers interests and rights against large companies. In a separate dispute, the ACM fined LG Electronics Benelux Sales 8 million euros for illegal price-fixing agreements with large retailers.<ref>{{Cite web|url=https://www.acm.nl/en/publications/acm-fines-lg-illegal-price-fixing-agreements-involving-television-sets|title=ACM Fines LG for Illegal Price-Fixing Agreements Involving Television Sets|website=Authority for Consumers and Markets}}</ref> The ACM found that this practice interfered with competition between retailers and led to television sets not being sold at competitive prices, increasing costs for customers.<ref>''Id.''</ref> This decision made clear that retailers have an obligation to make and monitor their own retail prices and that suppliers have an obligation to not pressure retailers into fixed prices. The ACM also reached a decision in a dispute between Vodafone, a telecommunications provider, and Aegon, an insurance company, over jointly using an antenna on a building owned by Aegon. The ACM held that Aegon must “agree to the joint use under market-based and non-discriminatory conditions and fees.”<ref>{{Cite web|url=https://www.acm.nl/en/publications/acm-mandates-aegon-accept-joint-use-antenna-site-its-building-alphen-aan-den-rijn#:~:text=Background,joint%20use%20of%20antenna%20sites|title=ACM Mandates Aegon to Accept Joint Use of Antenna Site on its Building in Alphen aan den Rijn|website=Authority for Consumers and Markets}}</ref> The ACM reasoned this is required by the Telecommunications Act.<ref>''Id.''</ref> As part of their decision, the ACM also determined the fee and conditions that would be set and which must be adhered to by Aegon.<ref>''Id.''</ref> === Conclusion === Overall, the principles of communications law in the Netherlands are largely shaped by the ACM, the country's primary independent regulator. The ACM's policies exemplify the Netherland's broader priorities for telecommunications and focus on two key priorities: protecting consumer safety and ensuring fair competition among telecommunications providers. To protect consumers, the ACM is essential in providing widespread internet and fiber optics access to individuals and allows for consumers to easily submit complaints or reports issues. It also maintains fair market competition by investigating and stoping companies from dominating the market or manipulating price points. The cases discussed above demonstrate how the ACM actively enforces these two principles and ensures that telecommunications in the Netherlands has market competition and consumer protections. == 3. Censorship and Violent Content == In the Netherlands, the freedom of expression is a constitutionally protected fundamental right. However, carefully targeted laws and bans as explained below impose restrictions aimed at regulating media and censoring violent content. === '''Freedom of Expression''' === The Freedom of Expression in the Netherlands is protected by both the Dutch Constitution (as described in Article 7) and international law such as that from the European Union and the European Convention on Human Rights. [[File:Grondwet van het Koninkrijk der Nederlanden.jpg|thumb|This is the Dutch Constitution (Grondwet)]] Article 7 of the [https://www.government.nl/binaries/government/documenten/reports/2019/02/28/the-constitution-of-the-kingdom-of-the-netherlands/WEB_119406_Grondwet_Koninkrijk_ENG.pdf Dutch Constitution (Grondwet)] explicitly establishes that:<blockquote>1.     “[n]o one shall require prior permission to publish thoughts or opinions through the press, without prejudice to the responsibility of every person under the law.”<ref>{{Cite web|url=https://www.government.nl/binaries/government/documenten/reports/2019/02/28/the-constitution-of-the-kingdom-of-the-netherlands/WEB_119406_Grondwet_Koninkrijk_ENG.pdf|title=Gw. [CONSTITUTION] art 7|website=Government of Netherlands}}</ref> 2.     “[r]ules concerning radio and television shall be laid down by Act of Parliament. There shall be no prior supervision of the content of a radio or television broadcast.”<ref>''Id.''</ref> 3.     “[n]o one shall be required to submit thoughts or opinions for prior approval in order to disseminate them by means other than those mentioned in the preceding paragraphs, without prejudice to the responsibility of every person under the law. The holding of performances open to persons younger than sixteen years of age may be regulated by Act of Parliament in order to protect good morals.”<ref>''Id.''</ref></blockquote>As detailed above, the constitution guarantees the freedom of expression, meaning that the government may not generally limit or restrict speech.<ref>{{Cite web|url=https://www.government.nl/topics/discrimination/prohibition-of-discrimination.|title=Prohibition of Discrimination|website=Government of the Netherlands}}</ref> The constitution rejects prior censorship, requiring no prior permission before one publishes a thought or opinion. However, the freedoms in Article 7 are still subject to Article 1, which prohibits any form of discrimination (political, religious, sex, etc.,) and courts still balance Article 7 against Article 1. Furthermore, censorship is not allowed, but in certain circumstances as discussed in the follow sections, limited censorship may be permitted in specific circumstances (such as the protection of minors).<ref>''Id.''</ref> The Netherlands is also a part of the [https://www.echr.coe.int/documents/d/echr/convention_ENG European Convention on Human Rights] (ECHR). As a member of the ECHR through ratifying the human rights agreements laid out in the ECHR, violations of human rights may be brought to the European Court of Human Rights. Article 10 of the ECHR protects the freedom of expression, but also lays out restrictions in the forms of one’s “duties and responsibilities” such as restrictions required of a “democratic society” and to protect people’s health and safety.<ref>{{Cite web|url=https://www.echr.coe.int/documents/d/echr/convention_ENG|title=Convention for the Protection of Human Rights and Fundamental Freedoms, art. 10|date=|website=Council of Europe}}</ref> The European Union also requires EU countries to comply with the rights in article 11 of the [https://www.europarl.europa.eu/charter/pdf/text_en.pdf Charter of Fundamental Rights]. Article 11 describes the Freedom of Expression and Information. As a member of the European Union, the Netherlands is bound by its laws and regulations. === '''Criminal Regulation of Violent Content''' === In the Netherlands, the laws that regulate violent content do not broadly prohibit such content but instead target specific types of violent content. For example, prohibited content may include some types of content that may be harmful to minors or content that is aimed at promoting terrorism, incitement, or hate speech. The Dutch Criminal Code (Wetboek van Strafecht) prohibits incitement to violence under [https://melaproject.org/sites/default/files/2019-01/The&#x20;Netherlands&#x20;Criminal&#x20;Code&#x20;-&#x20;Section&#x20;137c&#x20;and&#x20;137d.pdf Article 137(d)]. Specifically, this article criminalizes public words, writings, or images that “incite[] hatred or discrimination against men or violence against person or property on the grounds of their race, religion, or beliefs, their gender, their heterosexual or homosexual orientation or their physical, psychological or mental.”<ref>{{Cite web|url=https://melaproject.org/sites/default/files/2019-01/The%20Netherlands%20Criminal%20Code%20-%20Section%20137c%20and%20137d.pdf|title=Art. 137(d) Wetboek van Strafrecht (Criminal Code)|website=Memory Laws in European and Comparative Perspective}}</ref> If violated, punishments may result in up to one year of imprisonment or fines. Other relevant Articles include Article [https://melaproject.org/sites/default/files/2019-01/The&#x20;Netherlands&#x20;Criminal&#x20;Code&#x20;-&#x20;Section&#x20;137c&#x20;and&#x20;137d.pdf 137(c)] and [https://melaproject.org/sites/default/files/2019-01/The&#x20;Netherlands&#x20;Criminal&#x20;Code&#x20;-&#x20;Section&#x20;137c&#x20;and&#x20;137d.pdf 137(e)]. 137(c) makes it a crime to knowingly make harmful or discriminatory public statements toward a group of people based on characteristics such as race, religion, sexual orientation, beliefs, or disability.<ref>{{Cite web|url=https://melaproject.org/sites/default/files/2019-01/The%20Netherlands%20Criminal%20Code%20-%20Section%20137c%20and%20137d.pdf|title=Art. 137(c) Wetboek van Strafrecht (Criminal Code)|website=Memory Laws in European and Comparative Perspective}}</ref> Article 137(e) criminalizes (beyond providing factual information) making statements or distributing materials that are offensive to a group of persons based on the characteristics described previously or incite hatred, discrimination, or violence.<ref>{{Cite web|url=https://melaproject.org/sites/default/files/2019-01/The%20Netherlands%20Criminal%20Code%20-%20Section%20137c%20and%20137d.pdf|title=Art. 137(e) Wetboek van Strafrecht (Criminal Code)|website=Memory Laws in European and Comparative Perspective}}</ref> For 137(c) and 137(e), the punishment becomes more severe if the person committing the crime has done so repeatedly or if two or more people coordinate committing the offense together. === '''Media Regulation: Media Act (Mediawet 2008)''' === The [https://www.government.nl/binaries/government/documenten/publications/2022/06/14/media-act-2008/Media+Act+2008.pdf Media Act] is “aimed at ensuring that everyone should have equal access to a varied and reliable range of information in all kinds of areas.”<ref>{{Cite web|url=https://www.unesco.org/creativity/en/policy-monitoring-platform/mediawet-2008-dutch-media-act|title=Mediawet 2008 (Dutch Media Act)|website=UNESCO}}</ref> The Act promotes competition in the media with both public and commercial broadcasters. The Act also sets forth that the government may not censor media content. Public broadcasters are funded by the government and have to provide educational, political, cultural, and child friendly programs.<ref>''Id.''</ref> The Act also mandates that content by public broadcasters should display the diversity of society in the Netherlands.<ref>{{Cite web|url=https://www.government.nl/topics/the-media-and-broadcasting/media-act-rules-for-broadcasters-and-programming|title=Media Act: Rules for Broadcasters and Programming|last=|first=|date=2015-07-01|website=Government of the Netherlands|language=en-GB|access-date=2026-02-24}}</ref> Commercial broadcasters on the other hand do not receive government funding, and thus are able to adhere to less stringent rules than public broadcasters, but still must adhere to a few specific rules set out in the Act, such as protecting children from harmful programs.<ref>''Id.'' </ref> Public broadcasters have stricter rules than commercial broadcasters in regard to advertisements as well. There must be fewer advertisements displayed and programs may not be interrupted by commercials. Commercial broadcasters however may rely on advertising, but they may not sponsor any news programs.<ref>''Id.''</ref> The Act has a large focus on the protection of children and does so by restricting harmful content and creating time limits. Programs that are appropriate for children ages 12 and over can only be shown after 8 p.m., and programs for those ages 16 or over can only be shown between 10 p.m. and 6 a.m. These time restrictions are enforced by independent media authorities.<ref>''Id.''</ref> Lastly, the Act makes clear that “[j]ournalists and programme-makers are free to write, publish and broadcast what they wish.”<ref>''Id.''</ref> As per the Constitution and the Media act, the Dutch government may not censor or interfere with content in advance of it being displayed.<ref>''Id.''</ref> === '''Media Protections for Minors''' === The Netherlands also has a Viewing Guide called Kijkwijzer, that is managed by the Dutch Institute for the Classification of Audiovisual Media (NICAM).<ref>{{Cite web|url=https://better-internet-for-kids.europa.eu/en/rules-guidelines/viewing-guide-dutch-audiovisual-classification-system|title=Viewing Guide (Dutch Audiovisual Classification System)|website=European Union}}</ref> This guide creates 7 different categories of age ratings including: all ages, 6 years, 9 years, 12 years, 14 years, 16, years and 18 years.<ref>{{Cite web|url=https://www.kijkwijzer.nl/en/about-kijkwijzer/|title=About Kijkwijzer|website=Kijkwijzer|language=en-US|access-date=2026-02-24}}</ref> It also has seven different types of icons that explain why there is a certain age rating. The reasons include fear, discrimination, drugs, sex, bad language, dangerous acts, smoking, drinking, and violence.<ref>''Id.''</ref>  This system assists parents and guardians in ensuring that the media children are viewing is appropriate. Kijkwijzer can be found on almost all Netherlands media, with the only exception being the news or shows that are displayed live as these may not be given a rating in advance of being shown.<ref>''Id.''</ref> The age ratings also effect the times a show or movie may be broadcast. Media that is allowed for all ages, 6 years, as well as 9 years may be shown at any time.<ref>''Id.''</ref> However, those rated 12 years, 14 years, and 16 years can only be shown between 8 p.m. and 6 a.m.<ref>''Id.''</ref> Lastly, media that is rated 18 years can only be shown at late times, when children would typically be asleep, from 12 a.m. to 6 a.m.<ref>''Id.''</ref> === Conclusion === In conclusion, the freedom of expression is a fundamental value in the Netherlands, but is balanced alongside protections for public safety. The Netherlands does not allow for prior censorship, however, certain forms of speech such as those that advocate for terrorism or those that incite hate are criminally prohibited under the Dutch Criminal Code. Media regulations are also incredibly important as laws such as the Media Act require that public and private broadcasters adhere to important standards that promote many different interests such as providing educational programming, cultural shows, and showcasing diversity. The Netherlands also places significant emphasis on protecting minors as exemplified in guides such as Kijkwijzer. This guide provides age ratings and content warnings, as well as specified programming times that are more suitable for younger viewers. By having strong protections for free expression and the regulatory policies explained above, the Netherlands is a leading country in showcasing how a nation can preserve the freedom of expression while protecting the safety of its citizens. == 4. Truth, Tolerance, and Unprotected Speech == In the Netherlands, defamation may be punishable under both criminal law and civil law.<ref>{{Cite web|url=https://www.carter-ruck.com/law-guides/defamation-and-privacy-law-in-netherlands/|title=Netherlands Media Law Guide|last=Kloters|first=Remco|date=2021-11-18|website=Carter-Ruck|language=en-US|access-date=2026-02-24}}</ref> To determine what constitutes defamation, Dutch courts often look to the European Court of Human Rights precedent.<ref>''Id.''</ref> In the Netherlands, defamation may be in the form of verbal statements (slander) or written or published statements (libel).<ref>{{Cite web|url=https://www.maak-law.com/law-of-obligations-netherlands/defamation-libel-netherlands/|title=Defamation and Libel in the Netherlands: What International Clients Need to Know|website=Maak}}</ref> Under Dutch law, defamation “occurs when someone intentionally damages your reputation by spreading true but harmful information that attacks your good name.”<ref>''Id.''</ref> On the other hand, libel occurs when a person intentionally disseminates false information in order to harm a person. Thus, libel actions always deal with harmful ''false'' information while defamation actions can involve harmful ''true'' information.<ref>''Id.''</ref> === '''Defamation Under Dutch Civil Law''' === The Dutch Civil Code, [http://www.dutchcivillaw.com/legislation/dcctitle6633.htm Article 6:167] provides a cause of action for defamation and liability under tort law. Under this article, if a person were to publish false information, a court could order that person “to publish a correction in a way to be set by court,”<ref>{{Cite web|url=http://www.dutchcivillaw.com/legislation/dcctitle6633.htm|title=Art. 6:167, Burgerlijk Wetboek (Civil Code)|website=Dutch Civil Law}}</ref> even if the person who published the false information did not do so knowingly.<ref>''Id.''</ref> The party who brings the lawsuit is required to show proof of the defamation or slander and typically has the burden of proof.<ref>{{Cite web|url=https://www.carter-ruck.com/law-guides/defamation-and-privacy-law-in-netherlands/|title=Netherlands Media Law Guide|last=Kloters|first=Remco|website=Carter-Ruck}}</ref> The court has discretion to grant different forms of relief, including monetary damages or requiring specific performance, such as removing a post or statement.<ref>''Id.''</ref> === '''Defamation Under Dutch Criminal Law''' === Dutch Criminal Law, Articles 261 through 271, pertain to defamation and libel. Under these articles, knowingly making incorrect statements that harm another is a criminal offense.<ref>{{Cite web|url=https://lawandmore.eu/blog/online-reviews-in-the-netherlands-what-is-allowed-and-when-is-it-defamation/#:~:text=Dutch%20Criminal%20and%20Civil%20Codes,of%20annual%20turnover%20for%20violations|title=Online Reviews in the Netherlands: What is Allowed and When is it Defamation?|date=December 29, 2025|website=Law & More}}</ref> Across the provisions, a main requirement is that of intent, meaning that a person must have intentionally made false statements. Criminal cases typically involve more severe forms of defamation than civil cases. If a person wants to criminally prosecute someone else for defamation or slander, a complaint must be filed with Dutch police.<ref>{{Cite web|url=https://www.carter-ruck.com/law-guides/defamation-and-privacy-law-in-netherlands/|title=Netherlands Media Law Guide|last=Kloters|first=Remco|website=Carter-Ruck}}</ref> Typically, for these types of actions prison time is rare, and the more typical punishment is that in the form of a fine or community service.<ref>''Id.''</ref> === '''European Court of Human Rights Influence''' === As a member state of the Council of Europe, the Netherlands is subject to the jurisdiction of the European Court of Human Rights (ECtHR), which interprets rules and regulations from the European Convention on Human Rights (ECHR). Defamation and slander cases within the Netherlands are heavily influenced by the ECHR, specifically [https://www.echr.coe.int/documents/d/echr/convention_ENG Article 10] and [https://www.echr.coe.int/documents/d/echr/convention_ENG Article 8]. Article 8 ensures that peoples private lives and reputations are respected.<ref>{{Cite web|url=https://www.echr.coe.int/documents/d/echr/convention_ENG|title=Convention for the Protection of Human Rights and Fundamental Freedoms, art. 8|date=|website=Council of Europe}}</ref> Article 10 guarantees the freedom of expression, with restrictions listed under section section 2 of the article.<ref>{{Cite web|url=https://www.echr.coe.int/documents/d/echr/convention_ENG|title=Convention for the Protection of Human Rights and Fundamental Freedoms, art. 10|website=Council of Europe}}</ref> Article 10 section 2 makes clear that any limitations to the freedom of expression must be:<blockquote>“…necessary in a democratic society, in the interests of national security, territorial integrity or public safety, for the prevention of disorder or crime, for the protection of health or morals, for the protection of the reputation or rights of others, for preventing the disclosure of information received in confidence, or for maintaining the authority and impartiality of the judiciary.”<ref>''Id.''</ref></blockquote>In defamation and slander cases, Dutch courts apply the above articles when balancing a person’s right to protect their reputation against another’s right to the freedom of expression.<ref>{{Cite web|url=https://lawandmore.eu/blog/online-reviews-in-the-netherlands-what-is-allowed-and-when-is-it-defamation/#:~:text=Dutch%20Criminal%20and%20Civil%20Codes,of%20annual%20turnover%20for%20violations|title=Online Reviews in the Netherlands: What is Allowed and When is it Defamation?|date=December 29, 2025|website=Law & More}}</ref> Today, 68% of defamation cases in the Netherlands are due to online content given the rise in social media and how quickly a post can go viral. When balancing reputational rights and the freedom of expression, many factors are considered including where the statement was made, how it was made, its public relevance, and the intent. === '''United States Defamation Law Compared to''' '''Dutch Defamation Law''' === In the United States, there is a strong protection of the freedom of speech under the first amendment. The notable case for defamation lawsuits in the United States is ''New York Times Co. v. Sullivan''. This case provided the “actual malice” rule which says that to succeed in a defamation lawsuit, the plaintiff (public official) has the burden of proving “that the statement was made with knowledge of its falsity or with reckless disregard of whether it was true or false.”<ref>{{Cite news|url=https://supreme.justia.com/cases/federal/us/376/254/|title=New York Times Co. v. Sullivan, 376 U.S. 254 (1964)|work=Justia Law|access-date=2026-02-24|language=en}}</ref> This is a high standard that plaintiffs must meet in order to win in a defamation suit in the United States, and is different than that required in the Netherlands. In the Netherlands, Articles 8 and 10 of the ECHR largely govern how Dutch courts rule on defamation cases and Dutch courts rely heavily on international human rights law. In the United States, the U.S. Supreme court does not rely on international law when interpreting defamation cases and instead relies on the first amendment, U.S Supreme Court precedent, and state tort law. Furthermore, there is a very strong protection afforded to the freedom of speech in the United States, while the Netherlands takes a more balanced approach, balancing the freedom of expression with the right to protect one’s reputation.   === Conclusion === In conclusion, defamation actions in the Netherlands are punishable under both civil and criminal law, which shows the country's commitment to protecting individuals from reputational harm. Dutch courts are bound by the European Convention on Human Rights and influenced by the precedent of the European Court of Human Rights, particularly Articles 10 and 8. These articles protect the freedom of expression while also protecting the right to a respected and private reputation. Recently, the Netherlands has experienced a rise in defamation claims as a result of the internet and social media platforms. Unlike the United States, which highly prioritizes the freedom of speech as illustrated in ''New York Times Co v. Sullivan'', the Netherlands has a more balanced approach, weighing the freedom of expression with the right to safeguard one's public reputation. == 5. Cultural and Religious Expression == === Dutch Cultural Identity and Its Promotion === Dutch culture is comprised of a melting pot of people coming from different religions, ethnicities, and backgrounds.<ref>Day, M., de Haan, A., Sieckelinck, S., & Steketee, M. (2025). Multiple Cultural Identities and Sense of National Belonging Among Second- And Third-Generation Youth in the Netherlands. ''Identity'', 1–23. <nowiki>https://doi.org/10.1080/15283488.2025.2564856</nowiki> </ref> Historically, Holland and Amsterdam have been major hubs for foreign settlers, all of whom bring their own cultures and customs with them. As a society, the Netherlands is “home to over 200 different nationalities.”<ref>{{Cite web|url=https://www.universiteitleiden.nl/en/education/international-students/studying-in-the-netherlands/dutch-culture|title=Dutch culture - Leiden University|website=www.universiteitleiden.nl|access-date=2026-04-03}}</ref>The cultural diversity in the Netherlands has aided in shaping a society that is tolerant, open-minded, and welcoming to all people.<ref>Day, M., de Haan, A., Sieckelinck, S., & Steketee, M. (2025). Multiple Cultural Identities and Sense of National Belonging Among Second- And Third-Generation Youth in the Netherlands. ''Identity'', 1–23. <nowiki>https://doi.org/10.1080/15283488.2025.2564856</nowiki></ref> The diversity is also represented through the many languages spoken in the Netherlands.<ref>Gobel MS, Benet-Martinez V, Mesquita B, Uskul AK. Europe's Culture(s): Negotiating Cultural Meanings, Values, and Identities in the European Context. J Cross Cult Psychol. 2018 Jul;49(6):858-867. doi: 10.1177/0022022118779144. Epub 2018 Jun 21. PMID: 30008485; PMCID: PMC6024379; Lazëri, M., & Coenders, M. (2023). Dutch national identity in a majority-minority context: when the dominant group becomes a local minority. ''Journal of Ethnic and Migration Studies'', ''49''(9), 2129–2153. <nowiki>https://doi.org/10.1080/1369183X.2022.2104698</nowiki></ref> Although Dutch is the national language of the Netherlands, English, German, and French, are very common languages. Another important cultural aspect in the Netherlands is found in social situations. In general, the Dutch are often very straightforward in the way they communicate, saying exactly what they think.<ref>''Id.''</ref> Although this may come across as rude or blunt to visitors, Dutch communication values honesty and efficiency, where everyone can share their opinions freely.<ref>{{Cite web|url=https://www.universiteitleiden.nl/en/education/international-students/studying-in-the-netherlands/dutch-culture|title=Dutch culture - Leiden University|website=www.universiteitleiden.nl|access-date=2026-04-03}}</ref> The Dutch enjoy transparency in their society and sharing their own points of view. This open-mindedness given the cultural diversity in the Netherlands and the direct way of communication is taught from a young age. In the Netherlands, cultural values are typically learned and spread through education and early socialization initiatives.<ref>Eva Brinkman and Cas Smithuijsen, ''Social Cohesion and Cultural Policy in the Netherlands,'' Canadian Journal of Communication, Vol. 27 No. 2-3, February 1, 2002, https://doi.org/10.22230/cjc.2002v27n2a1300. https://cjc.utppublishing.com/doi/10.22230/cjc.2002v27n2a1300</ref> Beginning in 1999, the Secretary of State for Culture, Rick van der Ploeg, created a new plan to help directed towards youths to help them access and appreciate their culture.<ref>''Id.''</ref> This plan was titled “Aciteplan Culturrbereik” or Cultural Outreach Action Plan. This action plan “stressed the importance of realizing more social cohesion through culture” and did this by introducing “different art disciplines, accommodations, and (open air) venues, artists, art gatekeepers, as well as cross relations with other policy fields like education and social welfare.”<ref>''Id.''</ref> This program also did not just introduce famous Dutch art and literature, it showcased amateur artists and newly emerging identities as well.<ref>''Id.''</ref> [[File:Canal houses and Oude Kerk at blue hour with water reflection in Damrak Amsterdam Netherlands.jpg|thumb|This is a picture of Amsterdam, where The Site is located. ]] An example of the plan’s implementation is called The Site, located in Inocaf, Amsterdam.<ref>''Id.''</ref> This is a youth information center that provides information and demonstrations to youths between the ages of 15 and 21 about Dutch culture through different workshops, presentations, and discussions. The Site also partners with the Kunstweb Institute for Art Education in Amsterdam, providing courses such as street dancing and web design to showcase modern expressions of Dutch culture.<ref>''Id.''</ref> The program is also welcoming to non-Dutch citizens, emphasizing that Dutch culture is meant to be shared with a broader population and embraced by all members of society, not just native citizens.<ref>''Id.''</ref> The Site also welcomes discussions of the future, holding a conference that let youths provide their input on Dutch politics and how it might be improved in the future.<ref>''Id.''</ref> Another example is Fresh Academy, which is a traveling project that visits different schools in Amsterdam, delivering stand-up comedy and different types of acts.<ref>''Id.''</ref> Fresh Academy “follows the framework of the World Culture program of Cultuurnetwerk Nederland, the Dutch National Expertise Centre for Arts Education, which executed several pilot projects to stimulate cultural diversity in the field of arts education.”<ref>''Id.''</ref> Fresh Academy involves different professional performers that teach Dutch culture through theatre, focusing their teachings on Dutch values, identity, and social skills.<ref>''Id.''</ref> This imitative centers on the goal of sharing Dutch identity at a young age and a sense of community through shared connections and values. === Festivals as a Form of Cultural Expression === The Netherlands has no shortage of holidays and festivals. They celebrate many well-known holidays such as Easter, Christmas, and New Years Eve. However, there are also many holidays and festivals that are unique to the Dutch, some of which began centuries ago. These holidays and festivals foster the nations culture and attract tourists from around the world every year.<ref>Coopmans, M., Jaspers, E., & Lubbers, M. (2016). National day participation among immigrants in the Netherlands: the role of familiarity with commemorating and celebrating. ''Journal of Ethnic and Migration Studies'', ''42''(12), 1925–1940. https://doi.org/10.1080/1369183X.2016.1163219, https://www.tandfonline.com/doi/full/10.1080/1369183X.2016.1163219 </ref> The first holiday, and one of the oldest, is Sint Maarten or Saint Martin which is celebrated each year on November 11.<ref>{{Cite web|url=https://www.visitingthedutchcountryside.com/explore-the-netherlands/sint-maarten-holiday-netherlands/|title=The 11th of November Sint Maarten Tradition Explained|last=Manon|date=2023-10-10|website=Visiting The Dutch Countryside|language=en-GB|access-date=2026-04-03}}</ref> Saint Martin was a Roman soldier born in the year 316 who became a bishop and a devoted Christian after leaving the Army. It is said that he dies on November 8^th and was buried on November 11^th in the basilica of Tours when it is said he reached heaven.<ref>''Id.''</ref> This day was originally celebrated with a mass and a large feast, but over time it has “evolved into a cheerful celebration of light, generosity, and community.”<ref>{{Cite web|url=https://allaboutexpats.nl/st-martins-day/|title=St. Martin’s Day (Sint Maarten): Celebrating as an Expat|last=Roman|first=Carla|date=2025-11-02|website=All About Expats|language=en-US|access-date=2026-04-03}}</ref> Today it is less associated with religion and has turned more into a festivity for children. It is a day where children go to the doors of others and sing songs while holding paper lanterns in exchange for sweets like cookies or chocolates. A parade is also hosted in Utrecht each year to remember St. Martin [[File:Amerigo with Sinterklaas 2008.jpg|thumb|This is a picture of what a typical Sinterklass would look like]] The next festival is Sinterklaas, the Dutch version of Santa Clause.<ref>{{Cite web|url=https://www.iamexpat.nl/lifestyle/lifestyle-news/dutch-christmas-expat-guide-sinterklaas-netherlands|title=The Dutch Christmas? An expat guide to Sinterklaas in the Netherlands|date=2022-12-03|website=IamExpat in the Netherlands|language=en|access-date=2026-04-03}}</ref> Sinterklaas is based on Saint Nicholas and is thought to have been a bishop who could perform miracles such as “resurrecting some young schoolchildren and saving sailors from a hurricane.”<ref>''Id.''</ref> Saint Nicholas was canonized following his death and is the patron saint of children.<ref>''Id.''</ref> Sinterklaas is said to wear traditional bishops clothing, a red cape, red hat, and carries a staff. Similar to the United States version of Saint Nicholas, called Santa Claus, he also has a book where he keeps track of the good and naughty children. Also similar to the United States, Sinterklaas leaves gifts and sweets for the children, but instead of leaving them in stockings or under the Christmas tree like in the United States, he leaves them in their shoes. The children receive these presents on Pakjesavond or “present night” which occurs on December 5^th. Another holiday is Carnaval, which is celebrates in the southern parts of the Netherlands primarily. This is a three-day celebration that takes place mainly in North Brabant and Limburg.<ref>{{Cite web|url=https://www.meininger-hotels.com/blog/en/dutch-carnival/|title=Explore Dutch Carnival 2026|last=Hotels|first=MEININGER|date=2026-01-20|website=MEININGER Hotels|language=en-US|access-date=2026-04-03}}</ref> The festival features a colorful parade with puppets, floats, costumes, and dancing leading up to Ash Wednesday.<ref>{{Cite web|url=https://www.iamexpat.nl/lifestyle/lifestyle-news/carnival-celebrations-netherlands-carnaval-nederland|title=Carnaval 2026: A guide to carnival festival celebrations in the Netherlands|date=2020-02-05|website=IamExpat in the Netherlands|language=en|access-date=2026-04-03}}</ref> [[File:Amsterdam - Koninginnedag 2009.jpg|thumb|This is a picture of King's Day, with everyone wearing orange to celebrate]] One of the most important holidays to the Dutch is Koningsdag or King’s Day, which dates back to 1885 and takes place on April 27^th.<ref>{{Cite web|url=https://www.royal-house.nl/topics/monarchy/king%E2%80%99s-day|title=King’s Day {{!}} Royal House of the Netherlands|last=Affairs|first=Ministry of General|date=2014-12-22|website=www.royal-house.nl|language=en|access-date=2026-04-03}}</ref> This national holiday celebrates King Willem-Alexander’s birthday and is marked with music, dancing, and fairs. It is also customary that everyone wears something orange on King’s Day as the royal family’s name is “House of Orange”.<ref>{{Cite web|url=https://www.holland.com/global/tourism/getting-around/information/the-royal-family/kings-day-in-holland|title=King's Day: a national holiday and the ultimate Dutch party|date=2011-03-09|website=www.holland.com|language=en-EN|access-date=2026-04-03}}</ref> King’s Day is important to the Dutch as it represents national pride and unity, with the whole of the country celebrating this holiday. The last major holiday is Liberation Day, which occurs each year on May 5^th. Liberation day is a nationally observed holiday and marks the day when the Netherlands were liberated from German occupation. The Netherlands were liberated by Canadian, British, American, Polish, Belgian, Czech, and Dutch troops.<ref>{{Cite web|url=https://www.iamexpat.nl/lifestyle/events-festivals-netherlands/liberation-day|title=Liberation Day (Bevrijdingsdag) in the Netherlands|date=2025-05-20|website=IamExpat in the Netherlands|language=en|access-date=2026-04-03}}</ref> Every Province in the Netherlands has its own Liberation Day festival. Liberation Day is celebrated with parades, open-air festivals, live music, shared meals, and dancing.<ref>''Id.''</ref> === Religious Expression === In the Netherlands, religious expression or ideological choices are widely respected and protected, allowing people from many different beliefs to practice freely and express their beliefs. <ref>Temperman, J. (2022). Freedom of Religion or Belief and Gender Equality in the Netherlands: Between Pillars, Polders, and Principles. ''The Review of Faith & International Affairs'', ''20''(3), 77–88. <nowiki>https://doi.org/10.1080/15570274.2022.2111814</nowiki> https://www.tandfonline.com/doi/full/10.1080/15570274.2022.2111814#d1e112 </ref> The Netherlands does not benefit one religion over another as the “freedom of religion and belief is a key part of the Netherlands’ human rights policy.”<ref>{{Cite web|url=https://www.government.nl/topics/human-rights/human-rights-worldwide/freedom-of-religion-and-belief|title=Freedom of religion and belief - Human rights - Government.nl|last=Zaken|first=Ministerie van Buitenlandse|date=2018-12-27|website=www.government.nl|language=en-GB|access-date=2026-04-10}}</ref> There is a broad range of religious diversity in the Netherlands, with 19.8% of the population belonging to the Catholic Church, 14.4% protestant, and 5.2% Muslim.<ref>{{Cite web|url=https://longreads.cbs.nl/the-netherlands-in-numbers-2021/what-are-the-major-religions|title=What are the major religions? - The Netherlands in numbers 2021 {{!}} CBS|last=CBS|website=What are the major religions? - The Netherlands in numbers 2021 {{!}} CBS|language=nl-NL|access-date=2026-04-10}}</ref> 55.4% of the population reported to not be religious and the other 5.1% reported “other”.<ref>''Id.''</ref> [[File:Westerkerk Amsterdam 20041002.jpg|thumb|This is a picture of the Westerkerk, a famous protestant church located in Amsterdam that dates back to 1620. ]] Religious freedom is protected at the national level through legislation and by the Constitution. Article 6 of the Constitution protects and guarantees the freedom of religions and belief and Article 1 prohibits discrimination on religious grounds.<ref>{{Cite web|url=https://www.government.nl/binaries/government/documenten/reports/2019/02/28/the-constitution-of-the-kingdom-of-the-netherlands/WEB_119406_Grondwet_Koninkrijk_ENG.pdf|title=The Constitution of the Kingdom of the Netherlands 2008|website=Ministry of the Interior and Kingdom Relations}}</ref> An example of this is the mass media law that “grants broadcasting time for churches and religious organizations.”<ref>{{Cite journal|last=Van Bijsterveld|first=Sophie|title=Religion and the Secular State in the Netherlands|url=https://original.religlaw.org/content/blurb/files/Netherlands.pdf|journal=Religion and the Secular State|pages=527}}</ref> This law ensures that religious organizations are given a platform through guaranteed broadcasting time to share their beliefs and perspectives publicly. One landmark religious freedom case was ''Staatkundig Gereformeerde Partij (SGP) v. The Netherlands'' (2012) and was brought before the European Court of Human Rights. In this case, conflict arose when the SGP, a conservative Protestant party, argued that according to the Bible, women should not be able to hold public office and should not be able to be on candidate lists, but may still be allowed to be party members. The Dutch Supreme Court in 2010 held that SGP’s rule violated the UN Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) and ordered that there be action to end this discrimination, even if it was rooted in religious explanations. <ref>''Staatkundig Gereformeerde Partij v. Netherlands,'' Application No. 58369/10 (European Court of Human Rights, July 10, 2012). </ref>The SGP then brought this case before ethe ECtHR, holding that the decision violated their right to religious freedom under Articles 9 and 11 of the ECHR. However, the Court dismissed the case, holding that the complaint was “manifestly ill-founded and must be rejected.”<ref>''Id.''</ref> This case exemplified that religious freedoms are protected, but they cannot be used to diminish gender equality. In another case, ''De Wilde v. Netherlands'', a plaintiff who was a follower of the Church of the Flying Spaghetti Monster, wanted to wear a colander on her head in her driver’s license photos.<ref>''De Wilde v. Netherlands,'' Application No. 9476/19 (European Court of Human Rights, November 9, 2021). </ref> She argued that her religion required it, however, Dutch authorities did not allow her to do so as Pastafarianism was not a recognized or protected religion.<ref>''Id.''</ref> This case eventually reached the European court of Human Rights where the Court sided with Dutch authorities.<ref>''Id.''</ref> The Court held that for Article 9 protections to apply, a belief must show enough seriousness and cohesion and found Pastafarianism was more so a form of satire rather than a true religion.<ref>''Id.''</ref> Due to this, wearing a colander was not a protected religious expression and the application was found inadmissible.<ref>''Id.''</ref> Despite how accepting the Netherlands is of other religions and beliefs, this case exemplifies how the religion must actually be recognized and serious to gain protections. == 6. Privacy Data and Protection == === '''General Data Protection Regulation (GDPR)''' === The Netherland’s data-protection and privacy are governed by the General Data Protection Regulation (GDPR), The European Union’s data privacy law.<ref>{{Cite web|url=https://business.gov.nl/regulations/protection-personal-data/|title=Protection of personal data (GDPR)|last=RVO|first=Netherlands Enterprise Agency|website=business.gov.nl|language=en|access-date=2026-04-10}}</ref> The GDPR has a broad scope and applies to all forms of personal data, which is defined as “any information that relates to an identified or identifiable living individual.”<ref>{{Cite web|url=https://commission.europa.eu/law/law-topic/data-protection/data-protection-explained_en|title=Data protection explained - European Commission|website=commission.europa.eu|language=en|access-date=2026-04-10}}</ref> Examples include home addresses, names, surnames, email addresses, IP addresses, a cookie ID, and more.<ref>''Id.''</ref> The GDPR is designed to regulate and protect people’s personal data and privacy. It was put into effect on May 25, 2018 and creates strict obligations for telecommunications providers, digital services, and internet sources. It applies to all businesses and organizations that use and process people’s personal data, directly or indirectly.<ref>{{Cite web|url=https://business.gov.nl/regulations/protection-personal-data/|title=Protection of personal data (GDPR)|last=RVO|first=Netherlands Enterprise Agency|website=business.gov.nl|language=en|access-date=2026-04-10}}</ref> This, it includes, “ the collection, recording, organisation, structuring, storage, adaption or alteration, retrieval, consultation, use, disclosure by transmission, dissemination or otherwise making available, alignment or combination, restriction, erasure or destruction of personal data.”<ref>{{Cite web|url=https://commission.europa.eu/law/law-topic/data-protection/data-protection-explained_en|title=Data protection explained - European Commission|website=commission.europa.eu|language=en|access-date=2026-04-10}}</ref> ==== <u>'''GDPR Caselaw'''</u> ==== In the District Court of Amsterdam on September 2, 2019 (CLI:NL:RBAMS:2019:6490), the Court held that an Employee Insurance Agency, UWV, unlawfully sent information about the illness history data of a person to her new employer.<ref>{{Cite web|url=https://www.turing.law/chronicle-gdpr-case-law-may-2018-may-2020-in-the-netherlands/#_ftnref130|title=Chronicle GDPR case law May 2018 – May 2020 in the Netherlands|last=de Jong|first=Huub|date=23 September 2020|website=Turing Law}}</ref> The Court held this was a breach of the woman’s rights and damages were applied as per the framework set out in the GDPR. The Court awarded €250 finding that although there was a breach, the damages would be lowered as the breach did not interfere with the woman’s employment. In another case occurring on March 15, 2023, the District Court of Amsterdam held that for “almost 10 years Facebook Ireland unlawfully processed the personal data from its Dutch users.”<ref>{{Cite web|url=https://bureaubrandeis.com/dutch-court-rules-facebook-unlawfully-processed-personal-data/?lang=en|title=Dutch court rules: Facebook unlawfully processed personal data|last=Wildeboer|first=Diana|date=2023-03-17|website=Bureau Brandeis|language=en-US|access-date=2026-04-10}}</ref> This information was used for social networking and advertising.<ref>''Id.''</ref> This case was presented to the court by the Data Privacy Sitchting and Consumentenbond against Facebook Netherlands, Inc. and Facebook Ireland Ltd. Due to the unlawful processing of personal data, the court found these companies violated the GDPR and fines were subsequently issued.<ref>''Id.''</ref> More recently, on August 26, 2024, the Dutch Data Protection Authority or DPA fined Uber Technologies, Inc. and Uber B.V. for having violated Article 83 GDPR which governs intentional or negligent conduct.<ref>{{Cite web|url=https://www.willkie.com/-/media/files/publications/2024/09/dutch-dpa-fines-uber-290m-for-gdpr-data-transfer-violation.pdf|title=Dutch DPA Fines Uber €290m for GDPR Data Transfer Violation|last=Alvarez et al|first=Daniel|date=12 September 2024|website=Willkie Farr & Gallagher}}</ref> After investigations by the DPA, they found that for over 2 years, Uber lacked the necessary safeguards “for transferring EEA-based drivers’ personal data to the U.S.”<ref>''Id.''</ref> The DPA found that these violations were systematic and that less harmful alternatives were available to Uber to process data effectively. Uber was fined €290 million for this violation.<ref>''Id.''</ref> === '''GDPR Implementation and Enforcement''' === As the GDPR is a regulation, unlike a directive, once implemented, it became directly applicable to all member-states of the EU, including the Netherlands, through national law (with some room for state interpretation). The GDPR Implementation Act (Uitvoeringswet AVG or Implementation Act), is the national implementation of the GDPR in the Netherlands. Compliance with the GDPR is managed by the Dutch Data Protection Authority (AP). The AP is overseen by a Chairman who is appointed for a six-year term, two Commissioners who are appointed for a four-year term, and special members also appointed for four-year terms.<ref>{{Cite web|url=https://stuff.coffeecode.net/www.loc.gov/law/help/online-privacy-law/netherlands.php|title=Online Privacy Law: Netherlands|website=Law Library of Congress}}</ref> The AP is given the authority to impose penalties and fines for GDPR violations. ==== '''<u>AP Administrative Decisions and Court Cases</u>''' ==== The AP has actively enforced the GDPR by issuing fines and penalties against numerous organizations. For example in one decision in April 2018, the AP issued €460,000 fines on the Haga Hospital due to the hospital not adequality protecting their medical records and sensitive patient information.<ref>{{Cite web|url=https://www.osborneclarke.com/insights/the-ap-imposes-its-first-gdpr-fine-on-a-dutch-hospital|title=The AP imposes its first GDPR fine on a Dutch hospital|website=www.osborneclarke.com|language=en|access-date=2026-04-10}}</ref> There was no two-factor authentication, which the AP deemed was required for this type of personal data and thus the hospital was found to be in violation of the GDPR.<ref>''Id.''</ref> In an administrative decision occurring on March 23, 2011, the DPA fined Google after completing investigations that discovered Google’s Street View vehicles were collecting data on over 3.6 million Wi-Fi routers across the Netherlands and had a geolocation for each router.<ref>{{Cite web|url=https://stuff.coffeecode.net/www.loc.gov/law/help/online-privacy-law/netherlands.php|title=Online Privacy Law; Netherlands|website=Law Library of Congress}}</ref> The AP found that this was a violation of people’s personal data and Google faces fines near €1 million.<ref>{{Cite news|url=https://www.wsj.com/articles/SB10001424052748703922504576273151673266520|title=Google Faces New Demands In Netherlands Over Street View Data|last=Preuschat|first=Archibald|date=2011-04-19|work=Wall Street Journal|access-date=2026-04-10|language=en-US|issn=0099-9660}}</ref> In another decisions occurring in December 2011, an official investigation launched by the AP against TomTom N.V. revealed that TomTom had been giving their geolocation data collected by GPS sensors to commercial third parties. However, the AP held that the data collected by TomTom could not be “reasonably directly or indirectly reacted to natural persons, either by TomTom or another party” and thus it was not considered personal data that would constitute a breach.<ref>{{Cite web|url=https://stuff.coffeecode.net/www.loc.gov/law/help/online-privacy-law/netherlands.php|title=Online Privacy Law: Netherlands|website=Law Library of Congress}}</ref> == References == [[Category:Netherlands]] [[Category:Law in Europe]] kidrdzb11xfdqe5osnsqsa4591ijpgd 2804191 2804186 2026-04-10T19:59:34Z OliviaC1212 3052301 /* 6. Privacy Data and Protection */ 2804191 wikitext text/x-wiki == 1. Sources of Netherlands Communication Law == In the Netherlands, the goal of communications law is to balance the freedom of expression with the protection of privacy and property rights.<ref>{{Cite web|url=https://lawandmore.eu/blog/understanding-media-law-in-the-netherlands/|title=Understanding Media Law In The Netherlands|date=2025-11-23|language=en-GB|access-date=2026-02-24|website=Law & More Attorneys}}</ref> The key principles of Dutch communications law are the freedom of expression, fair market competition, and the protection of people’s privacy and data.<ref>''Id.''</ref> Not only does national Dutch law apply and influence communications law, but so does international law. Dutch communications law governs internet services, data protection, government power, telecommunication networks, and more. This section will look into the governmental structure of the Netherlands and hierarchy of laws that govern communications law in the Netherlands beginning with international sources of law. === '''Governmental Structure and Key Governmental Bodies''' === [[File:Trappenhuis in Tweede Kamergebouw.jpg|thumb|This is a famous interior stairwell within the House of Representatives building in the Netherlands. ]] The government in the Netherlands is made up of three main bodies consisting of a Monarch, the States General, and the Council of Ministers.<ref>{{Cite web|url=https://www.government.nl/government/about-the-government|title=About the Government|last=|first=|date=2022-01-07|website=Government of the Netherlands|language=|access-date=2026-02-24}}</ref> There are also more localized versions of governments. As a constitutional monarchy, the constitution governs, and the monarch has limited power in the Government. The monarch's power is largely ceremonial in nature. There are two houses in the Dutch parliament: the Senate (Eerste Kamer) and the House of Representatives (Tweede Kamer).<ref>{{Cite web|url=https://www.welcome-to-nl.nl/living-in-the-netherlands/politics-and-government|title=Politics and Government|website=Welcome to Netherlands|access-date=2026-02-24}}</ref> The House of Representatives is regarded as the more important of the two houses because this house can introduce and propose legislation, as it has done with many communications laws, as well as amend bills. The Senate then approves or rejects bills.<ref>{{Cite web|url=https://www.government.nl/government/about-the-government|title=About the Government|last=|first=|date=2022-01-07|website=Government of the Netherlands|language=|access-date=2026-02-24}}</ref> In both houses, members are elected. There are 150 members in the House of Representatives and 75 members in the Senate. <ref>''Id.''</ref> In addition to the Dutch Parliament, the local governments are the next highest level of government and consist of local authorities. These authorities translate national policies into forms appropriate for the needs of their regions. <ref>''Id.''</ref> They exist in the 12 provinces in the Netherlands and are governed by municipal executives. These executives are chosen by the central government and a council whose members are elected every four years.<ref>''Id.''</ref> === '''Regulatory Sources of Netherlands Communications Law''' === In the Netherlands, there are many supervisory and regulatory authorities that are in charge of overseeing compliance and enforcing requirements related to data protection and media.   The Dutch Data Protection Authority (Autoriteit Persoonsgegevens) is the Netherland’s national authority that is located in the Hague and enforces the EU General Data Protection Regulation (GDPR).<ref>{{Cite web|url=https://noyb.eu/en/project/dpa/ap-netherlands|title=AP (The Netherlands) {{!}} noyb.eu|date=2023-12-14|website=Noyb|language=en|access-date=2026-02-24}}</ref> The main goal of the Dutch Data Protection Authority is to protect users’ privacy rights and to promote transparency between consumers and telecom companies. The Dutch Media Authority (Commissariaat voor de Media) is the authority that is responsible for ensuring compliance with the Media Act 2008 for both commercial and national public media providers. The goal of this authority is to ensure that media remains diverse and accessible to all viewers, with the ultimate goal being to “support the freedom of information in [Dutch] society.”<ref>{{Cite news|url=https://www.cvdm.nl/english-summary-dutch-media-authority/|title=English Summary Dutch Media Authority|work=Commissariaat voor de Media|access-date=2026-02-24|language=nl-NL}}</ref> Another goal of this authority is to promote fair competition between both public and private media providers.<ref>''Id.''</ref> The Dutch Media Authority is overseen by a Board of Commissioners and contains three members.<ref>''Id.''</ref> The National Digital Infrastructure Inspectorate (RDI) has a main objective of ensuring that communication networks remain available and accessible to consumers.<ref>{{Cite web|url=https://www.rijksinspecties.nl/over-de-inspectieraad/over-de-rijksinspecties/agentschap-telecom-at|title=National Inspectorate for Digital Infrastructure|website=Rijksinspectie Digitale Infrastructuur (RDI)|language=nl|access-date=2026-02-24}}</ref> This is done through the supervision of technical infrastructure, such as antennas and cabling, the oversight of network security, infrastructure to protect against cyber-attacks, and the supervision of devices. This includes devices such as smart home technologies and Wi-Fi routers to ensure they function properly and are not susceptible to hacking or digital security threats.<ref>''Id.''</ref> === '''International Source of Netherlands Communications Law: European Union (EU) Law''' === Currently, there are twenty-five member states in the European Union. These states cooperate in trade, social policy, and foreign policy.<ref>{{Cite web|url=https://law.duke.edu/ilrt/int_orgs_5.htm|title=European Union|website=Duke Law|publisher=|access-date=2026-02-24}}</ref> The Netherlands have been a member of the EU since January 1, 1958.<ref>{{Cite web|url=https://european-union.europa.eu/principles-countries-history/eu-countries/netherlands_en|title=Netherlands|website=European Union|publisher=European Union|language=|access-date=2026-02-24}}</ref> Although the Netherlands have their own national laws, as a member-state, the Netherlands has considered and subsequently adopted many EU legislative proposals<ref>{{Cite web|url=https://www.government.nl/government/about-the-government|title=The Netherlands and Developments Within the European Union (EU)|last=|first=|date=2022-01-07|website=Government of the Netherlands|publisher=|language=en-GB|access-date=2026-02-24}}</ref>, including the below. ==== '''<u>EU Electronic Communications Code (EECC)</u>''' ==== The Netherlands implemented the EECC on March 12, 2022, with practically all EECC implementation act provisions put into place (aside from a few e-privacy provisions).<ref>{{Cite web|url=https://www.squirepattonboggs.com/our-expertise/services/regulation-risk-compliance/communications/european-electronic-communications-code-transposition-status/|title=European Electronic Communications Code – Transposition Status|date=July 23, 2025|website=Squire Patton Boggs|language=en|access-date=2026-02-24}}</ref> This code applies to all electronic communications networks and services. One of the very important features of the EECC is its requirement for universal access to fundamental communication services and the affordability of these services. The EECC also focuses on protecting consumers when they communicate, either by text message, phone call, or email.<ref>{{Cite web|url=https://digital-strategy.ec.europa.eu/en/policies/eu-electronic-communications-code|title=EU Electronic Communications Code|date=January 21, 2026|website=European Commission|publisher=|language=en|access-date=2026-02-24}}</ref> This is done primarily by ensuring tariff transparency, increasing emergency communications, providing for precise caller location, and ensuring equal access to electronic communications for users with disabilities.<ref>''Id.''</ref> The EECC’s key amendments include, but are not limited to:<ref>{{Cite web|url=https://www.squirepattonboggs.com/our-expertise/services/regulation-risk-compliance/communications/european-electronic-communications-code-transposition-status/|title=European Electronic Communications Code – Transposition Status|date=July 23, 2025|website=Squire Patton Boggs|language=en|access-date=2026-02-24}}</ref> * providing equal access for consumers and users, * giving access to the European emergency number, * widening telecommunications regulations, * establishing universal service requirements, and * specifying transparency requirements that providers must adhere to. ==== '''<u>Digital Services Act (DSA)</u>''' ==== The DSA ([https://eur-lex.europa.eu/eli/reg/2022/2065/oj/eng Regulation (EU) 2022/2065]) is an EU regulation that came into effect on November 16, 2022. In the Netherlands, the DSA has been implemented through what is known as the Implementation Act on the Digital Services Regulation (Uitvoeringswet Digitaledienstenverordening).<ref>{{Cite web|url=https://www.eversheds-sutherland.com/en/switzerland/insights/the-digital-services-act-in-the-netherlands|title=The Digital Services Act in the Netherlands|date=December 2, 2025|website=Eversheds Sutherland}}</ref> This act creates rules for online providers such as providers for social media, internet, search engines, and marketplaces that typically store and utilize user information in some capacity.<ref>{{Cite web|url=https://www.autoriteitpersoonsgegevens.nl/en/about-the-ap/digital-services-act-dsa|title=Digital Services Regulation (DSA)|website=Autoriteit Persoonsgegevens (AP)|access-date=2026-02-24}}</ref> The main goals of the DSA are to protect user expression and information, increase user safety, and increase transparency.<ref>{{Cite web|url=https://www.eversheds-sutherland.com/en/switzerland/insights/the-digital-services-act-in-the-netherlands|title=The Digital Services Act in the Netherlands|date=December 2, 2025|website=Eversheds Sutherland}}</ref> To do this, some of the main articles of the DSA include:<ref>{{Cite web|url=https://www.deloitte.com/nl/en/services/legal/perspectives/legal-implications-of-the-digital-services-act.html|title=Legal implications of the Digital Services Act|date=November 22, 2023|website=Deloitte Netherlands|language=en|access-date=2026-02-24}}</ref> * Requirements for transparency in ads and limiting advertising to minors based on profiling * Requirements for online marketplaces to assess and stop risks involving services or products * Requirements for publishing transparency reports The articles of the DSA are enforced in the Netherlands by the Authority for Consumers and Markets (Autoriteit Consument & Markt). The ACM can impose fines and penalties if it finds a provider or platform that has violated the DSA.<ref>{{Cite web|url=https://www.eversheds-sutherland.com/en/switzerland/insights/the-digital-services-act-in-the-netherlands|title=The Digital Services Act in the Netherlands|date=December 2, 2025|website=Eversheds Sutherland}}</ref> === '''National and Regional Sources of Netherlands Communications Law''' === ==== '''<u>Constitution of the Kingdom of the Netherlands (Grondwet)</u>''' ==== The Constitution of the Kingdom of Netherlands, also known as the Grondwet, is the legal foundation of Netherlands law and is the highest legal authority in the Netherlands.<ref>{{Cite web|url=https://www.government.nl/government/about-the-government|title=About the Government|last=|first=|date=2022-01-07|website=Government of the Netherlands|language=en-GB|access-date=2026-02-24}}</ref> The Netherlands is a constitutional monarchy, where the powers of the Dutch monarch are defined and regulated by the Constitution.<ref>{{Cite web|url=https://www.royal-house.nl/topics/themes/monarchy|title=Monarchy|last=|first=|date=2016-01-14|website=Royal House of the Netherlands|language=en-GB|access-date=2026-02-24}}</ref> The Constitution was first written in 1814, but the version that currently governs is from 1983.<ref>{{Cite web|url=https://www.government.nl/government/about-the-government|title=Constitution and Charter|last=|first=|date=2022-01-07|website=Government of the Netherlands|language=en-GB|access-date=2026-02-24}}</ref> The Constitution emphasizes fundamental liberties such as the freedom of expression, the right to privacy, and the right to receive equal treatment. The Constitution also describes the organization of the Dutch government system.<ref>''Id.''</ref> ==== '''<u>National Statutory Sources and Regional Regulations</u>''' ==== The Netherlands is a unitary state,<ref>{{Cite web|url=https://euler.euclid.int/what-is-a-unitary-state-the-case-of-the-netherlands/|title=What is a Unitary State? The Case of the Netherlands.|last=|first=|date=2023-08-22|website=EFMU: The Euler-Franeker Memorial University and Institute|language=en-US|access-date=2026-02-25}}</ref> meaning that there is a centralized telecommunications law framework rather than fragmented regional or provincial policies. As a result, national laws primarily govern the 12 provinces, leaving little room for independent regional communication regulations. Most provincial regulations consist of more limited aspects of Dutch telecommunications law such as permits or infrastructure planning. For example, certain provinces, such as different areas in Utrecht and Gelderland, have enacted regulations concerning the construction of large cell towers and the locations of such towers. Beyond provincial regulations, there have been two notable national statutes enacted by Parliament that govern and regulate the entirety of Netherlands communications law as described below. '''(1) Telecommunications Act (Telecommunicatiewet):''' The Dutch Telecommunications Act is the primary legislation that regulates telecommunication, including networks and public providers. The Act has authority over a broad range of communications networks and public communications services.<ref>{{Cite web|url=https://stuff.coffeecode.net/www.loc.gov/law/help/online-privacy-law/netherlands.php|title=Online Privacy Law: Netherlands|website=Library of Congress}}</ref> It mandates that providers protect personal data and information as well as requiring transparency from providers to adequately inform users of any security risks.<ref>''Id.''</ref> '''(2) The Temporary Government Digital Accessibility Decree (tBDTO):''' The [https://wetten.overheid.nl/BWBR0040936/2018-07-01 tBDTO] enforces the Dutch government’s Cabinet policy on accessibility, which requires government digital services to be accessible to all people such that no one is excluded from using online government platforms.<ref>{{Cite web|url=https://www.digitaleoverheid.nl/overzicht-van-alle-onderwerpen/digitale-inclusie/digitaal-toegankelijk/beleid/|title=Cabinet Policy on Accessibility|website=Netherlands Digital Government|language=nl-NL|access-date=2026-02-24}}</ref> The tBDTO requires that online platforms and apps comply with Web Content Accessibility Guidelines (WCAG), level A and AA.<ref>''Id.''</ref> This is done by ensuring that websites and apps have for example “sufficient color contrast in text, descriptive alt text for images, and the ability to operate functions with the keyboard.”<ref>''Id.''</ref>  Every government agency is tasked with meeting these requirements, and the Ministry of the Interior oversees compliance with them. === Conclusion === In conclusion, communications law in the Netherlands is governed by multiple legal sources at different levels. European Union law has the most influential role, due to the Netherlands being a member state, as all of the Netherlands provinces are bound by EU directives and regulations. At the level below, national law also maintains a central role in regulating communications law throughout the country. As a result, regional authorities have much more limited powers, most often dealing with more localized issues that involves permits, zoning, and planning. Thus, communications law in the Netherlands is largely shaped and governed by EU and national law, with regional law serving a more limited and supportive role. == 2. Principles of Communication Law and Media == === ACM Policies and Priorities === The Authority for Consumers & Markets (Autoriteit Consument & Markt) is the primary independent regulator in the Netherlands that executes statutory obligations on behalf of the government.<ref>{{Cite web|url=https://www.acm.nl/en/about-acm/what-we-do/mission-and-duties|title=Missions and Duties|website=Authority for Consumers and Markets}}</ref> Telecommunication networks and services must register with the ACM if that telecommunications service “provide[s] public electronic communications networks… provide[s] public electronic communication services” or constructs facilities that support either.<ref>{{Cite web|url=https://business.gov.nl/regulations/requirements-telecom-providers/|title=Requirements for Telecom Providers|last=|first=|website=Netherlands Enterprise Agency|language=en|access-date=2026-02-24}}</ref> The ACM ensures there is fair competition between companies, enforces communications laws to protect consumers, and fines companies if they are not in compliance.<ref>{{Cite web|url=https://www.acm.nl/en/about-acm/what-we-do|title=What We Do|website=Authority for Consumers and Markets}}</ref> The main goals of the ACM, which largely reflect the policy goals of Dutch communications law are described below. ==== '''<u>Protecting Consumers</u>''' ==== The Netherlands has extensive telecommunications coverage. More than 98% of citizens have access to 5G mobile service, and around 90% of homes have fibre internet available.<ref>{{Cite web|url=https://www.mordorintelligence.com/industry-reports/netherlands-telecom-market|title=Netherlands Telecom MNO Market Size & Growth Trends, 2031|date=2026-01-16|website=Mordor Intelligence|language=en|access-date=2026-02-25}}</ref> As a result, consumer protection is essential. The ACM works to inform consumers of their rights and how to assert those rights.<ref>{{Cite web|url=https://www.acm.nl/en/about-acm/what-we-do/mission-and-duties|title=Missions and Duties|website=Authority for Consumers and Markets}}</ref> The ACM has a website, [https://www.consuwijzer.nl ConsuWijzer], that is devoted to informing consumers about their internet, phone subscriptions, terms and conditions, warranties for broken products, questions regarding fibre optics, and more.<ref>{{Cite web|url=http://www.consuwijzer.nl/|title=Information About Your Rights as a Consumer|last=|first=|website=Authority for Consumers and Markets|language=nl-NL|access-date=2026-02-24}}</ref> This allows consumers to have a place to go to learn more, as well as a platform to report complaints and issues. Directly on the website, people can submit problems or issues to ACM so that ACM can review and resolve any issues, including legal issues.<ref>{{Cite web|url=https://www.acm.nl/en/about-acm/what-we-do/mission-and-duties|title=Missions and Duties|website=Authority for Consumers and Markets}}</ref> ==== '''<u>Ensuring Fair Competition</u>''' ==== Another main goal of the ACM is to ensure that there is fair competition between telecommunication companies. This is because “[f]air competition between businesses promotes innovation, improves quality, and lowers prices.”<ref>''Id.''</ref> To do this, the ACM has many requirements businesses must adhere to, such as requiring that they are notified when large businesses and corporations want to merge, so that they can assess the impact this will have on market competition and either allow or stop the merger from happening.<ref>''Id.''</ref> The ACM also investigates any illegal agreements and allows for consumers to notify the ACM of any issues regarding competition. The ACM's objective of ensuring fair competition is especially crucial in the Netherlands. This is due to the fact that Dutch telecommunications is dominated by three major providers: VodafoneZiggo Group B.V (“Vodafone”), Odido Netherlands (“Odido”) and Koninklijke KPN N.V. (“KPN”).<ref>{{Cite web|url=https://www.mordorintelligence.com/industry-reports/netherlands-telecom-market|title=Netherlands Telecom MNO Market Size & Growth Trends, 2031|date=2026-01-16|website=Mordor Intelligence|language=en|access-date=2026-02-25}}</ref> KPN is the leader in connectivity, with about a 40% broadband share (earning extra revenue from Towerco).<ref>''Id.''</ref> Vodafone is widely popular but has recently lost around 31,000 broadband users in early 2025.<ref>''Id.''</ref> Odido, however, provides the fastest 5G speeds. Competition among these providers centers on improving network quality and offering strategic bundled services.<ref>''Id.''</ref> These companies also exemplify the importance of the ACM's role in promoting fair competition and emphasize why this principle is so important to Netherland's communications law given the concentrated telecommunications market. === '''Prominent Decisions and Cases''' === In 2021 a Dutch court upheld the ACM’s finding that Apple, a prominent technology company, had abused its power and “dominant position by imposing unfair conditions on providers of dating apps in the App Store.”<ref>{{Cite web|url=https://www.reuters.com/sustainability/boards-policy-regulation/dutch-court-confirms-apple-abused-dominant-position-dating-apps-2025-06-16/|title=Dutch Court Confirms Apple Abused Dominant Position in Dating Apps|date=June 16, 2025|website=Reuters}}</ref> The court made clear that the ACM had correctly found that Apple had unfair payment terms for dating apps, requiring users to use Apple’s own system, and fined Apple 58 million Euros.<ref>''Id.''</ref> This reflects the Netherland's commitment to protecting consumers interests and rights against large companies. In a separate dispute, the ACM fined LG Electronics Benelux Sales 8 million euros for illegal price-fixing agreements with large retailers.<ref>{{Cite web|url=https://www.acm.nl/en/publications/acm-fines-lg-illegal-price-fixing-agreements-involving-television-sets|title=ACM Fines LG for Illegal Price-Fixing Agreements Involving Television Sets|website=Authority for Consumers and Markets}}</ref> The ACM found that this practice interfered with competition between retailers and led to television sets not being sold at competitive prices, increasing costs for customers.<ref>''Id.''</ref> This decision made clear that retailers have an obligation to make and monitor their own retail prices and that suppliers have an obligation to not pressure retailers into fixed prices. The ACM also reached a decision in a dispute between Vodafone, a telecommunications provider, and Aegon, an insurance company, over jointly using an antenna on a building owned by Aegon. The ACM held that Aegon must “agree to the joint use under market-based and non-discriminatory conditions and fees.”<ref>{{Cite web|url=https://www.acm.nl/en/publications/acm-mandates-aegon-accept-joint-use-antenna-site-its-building-alphen-aan-den-rijn#:~:text=Background,joint%20use%20of%20antenna%20sites|title=ACM Mandates Aegon to Accept Joint Use of Antenna Site on its Building in Alphen aan den Rijn|website=Authority for Consumers and Markets}}</ref> The ACM reasoned this is required by the Telecommunications Act.<ref>''Id.''</ref> As part of their decision, the ACM also determined the fee and conditions that would be set and which must be adhered to by Aegon.<ref>''Id.''</ref> === Conclusion === Overall, the principles of communications law in the Netherlands are largely shaped by the ACM, the country's primary independent regulator. The ACM's policies exemplify the Netherland's broader priorities for telecommunications and focus on two key priorities: protecting consumer safety and ensuring fair competition among telecommunications providers. To protect consumers, the ACM is essential in providing widespread internet and fiber optics access to individuals and allows for consumers to easily submit complaints or reports issues. It also maintains fair market competition by investigating and stoping companies from dominating the market or manipulating price points. The cases discussed above demonstrate how the ACM actively enforces these two principles and ensures that telecommunications in the Netherlands has market competition and consumer protections. == 3. Censorship and Violent Content == In the Netherlands, the freedom of expression is a constitutionally protected fundamental right. However, carefully targeted laws and bans as explained below impose restrictions aimed at regulating media and censoring violent content. === '''Freedom of Expression''' === The Freedom of Expression in the Netherlands is protected by both the Dutch Constitution (as described in Article 7) and international law such as that from the European Union and the European Convention on Human Rights. [[File:Grondwet van het Koninkrijk der Nederlanden.jpg|thumb|This is the Dutch Constitution (Grondwet)]] Article 7 of the [https://www.government.nl/binaries/government/documenten/reports/2019/02/28/the-constitution-of-the-kingdom-of-the-netherlands/WEB_119406_Grondwet_Koninkrijk_ENG.pdf Dutch Constitution (Grondwet)] explicitly establishes that:<blockquote>1.     “[n]o one shall require prior permission to publish thoughts or opinions through the press, without prejudice to the responsibility of every person under the law.”<ref>{{Cite web|url=https://www.government.nl/binaries/government/documenten/reports/2019/02/28/the-constitution-of-the-kingdom-of-the-netherlands/WEB_119406_Grondwet_Koninkrijk_ENG.pdf|title=Gw. [CONSTITUTION] art 7|website=Government of Netherlands}}</ref> 2.     “[r]ules concerning radio and television shall be laid down by Act of Parliament. There shall be no prior supervision of the content of a radio or television broadcast.”<ref>''Id.''</ref> 3.     “[n]o one shall be required to submit thoughts or opinions for prior approval in order to disseminate them by means other than those mentioned in the preceding paragraphs, without prejudice to the responsibility of every person under the law. The holding of performances open to persons younger than sixteen years of age may be regulated by Act of Parliament in order to protect good morals.”<ref>''Id.''</ref></blockquote>As detailed above, the constitution guarantees the freedom of expression, meaning that the government may not generally limit or restrict speech.<ref>{{Cite web|url=https://www.government.nl/topics/discrimination/prohibition-of-discrimination.|title=Prohibition of Discrimination|website=Government of the Netherlands}}</ref> The constitution rejects prior censorship, requiring no prior permission before one publishes a thought or opinion. However, the freedoms in Article 7 are still subject to Article 1, which prohibits any form of discrimination (political, religious, sex, etc.,) and courts still balance Article 7 against Article 1. Furthermore, censorship is not allowed, but in certain circumstances as discussed in the follow sections, limited censorship may be permitted in specific circumstances (such as the protection of minors).<ref>''Id.''</ref> The Netherlands is also a part of the [https://www.echr.coe.int/documents/d/echr/convention_ENG European Convention on Human Rights] (ECHR). As a member of the ECHR through ratifying the human rights agreements laid out in the ECHR, violations of human rights may be brought to the European Court of Human Rights. Article 10 of the ECHR protects the freedom of expression, but also lays out restrictions in the forms of one’s “duties and responsibilities” such as restrictions required of a “democratic society” and to protect people’s health and safety.<ref>{{Cite web|url=https://www.echr.coe.int/documents/d/echr/convention_ENG|title=Convention for the Protection of Human Rights and Fundamental Freedoms, art. 10|date=|website=Council of Europe}}</ref> The European Union also requires EU countries to comply with the rights in article 11 of the [https://www.europarl.europa.eu/charter/pdf/text_en.pdf Charter of Fundamental Rights]. Article 11 describes the Freedom of Expression and Information. As a member of the European Union, the Netherlands is bound by its laws and regulations. === '''Criminal Regulation of Violent Content''' === In the Netherlands, the laws that regulate violent content do not broadly prohibit such content but instead target specific types of violent content. For example, prohibited content may include some types of content that may be harmful to minors or content that is aimed at promoting terrorism, incitement, or hate speech. The Dutch Criminal Code (Wetboek van Strafecht) prohibits incitement to violence under [https://melaproject.org/sites/default/files/2019-01/The&#x20;Netherlands&#x20;Criminal&#x20;Code&#x20;-&#x20;Section&#x20;137c&#x20;and&#x20;137d.pdf Article 137(d)]. Specifically, this article criminalizes public words, writings, or images that “incite[] hatred or discrimination against men or violence against person or property on the grounds of their race, religion, or beliefs, their gender, their heterosexual or homosexual orientation or their physical, psychological or mental.”<ref>{{Cite web|url=https://melaproject.org/sites/default/files/2019-01/The%20Netherlands%20Criminal%20Code%20-%20Section%20137c%20and%20137d.pdf|title=Art. 137(d) Wetboek van Strafrecht (Criminal Code)|website=Memory Laws in European and Comparative Perspective}}</ref> If violated, punishments may result in up to one year of imprisonment or fines. Other relevant Articles include Article [https://melaproject.org/sites/default/files/2019-01/The&#x20;Netherlands&#x20;Criminal&#x20;Code&#x20;-&#x20;Section&#x20;137c&#x20;and&#x20;137d.pdf 137(c)] and [https://melaproject.org/sites/default/files/2019-01/The&#x20;Netherlands&#x20;Criminal&#x20;Code&#x20;-&#x20;Section&#x20;137c&#x20;and&#x20;137d.pdf 137(e)]. 137(c) makes it a crime to knowingly make harmful or discriminatory public statements toward a group of people based on characteristics such as race, religion, sexual orientation, beliefs, or disability.<ref>{{Cite web|url=https://melaproject.org/sites/default/files/2019-01/The%20Netherlands%20Criminal%20Code%20-%20Section%20137c%20and%20137d.pdf|title=Art. 137(c) Wetboek van Strafrecht (Criminal Code)|website=Memory Laws in European and Comparative Perspective}}</ref> Article 137(e) criminalizes (beyond providing factual information) making statements or distributing materials that are offensive to a group of persons based on the characteristics described previously or incite hatred, discrimination, or violence.<ref>{{Cite web|url=https://melaproject.org/sites/default/files/2019-01/The%20Netherlands%20Criminal%20Code%20-%20Section%20137c%20and%20137d.pdf|title=Art. 137(e) Wetboek van Strafrecht (Criminal Code)|website=Memory Laws in European and Comparative Perspective}}</ref> For 137(c) and 137(e), the punishment becomes more severe if the person committing the crime has done so repeatedly or if two or more people coordinate committing the offense together. === '''Media Regulation: Media Act (Mediawet 2008)''' === The [https://www.government.nl/binaries/government/documenten/publications/2022/06/14/media-act-2008/Media+Act+2008.pdf Media Act] is “aimed at ensuring that everyone should have equal access to a varied and reliable range of information in all kinds of areas.”<ref>{{Cite web|url=https://www.unesco.org/creativity/en/policy-monitoring-platform/mediawet-2008-dutch-media-act|title=Mediawet 2008 (Dutch Media Act)|website=UNESCO}}</ref> The Act promotes competition in the media with both public and commercial broadcasters. The Act also sets forth that the government may not censor media content. Public broadcasters are funded by the government and have to provide educational, political, cultural, and child friendly programs.<ref>''Id.''</ref> The Act also mandates that content by public broadcasters should display the diversity of society in the Netherlands.<ref>{{Cite web|url=https://www.government.nl/topics/the-media-and-broadcasting/media-act-rules-for-broadcasters-and-programming|title=Media Act: Rules for Broadcasters and Programming|last=|first=|date=2015-07-01|website=Government of the Netherlands|language=en-GB|access-date=2026-02-24}}</ref> Commercial broadcasters on the other hand do not receive government funding, and thus are able to adhere to less stringent rules than public broadcasters, but still must adhere to a few specific rules set out in the Act, such as protecting children from harmful programs.<ref>''Id.'' </ref> Public broadcasters have stricter rules than commercial broadcasters in regard to advertisements as well. There must be fewer advertisements displayed and programs may not be interrupted by commercials. Commercial broadcasters however may rely on advertising, but they may not sponsor any news programs.<ref>''Id.''</ref> The Act has a large focus on the protection of children and does so by restricting harmful content and creating time limits. Programs that are appropriate for children ages 12 and over can only be shown after 8 p.m., and programs for those ages 16 or over can only be shown between 10 p.m. and 6 a.m. These time restrictions are enforced by independent media authorities.<ref>''Id.''</ref> Lastly, the Act makes clear that “[j]ournalists and programme-makers are free to write, publish and broadcast what they wish.”<ref>''Id.''</ref> As per the Constitution and the Media act, the Dutch government may not censor or interfere with content in advance of it being displayed.<ref>''Id.''</ref> === '''Media Protections for Minors''' === The Netherlands also has a Viewing Guide called Kijkwijzer, that is managed by the Dutch Institute for the Classification of Audiovisual Media (NICAM).<ref>{{Cite web|url=https://better-internet-for-kids.europa.eu/en/rules-guidelines/viewing-guide-dutch-audiovisual-classification-system|title=Viewing Guide (Dutch Audiovisual Classification System)|website=European Union}}</ref> This guide creates 7 different categories of age ratings including: all ages, 6 years, 9 years, 12 years, 14 years, 16, years and 18 years.<ref>{{Cite web|url=https://www.kijkwijzer.nl/en/about-kijkwijzer/|title=About Kijkwijzer|website=Kijkwijzer|language=en-US|access-date=2026-02-24}}</ref> It also has seven different types of icons that explain why there is a certain age rating. The reasons include fear, discrimination, drugs, sex, bad language, dangerous acts, smoking, drinking, and violence.<ref>''Id.''</ref>  This system assists parents and guardians in ensuring that the media children are viewing is appropriate. Kijkwijzer can be found on almost all Netherlands media, with the only exception being the news or shows that are displayed live as these may not be given a rating in advance of being shown.<ref>''Id.''</ref> The age ratings also effect the times a show or movie may be broadcast. Media that is allowed for all ages, 6 years, as well as 9 years may be shown at any time.<ref>''Id.''</ref> However, those rated 12 years, 14 years, and 16 years can only be shown between 8 p.m. and 6 a.m.<ref>''Id.''</ref> Lastly, media that is rated 18 years can only be shown at late times, when children would typically be asleep, from 12 a.m. to 6 a.m.<ref>''Id.''</ref> === Conclusion === In conclusion, the freedom of expression is a fundamental value in the Netherlands, but is balanced alongside protections for public safety. The Netherlands does not allow for prior censorship, however, certain forms of speech such as those that advocate for terrorism or those that incite hate are criminally prohibited under the Dutch Criminal Code. Media regulations are also incredibly important as laws such as the Media Act require that public and private broadcasters adhere to important standards that promote many different interests such as providing educational programming, cultural shows, and showcasing diversity. The Netherlands also places significant emphasis on protecting minors as exemplified in guides such as Kijkwijzer. This guide provides age ratings and content warnings, as well as specified programming times that are more suitable for younger viewers. By having strong protections for free expression and the regulatory policies explained above, the Netherlands is a leading country in showcasing how a nation can preserve the freedom of expression while protecting the safety of its citizens. == 4. Truth, Tolerance, and Unprotected Speech == In the Netherlands, defamation may be punishable under both criminal law and civil law.<ref>{{Cite web|url=https://www.carter-ruck.com/law-guides/defamation-and-privacy-law-in-netherlands/|title=Netherlands Media Law Guide|last=Kloters|first=Remco|date=2021-11-18|website=Carter-Ruck|language=en-US|access-date=2026-02-24}}</ref> To determine what constitutes defamation, Dutch courts often look to the European Court of Human Rights precedent.<ref>''Id.''</ref> In the Netherlands, defamation may be in the form of verbal statements (slander) or written or published statements (libel).<ref>{{Cite web|url=https://www.maak-law.com/law-of-obligations-netherlands/defamation-libel-netherlands/|title=Defamation and Libel in the Netherlands: What International Clients Need to Know|website=Maak}}</ref> Under Dutch law, defamation “occurs when someone intentionally damages your reputation by spreading true but harmful information that attacks your good name.”<ref>''Id.''</ref> On the other hand, libel occurs when a person intentionally disseminates false information in order to harm a person. Thus, libel actions always deal with harmful ''false'' information while defamation actions can involve harmful ''true'' information.<ref>''Id.''</ref> === '''Defamation Under Dutch Civil Law''' === The Dutch Civil Code, [http://www.dutchcivillaw.com/legislation/dcctitle6633.htm Article 6:167] provides a cause of action for defamation and liability under tort law. Under this article, if a person were to publish false information, a court could order that person “to publish a correction in a way to be set by court,”<ref>{{Cite web|url=http://www.dutchcivillaw.com/legislation/dcctitle6633.htm|title=Art. 6:167, Burgerlijk Wetboek (Civil Code)|website=Dutch Civil Law}}</ref> even if the person who published the false information did not do so knowingly.<ref>''Id.''</ref> The party who brings the lawsuit is required to show proof of the defamation or slander and typically has the burden of proof.<ref>{{Cite web|url=https://www.carter-ruck.com/law-guides/defamation-and-privacy-law-in-netherlands/|title=Netherlands Media Law Guide|last=Kloters|first=Remco|website=Carter-Ruck}}</ref> The court has discretion to grant different forms of relief, including monetary damages or requiring specific performance, such as removing a post or statement.<ref>''Id.''</ref> === '''Defamation Under Dutch Criminal Law''' === Dutch Criminal Law, Articles 261 through 271, pertain to defamation and libel. Under these articles, knowingly making incorrect statements that harm another is a criminal offense.<ref>{{Cite web|url=https://lawandmore.eu/blog/online-reviews-in-the-netherlands-what-is-allowed-and-when-is-it-defamation/#:~:text=Dutch%20Criminal%20and%20Civil%20Codes,of%20annual%20turnover%20for%20violations|title=Online Reviews in the Netherlands: What is Allowed and When is it Defamation?|date=December 29, 2025|website=Law & More}}</ref> Across the provisions, a main requirement is that of intent, meaning that a person must have intentionally made false statements. Criminal cases typically involve more severe forms of defamation than civil cases. If a person wants to criminally prosecute someone else for defamation or slander, a complaint must be filed with Dutch police.<ref>{{Cite web|url=https://www.carter-ruck.com/law-guides/defamation-and-privacy-law-in-netherlands/|title=Netherlands Media Law Guide|last=Kloters|first=Remco|website=Carter-Ruck}}</ref> Typically, for these types of actions prison time is rare, and the more typical punishment is that in the form of a fine or community service.<ref>''Id.''</ref> === '''European Court of Human Rights Influence''' === As a member state of the Council of Europe, the Netherlands is subject to the jurisdiction of the European Court of Human Rights (ECtHR), which interprets rules and regulations from the European Convention on Human Rights (ECHR). Defamation and slander cases within the Netherlands are heavily influenced by the ECHR, specifically [https://www.echr.coe.int/documents/d/echr/convention_ENG Article 10] and [https://www.echr.coe.int/documents/d/echr/convention_ENG Article 8]. Article 8 ensures that peoples private lives and reputations are respected.<ref>{{Cite web|url=https://www.echr.coe.int/documents/d/echr/convention_ENG|title=Convention for the Protection of Human Rights and Fundamental Freedoms, art. 8|date=|website=Council of Europe}}</ref> Article 10 guarantees the freedom of expression, with restrictions listed under section section 2 of the article.<ref>{{Cite web|url=https://www.echr.coe.int/documents/d/echr/convention_ENG|title=Convention for the Protection of Human Rights and Fundamental Freedoms, art. 10|website=Council of Europe}}</ref> Article 10 section 2 makes clear that any limitations to the freedom of expression must be:<blockquote>“…necessary in a democratic society, in the interests of national security, territorial integrity or public safety, for the prevention of disorder or crime, for the protection of health or morals, for the protection of the reputation or rights of others, for preventing the disclosure of information received in confidence, or for maintaining the authority and impartiality of the judiciary.”<ref>''Id.''</ref></blockquote>In defamation and slander cases, Dutch courts apply the above articles when balancing a person’s right to protect their reputation against another’s right to the freedom of expression.<ref>{{Cite web|url=https://lawandmore.eu/blog/online-reviews-in-the-netherlands-what-is-allowed-and-when-is-it-defamation/#:~:text=Dutch%20Criminal%20and%20Civil%20Codes,of%20annual%20turnover%20for%20violations|title=Online Reviews in the Netherlands: What is Allowed and When is it Defamation?|date=December 29, 2025|website=Law & More}}</ref> Today, 68% of defamation cases in the Netherlands are due to online content given the rise in social media and how quickly a post can go viral. When balancing reputational rights and the freedom of expression, many factors are considered including where the statement was made, how it was made, its public relevance, and the intent. === '''United States Defamation Law Compared to''' '''Dutch Defamation Law''' === In the United States, there is a strong protection of the freedom of speech under the first amendment. The notable case for defamation lawsuits in the United States is ''New York Times Co. v. Sullivan''. This case provided the “actual malice” rule which says that to succeed in a defamation lawsuit, the plaintiff (public official) has the burden of proving “that the statement was made with knowledge of its falsity or with reckless disregard of whether it was true or false.”<ref>{{Cite news|url=https://supreme.justia.com/cases/federal/us/376/254/|title=New York Times Co. v. Sullivan, 376 U.S. 254 (1964)|work=Justia Law|access-date=2026-02-24|language=en}}</ref> This is a high standard that plaintiffs must meet in order to win in a defamation suit in the United States, and is different than that required in the Netherlands. In the Netherlands, Articles 8 and 10 of the ECHR largely govern how Dutch courts rule on defamation cases and Dutch courts rely heavily on international human rights law. In the United States, the U.S. Supreme court does not rely on international law when interpreting defamation cases and instead relies on the first amendment, U.S Supreme Court precedent, and state tort law. Furthermore, there is a very strong protection afforded to the freedom of speech in the United States, while the Netherlands takes a more balanced approach, balancing the freedom of expression with the right to protect one’s reputation.   === Conclusion === In conclusion, defamation actions in the Netherlands are punishable under both civil and criminal law, which shows the country's commitment to protecting individuals from reputational harm. Dutch courts are bound by the European Convention on Human Rights and influenced by the precedent of the European Court of Human Rights, particularly Articles 10 and 8. These articles protect the freedom of expression while also protecting the right to a respected and private reputation. Recently, the Netherlands has experienced a rise in defamation claims as a result of the internet and social media platforms. Unlike the United States, which highly prioritizes the freedom of speech as illustrated in ''New York Times Co v. Sullivan'', the Netherlands has a more balanced approach, weighing the freedom of expression with the right to safeguard one's public reputation. == 5. Cultural and Religious Expression == === Dutch Cultural Identity and Its Promotion === Dutch culture is comprised of a melting pot of people coming from different religions, ethnicities, and backgrounds.<ref>Day, M., de Haan, A., Sieckelinck, S., & Steketee, M. (2025). Multiple Cultural Identities and Sense of National Belonging Among Second- And Third-Generation Youth in the Netherlands. ''Identity'', 1–23. <nowiki>https://doi.org/10.1080/15283488.2025.2564856</nowiki> </ref> Historically, Holland and Amsterdam have been major hubs for foreign settlers, all of whom bring their own cultures and customs with them. As a society, the Netherlands is “home to over 200 different nationalities.”<ref>{{Cite web|url=https://www.universiteitleiden.nl/en/education/international-students/studying-in-the-netherlands/dutch-culture|title=Dutch culture - Leiden University|website=www.universiteitleiden.nl|access-date=2026-04-03}}</ref>The cultural diversity in the Netherlands has aided in shaping a society that is tolerant, open-minded, and welcoming to all people.<ref>Day, M., de Haan, A., Sieckelinck, S., & Steketee, M. (2025). Multiple Cultural Identities and Sense of National Belonging Among Second- And Third-Generation Youth in the Netherlands. ''Identity'', 1–23. <nowiki>https://doi.org/10.1080/15283488.2025.2564856</nowiki></ref> The diversity is also represented through the many languages spoken in the Netherlands.<ref>Gobel MS, Benet-Martinez V, Mesquita B, Uskul AK. Europe's Culture(s): Negotiating Cultural Meanings, Values, and Identities in the European Context. J Cross Cult Psychol. 2018 Jul;49(6):858-867. doi: 10.1177/0022022118779144. Epub 2018 Jun 21. PMID: 30008485; PMCID: PMC6024379; Lazëri, M., & Coenders, M. (2023). Dutch national identity in a majority-minority context: when the dominant group becomes a local minority. ''Journal of Ethnic and Migration Studies'', ''49''(9), 2129–2153. <nowiki>https://doi.org/10.1080/1369183X.2022.2104698</nowiki></ref> Although Dutch is the national language of the Netherlands, English, German, and French, are very common languages. Another important cultural aspect in the Netherlands is found in social situations. In general, the Dutch are often very straightforward in the way they communicate, saying exactly what they think.<ref>''Id.''</ref> Although this may come across as rude or blunt to visitors, Dutch communication values honesty and efficiency, where everyone can share their opinions freely.<ref>{{Cite web|url=https://www.universiteitleiden.nl/en/education/international-students/studying-in-the-netherlands/dutch-culture|title=Dutch culture - Leiden University|website=www.universiteitleiden.nl|access-date=2026-04-03}}</ref> The Dutch enjoy transparency in their society and sharing their own points of view. This open-mindedness given the cultural diversity in the Netherlands and the direct way of communication is taught from a young age. In the Netherlands, cultural values are typically learned and spread through education and early socialization initiatives.<ref>Eva Brinkman and Cas Smithuijsen, ''Social Cohesion and Cultural Policy in the Netherlands,'' Canadian Journal of Communication, Vol. 27 No. 2-3, February 1, 2002, https://doi.org/10.22230/cjc.2002v27n2a1300. https://cjc.utppublishing.com/doi/10.22230/cjc.2002v27n2a1300</ref> Beginning in 1999, the Secretary of State for Culture, Rick van der Ploeg, created a new plan to help directed towards youths to help them access and appreciate their culture.<ref>''Id.''</ref> This plan was titled “Aciteplan Culturrbereik” or Cultural Outreach Action Plan. This action plan “stressed the importance of realizing more social cohesion through culture” and did this by introducing “different art disciplines, accommodations, and (open air) venues, artists, art gatekeepers, as well as cross relations with other policy fields like education and social welfare.”<ref>''Id.''</ref> This program also did not just introduce famous Dutch art and literature, it showcased amateur artists and newly emerging identities as well.<ref>''Id.''</ref> [[File:Canal houses and Oude Kerk at blue hour with water reflection in Damrak Amsterdam Netherlands.jpg|thumb|This is a picture of Amsterdam, where The Site is located. ]] An example of the plan’s implementation is called The Site, located in Inocaf, Amsterdam.<ref>''Id.''</ref> This is a youth information center that provides information and demonstrations to youths between the ages of 15 and 21 about Dutch culture through different workshops, presentations, and discussions. The Site also partners with the Kunstweb Institute for Art Education in Amsterdam, providing courses such as street dancing and web design to showcase modern expressions of Dutch culture.<ref>''Id.''</ref> The program is also welcoming to non-Dutch citizens, emphasizing that Dutch culture is meant to be shared with a broader population and embraced by all members of society, not just native citizens.<ref>''Id.''</ref> The Site also welcomes discussions of the future, holding a conference that let youths provide their input on Dutch politics and how it might be improved in the future.<ref>''Id.''</ref> Another example is Fresh Academy, which is a traveling project that visits different schools in Amsterdam, delivering stand-up comedy and different types of acts.<ref>''Id.''</ref> Fresh Academy “follows the framework of the World Culture program of Cultuurnetwerk Nederland, the Dutch National Expertise Centre for Arts Education, which executed several pilot projects to stimulate cultural diversity in the field of arts education.”<ref>''Id.''</ref> Fresh Academy involves different professional performers that teach Dutch culture through theatre, focusing their teachings on Dutch values, identity, and social skills.<ref>''Id.''</ref> This imitative centers on the goal of sharing Dutch identity at a young age and a sense of community through shared connections and values. === Festivals as a Form of Cultural Expression === The Netherlands has no shortage of holidays and festivals. They celebrate many well-known holidays such as Easter, Christmas, and New Years Eve. However, there are also many holidays and festivals that are unique to the Dutch, some of which began centuries ago. These holidays and festivals foster the nations culture and attract tourists from around the world every year.<ref>Coopmans, M., Jaspers, E., & Lubbers, M. (2016). National day participation among immigrants in the Netherlands: the role of familiarity with commemorating and celebrating. ''Journal of Ethnic and Migration Studies'', ''42''(12), 1925–1940. https://doi.org/10.1080/1369183X.2016.1163219, https://www.tandfonline.com/doi/full/10.1080/1369183X.2016.1163219 </ref> The first holiday, and one of the oldest, is Sint Maarten or Saint Martin which is celebrated each year on November 11.<ref>{{Cite web|url=https://www.visitingthedutchcountryside.com/explore-the-netherlands/sint-maarten-holiday-netherlands/|title=The 11th of November Sint Maarten Tradition Explained|last=Manon|date=2023-10-10|website=Visiting The Dutch Countryside|language=en-GB|access-date=2026-04-03}}</ref> Saint Martin was a Roman soldier born in the year 316 who became a bishop and a devoted Christian after leaving the Army. It is said that he dies on November 8^th and was buried on November 11^th in the basilica of Tours when it is said he reached heaven.<ref>''Id.''</ref> This day was originally celebrated with a mass and a large feast, but over time it has “evolved into a cheerful celebration of light, generosity, and community.”<ref>{{Cite web|url=https://allaboutexpats.nl/st-martins-day/|title=St. Martin’s Day (Sint Maarten): Celebrating as an Expat|last=Roman|first=Carla|date=2025-11-02|website=All About Expats|language=en-US|access-date=2026-04-03}}</ref> Today it is less associated with religion and has turned more into a festivity for children. It is a day where children go to the doors of others and sing songs while holding paper lanterns in exchange for sweets like cookies or chocolates. A parade is also hosted in Utrecht each year to remember St. Martin [[File:Amerigo with Sinterklaas 2008.jpg|thumb|This is a picture of what a typical Sinterklass would look like]] The next festival is Sinterklaas, the Dutch version of Santa Clause.<ref>{{Cite web|url=https://www.iamexpat.nl/lifestyle/lifestyle-news/dutch-christmas-expat-guide-sinterklaas-netherlands|title=The Dutch Christmas? An expat guide to Sinterklaas in the Netherlands|date=2022-12-03|website=IamExpat in the Netherlands|language=en|access-date=2026-04-03}}</ref> Sinterklaas is based on Saint Nicholas and is thought to have been a bishop who could perform miracles such as “resurrecting some young schoolchildren and saving sailors from a hurricane.”<ref>''Id.''</ref> Saint Nicholas was canonized following his death and is the patron saint of children.<ref>''Id.''</ref> Sinterklaas is said to wear traditional bishops clothing, a red cape, red hat, and carries a staff. Similar to the United States version of Saint Nicholas, called Santa Claus, he also has a book where he keeps track of the good and naughty children. Also similar to the United States, Sinterklaas leaves gifts and sweets for the children, but instead of leaving them in stockings or under the Christmas tree like in the United States, he leaves them in their shoes. The children receive these presents on Pakjesavond or “present night” which occurs on December 5^th. Another holiday is Carnaval, which is celebrates in the southern parts of the Netherlands primarily. This is a three-day celebration that takes place mainly in North Brabant and Limburg.<ref>{{Cite web|url=https://www.meininger-hotels.com/blog/en/dutch-carnival/|title=Explore Dutch Carnival 2026|last=Hotels|first=MEININGER|date=2026-01-20|website=MEININGER Hotels|language=en-US|access-date=2026-04-03}}</ref> The festival features a colorful parade with puppets, floats, costumes, and dancing leading up to Ash Wednesday.<ref>{{Cite web|url=https://www.iamexpat.nl/lifestyle/lifestyle-news/carnival-celebrations-netherlands-carnaval-nederland|title=Carnaval 2026: A guide to carnival festival celebrations in the Netherlands|date=2020-02-05|website=IamExpat in the Netherlands|language=en|access-date=2026-04-03}}</ref> [[File:Amsterdam - Koninginnedag 2009.jpg|thumb|This is a picture of King's Day, with everyone wearing orange to celebrate]] One of the most important holidays to the Dutch is Koningsdag or King’s Day, which dates back to 1885 and takes place on April 27^th.<ref>{{Cite web|url=https://www.royal-house.nl/topics/monarchy/king%E2%80%99s-day|title=King’s Day {{!}} Royal House of the Netherlands|last=Affairs|first=Ministry of General|date=2014-12-22|website=www.royal-house.nl|language=en|access-date=2026-04-03}}</ref> This national holiday celebrates King Willem-Alexander’s birthday and is marked with music, dancing, and fairs. It is also customary that everyone wears something orange on King’s Day as the royal family’s name is “House of Orange”.<ref>{{Cite web|url=https://www.holland.com/global/tourism/getting-around/information/the-royal-family/kings-day-in-holland|title=King's Day: a national holiday and the ultimate Dutch party|date=2011-03-09|website=www.holland.com|language=en-EN|access-date=2026-04-03}}</ref> King’s Day is important to the Dutch as it represents national pride and unity, with the whole of the country celebrating this holiday. The last major holiday is Liberation Day, which occurs each year on May 5^th. Liberation day is a nationally observed holiday and marks the day when the Netherlands were liberated from German occupation. The Netherlands were liberated by Canadian, British, American, Polish, Belgian, Czech, and Dutch troops.<ref>{{Cite web|url=https://www.iamexpat.nl/lifestyle/events-festivals-netherlands/liberation-day|title=Liberation Day (Bevrijdingsdag) in the Netherlands|date=2025-05-20|website=IamExpat in the Netherlands|language=en|access-date=2026-04-03}}</ref> Every Province in the Netherlands has its own Liberation Day festival. Liberation Day is celebrated with parades, open-air festivals, live music, shared meals, and dancing.<ref>''Id.''</ref> === Religious Expression === In the Netherlands, religious expression or ideological choices are widely respected and protected, allowing people from many different beliefs to practice freely and express their beliefs. <ref>Temperman, J. (2022). Freedom of Religion or Belief and Gender Equality in the Netherlands: Between Pillars, Polders, and Principles. ''The Review of Faith & International Affairs'', ''20''(3), 77–88. <nowiki>https://doi.org/10.1080/15570274.2022.2111814</nowiki> https://www.tandfonline.com/doi/full/10.1080/15570274.2022.2111814#d1e112 </ref> The Netherlands does not benefit one religion over another as the “freedom of religion and belief is a key part of the Netherlands’ human rights policy.”<ref>{{Cite web|url=https://www.government.nl/topics/human-rights/human-rights-worldwide/freedom-of-religion-and-belief|title=Freedom of religion and belief - Human rights - Government.nl|last=Zaken|first=Ministerie van Buitenlandse|date=2018-12-27|website=www.government.nl|language=en-GB|access-date=2026-04-10}}</ref> There is a broad range of religious diversity in the Netherlands, with 19.8% of the population belonging to the Catholic Church, 14.4% protestant, and 5.2% Muslim.<ref>{{Cite web|url=https://longreads.cbs.nl/the-netherlands-in-numbers-2021/what-are-the-major-religions|title=What are the major religions? - The Netherlands in numbers 2021 {{!}} CBS|last=CBS|website=What are the major religions? - The Netherlands in numbers 2021 {{!}} CBS|language=nl-NL|access-date=2026-04-10}}</ref> 55.4% of the population reported to not be religious and the other 5.1% reported “other”.<ref>''Id.''</ref> [[File:Westerkerk Amsterdam 20041002.jpg|thumb|This is a picture of the Westerkerk, a famous protestant church located in Amsterdam that dates back to 1620. ]] Religious freedom is protected at the national level through legislation and by the Constitution. Article 6 of the Constitution protects and guarantees the freedom of religions and belief and Article 1 prohibits discrimination on religious grounds.<ref>{{Cite web|url=https://www.government.nl/binaries/government/documenten/reports/2019/02/28/the-constitution-of-the-kingdom-of-the-netherlands/WEB_119406_Grondwet_Koninkrijk_ENG.pdf|title=The Constitution of the Kingdom of the Netherlands 2008|website=Ministry of the Interior and Kingdom Relations}}</ref> An example of this is the mass media law that “grants broadcasting time for churches and religious organizations.”<ref>{{Cite journal|last=Van Bijsterveld|first=Sophie|title=Religion and the Secular State in the Netherlands|url=https://original.religlaw.org/content/blurb/files/Netherlands.pdf|journal=Religion and the Secular State|pages=527}}</ref> This law ensures that religious organizations are given a platform through guaranteed broadcasting time to share their beliefs and perspectives publicly. One landmark religious freedom case was ''Staatkundig Gereformeerde Partij (SGP) v. The Netherlands'' (2012) and was brought before the European Court of Human Rights. In this case, conflict arose when the SGP, a conservative Protestant party, argued that according to the Bible, women should not be able to hold public office and should not be able to be on candidate lists, but may still be allowed to be party members. The Dutch Supreme Court in 2010 held that SGP’s rule violated the UN Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) and ordered that there be action to end this discrimination, even if it was rooted in religious explanations. <ref>''Staatkundig Gereformeerde Partij v. Netherlands,'' Application No. 58369/10 (European Court of Human Rights, July 10, 2012). </ref>The SGP then brought this case before ethe ECtHR, holding that the decision violated their right to religious freedom under Articles 9 and 11 of the ECHR. However, the Court dismissed the case, holding that the complaint was “manifestly ill-founded and must be rejected.”<ref>''Id.''</ref> This case exemplified that religious freedoms are protected, but they cannot be used to diminish gender equality. In another case, ''De Wilde v. Netherlands'', a plaintiff who was a follower of the Church of the Flying Spaghetti Monster, wanted to wear a colander on her head in her driver’s license photos.<ref>''De Wilde v. Netherlands,'' Application No. 9476/19 (European Court of Human Rights, November 9, 2021). </ref> She argued that her religion required it, however, Dutch authorities did not allow her to do so as Pastafarianism was not a recognized or protected religion.<ref>''Id.''</ref> This case eventually reached the European court of Human Rights where the Court sided with Dutch authorities.<ref>''Id.''</ref> The Court held that for Article 9 protections to apply, a belief must show enough seriousness and cohesion and found Pastafarianism was more so a form of satire rather than a true religion.<ref>''Id.''</ref> Due to this, wearing a colander was not a protected religious expression and the application was found inadmissible.<ref>''Id.''</ref> Despite how accepting the Netherlands is of other religions and beliefs, this case exemplifies how the religion must actually be recognized and serious to gain protections. == 6. Privacy and Data Protection == === '''General Data Protection Regulation (GDPR)''' === The Netherland’s data-protection and privacy are governed by the General Data Protection Regulation (GDPR), The European Union’s data privacy law.<ref>{{Cite web|url=https://business.gov.nl/regulations/protection-personal-data/|title=Protection of personal data (GDPR)|last=RVO|first=Netherlands Enterprise Agency|website=business.gov.nl|language=en|access-date=2026-04-10}}</ref> The GDPR has a broad scope and applies to all forms of personal data, which is defined as “any information that relates to an identified or identifiable living individual.”<ref>{{Cite web|url=https://commission.europa.eu/law/law-topic/data-protection/data-protection-explained_en|title=Data protection explained - European Commission|website=commission.europa.eu|language=en|access-date=2026-04-10}}</ref> Examples include home addresses, names, surnames, email addresses, IP addresses, a cookie ID, and more.<ref>''Id.''</ref> The GDPR is designed to regulate and protect people’s personal data and privacy. It was put into effect on May 25, 2018 and creates strict obligations for telecommunications providers, digital services, and internet sources. It applies to all businesses and organizations that use and process people’s personal data, directly or indirectly.<ref>{{Cite web|url=https://business.gov.nl/regulations/protection-personal-data/|title=Protection of personal data (GDPR)|last=RVO|first=Netherlands Enterprise Agency|website=business.gov.nl|language=en|access-date=2026-04-10}}</ref> This, it includes, “ the collection, recording, organisation, structuring, storage, adaption or alteration, retrieval, consultation, use, disclosure by transmission, dissemination or otherwise making available, alignment or combination, restriction, erasure or destruction of personal data.”<ref>{{Cite web|url=https://commission.europa.eu/law/law-topic/data-protection/data-protection-explained_en|title=Data protection explained - European Commission|website=commission.europa.eu|language=en|access-date=2026-04-10}}</ref> ==== <u>'''GDPR Caselaw'''</u> ==== In the District Court of Amsterdam on September 2, 2019 (CLI:NL:RBAMS:2019:6490), the Court held that an Employee Insurance Agency, UWV, unlawfully sent information about the illness history data of a person to her new employer.<ref>{{Cite web|url=https://www.turing.law/chronicle-gdpr-case-law-may-2018-may-2020-in-the-netherlands/#_ftnref130|title=Chronicle GDPR case law May 2018 – May 2020 in the Netherlands|last=de Jong|first=Huub|date=23 September 2020|website=Turing Law}}</ref> The Court held this was a breach of the woman’s rights and damages were applied as per the framework set out in the GDPR. The Court awarded €250 finding that although there was a breach, the damages would be lowered as the breach did not interfere with the woman’s employment. In another case occurring on March 15, 2023, the District Court of Amsterdam held that for “almost 10 years Facebook Ireland unlawfully processed the personal data from its Dutch users.”<ref>{{Cite web|url=https://bureaubrandeis.com/dutch-court-rules-facebook-unlawfully-processed-personal-data/?lang=en|title=Dutch court rules: Facebook unlawfully processed personal data|last=Wildeboer|first=Diana|date=2023-03-17|website=Bureau Brandeis|language=en-US|access-date=2026-04-10}}</ref> This information was used for social networking and advertising.<ref>''Id.''</ref> This case was presented to the court by the Data Privacy Sitchting and Consumentenbond against Facebook Netherlands, Inc. and Facebook Ireland Ltd. Due to the unlawful processing of personal data, the court found these companies violated the GDPR and fines were subsequently issued.<ref>''Id.''</ref> More recently, on August 26, 2024, the Dutch Data Protection Authority or DPA fined Uber Technologies, Inc. and Uber B.V. for having violated Article 83 GDPR which governs intentional or negligent conduct.<ref>{{Cite web|url=https://www.willkie.com/-/media/files/publications/2024/09/dutch-dpa-fines-uber-290m-for-gdpr-data-transfer-violation.pdf|title=Dutch DPA Fines Uber €290m for GDPR Data Transfer Violation|last=Alvarez et al|first=Daniel|date=12 September 2024|website=Willkie Farr & Gallagher}}</ref> After investigations by the DPA, they found that for over 2 years, Uber lacked the necessary safeguards “for transferring EEA-based drivers’ personal data to the U.S.”<ref>''Id.''</ref> The DPA found that these violations were systematic and that less harmful alternatives were available to Uber to process data effectively. Uber was fined €290 million for this violation.<ref>''Id.''</ref> === '''GDPR Implementation and Enforcement''' === As the GDPR is a regulation, unlike a directive, once implemented, it became directly applicable to all member-states of the EU, including the Netherlands, through national law (with some room for state interpretation). The GDPR Implementation Act (Uitvoeringswet AVG or Implementation Act), is the national implementation of the GDPR in the Netherlands. Compliance with the GDPR is managed by the Dutch Data Protection Authority (AP). The AP is overseen by a Chairman who is appointed for a six-year term, two Commissioners who are appointed for a four-year term, and special members also appointed for four-year terms.<ref>{{Cite web|url=https://stuff.coffeecode.net/www.loc.gov/law/help/online-privacy-law/netherlands.php|title=Online Privacy Law: Netherlands|website=Law Library of Congress}}</ref> The AP is given the authority to impose penalties and fines for GDPR violations. ==== '''<u>AP Administrative Decisions and Court Cases</u>''' ==== The AP has actively enforced the GDPR by issuing fines and penalties against numerous organizations. For example in one decision in April 2018, the AP issued €460,000 fines on the Haga Hospital due to the hospital not adequality protecting their medical records and sensitive patient information.<ref>{{Cite web|url=https://www.osborneclarke.com/insights/the-ap-imposes-its-first-gdpr-fine-on-a-dutch-hospital|title=The AP imposes its first GDPR fine on a Dutch hospital|website=www.osborneclarke.com|language=en|access-date=2026-04-10}}</ref> There was no two-factor authentication, which the AP deemed was required for this type of personal data and thus the hospital was found to be in violation of the GDPR.<ref>''Id.''</ref> In an administrative decision occurring on March 23, 2011, the DPA fined Google after completing investigations that discovered Google’s Street View vehicles were collecting data on over 3.6 million Wi-Fi routers across the Netherlands and had a geolocation for each router.<ref>{{Cite web|url=https://stuff.coffeecode.net/www.loc.gov/law/help/online-privacy-law/netherlands.php|title=Online Privacy Law; Netherlands|website=Law Library of Congress}}</ref> The AP found that this was a violation of people’s personal data and Google faces fines near €1 million.<ref>{{Cite news|url=https://www.wsj.com/articles/SB10001424052748703922504576273151673266520|title=Google Faces New Demands In Netherlands Over Street View Data|last=Preuschat|first=Archibald|date=2011-04-19|work=Wall Street Journal|access-date=2026-04-10|language=en-US|issn=0099-9660}}</ref> In another decisions occurring in December 2011, an official investigation launched by the AP against TomTom N.V. revealed that TomTom had been giving their geolocation data collected by GPS sensors to commercial third parties. However, the AP held that the data collected by TomTom could not be “reasonably directly or indirectly reacted to natural persons, either by TomTom or another party” and thus it was not considered personal data that would constitute a breach.<ref>{{Cite web|url=https://stuff.coffeecode.net/www.loc.gov/law/help/online-privacy-law/netherlands.php|title=Online Privacy Law: Netherlands|website=Law Library of Congress}}</ref> == References == [[Category:Netherlands]] [[Category:Law in Europe]] qp79w9hauz3x3tvmnc84hsc0ip10leh 2804195 2804191 2026-04-10T20:16:11Z OliviaC1212 3052301 /* 6. Privacy and Data Protection */ 2804195 wikitext text/x-wiki == 1. Sources of Netherlands Communication Law == In the Netherlands, the goal of communications law is to balance the freedom of expression with the protection of privacy and property rights.<ref>{{Cite web|url=https://lawandmore.eu/blog/understanding-media-law-in-the-netherlands/|title=Understanding Media Law In The Netherlands|date=2025-11-23|language=en-GB|access-date=2026-02-24|website=Law & More Attorneys}}</ref> The key principles of Dutch communications law are the freedom of expression, fair market competition, and the protection of people’s privacy and data.<ref>''Id.''</ref> Not only does national Dutch law apply and influence communications law, but so does international law. Dutch communications law governs internet services, data protection, government power, telecommunication networks, and more. This section will look into the governmental structure of the Netherlands and hierarchy of laws that govern communications law in the Netherlands beginning with international sources of law. === '''Governmental Structure and Key Governmental Bodies''' === [[File:Trappenhuis in Tweede Kamergebouw.jpg|thumb|This is a famous interior stairwell within the House of Representatives building in the Netherlands. ]] The government in the Netherlands is made up of three main bodies consisting of a Monarch, the States General, and the Council of Ministers.<ref>{{Cite web|url=https://www.government.nl/government/about-the-government|title=About the Government|last=|first=|date=2022-01-07|website=Government of the Netherlands|language=|access-date=2026-02-24}}</ref> There are also more localized versions of governments. As a constitutional monarchy, the constitution governs, and the monarch has limited power in the Government. The monarch's power is largely ceremonial in nature. There are two houses in the Dutch parliament: the Senate (Eerste Kamer) and the House of Representatives (Tweede Kamer).<ref>{{Cite web|url=https://www.welcome-to-nl.nl/living-in-the-netherlands/politics-and-government|title=Politics and Government|website=Welcome to Netherlands|access-date=2026-02-24}}</ref> The House of Representatives is regarded as the more important of the two houses because this house can introduce and propose legislation, as it has done with many communications laws, as well as amend bills. The Senate then approves or rejects bills.<ref>{{Cite web|url=https://www.government.nl/government/about-the-government|title=About the Government|last=|first=|date=2022-01-07|website=Government of the Netherlands|language=|access-date=2026-02-24}}</ref> In both houses, members are elected. There are 150 members in the House of Representatives and 75 members in the Senate. <ref>''Id.''</ref> In addition to the Dutch Parliament, the local governments are the next highest level of government and consist of local authorities. These authorities translate national policies into forms appropriate for the needs of their regions. <ref>''Id.''</ref> They exist in the 12 provinces in the Netherlands and are governed by municipal executives. These executives are chosen by the central government and a council whose members are elected every four years.<ref>''Id.''</ref> === '''Regulatory Sources of Netherlands Communications Law''' === In the Netherlands, there are many supervisory and regulatory authorities that are in charge of overseeing compliance and enforcing requirements related to data protection and media.   The Dutch Data Protection Authority (Autoriteit Persoonsgegevens) is the Netherland’s national authority that is located in the Hague and enforces the EU General Data Protection Regulation (GDPR).<ref>{{Cite web|url=https://noyb.eu/en/project/dpa/ap-netherlands|title=AP (The Netherlands) {{!}} noyb.eu|date=2023-12-14|website=Noyb|language=en|access-date=2026-02-24}}</ref> The main goal of the Dutch Data Protection Authority is to protect users’ privacy rights and to promote transparency between consumers and telecom companies. The Dutch Media Authority (Commissariaat voor de Media) is the authority that is responsible for ensuring compliance with the Media Act 2008 for both commercial and national public media providers. The goal of this authority is to ensure that media remains diverse and accessible to all viewers, with the ultimate goal being to “support the freedom of information in [Dutch] society.”<ref>{{Cite news|url=https://www.cvdm.nl/english-summary-dutch-media-authority/|title=English Summary Dutch Media Authority|work=Commissariaat voor de Media|access-date=2026-02-24|language=nl-NL}}</ref> Another goal of this authority is to promote fair competition between both public and private media providers.<ref>''Id.''</ref> The Dutch Media Authority is overseen by a Board of Commissioners and contains three members.<ref>''Id.''</ref> The National Digital Infrastructure Inspectorate (RDI) has a main objective of ensuring that communication networks remain available and accessible to consumers.<ref>{{Cite web|url=https://www.rijksinspecties.nl/over-de-inspectieraad/over-de-rijksinspecties/agentschap-telecom-at|title=National Inspectorate for Digital Infrastructure|website=Rijksinspectie Digitale Infrastructuur (RDI)|language=nl|access-date=2026-02-24}}</ref> This is done through the supervision of technical infrastructure, such as antennas and cabling, the oversight of network security, infrastructure to protect against cyber-attacks, and the supervision of devices. This includes devices such as smart home technologies and Wi-Fi routers to ensure they function properly and are not susceptible to hacking or digital security threats.<ref>''Id.''</ref> === '''International Source of Netherlands Communications Law: European Union (EU) Law''' === Currently, there are twenty-five member states in the European Union. These states cooperate in trade, social policy, and foreign policy.<ref>{{Cite web|url=https://law.duke.edu/ilrt/int_orgs_5.htm|title=European Union|website=Duke Law|publisher=|access-date=2026-02-24}}</ref> The Netherlands have been a member of the EU since January 1, 1958.<ref>{{Cite web|url=https://european-union.europa.eu/principles-countries-history/eu-countries/netherlands_en|title=Netherlands|website=European Union|publisher=European Union|language=|access-date=2026-02-24}}</ref> Although the Netherlands have their own national laws, as a member-state, the Netherlands has considered and subsequently adopted many EU legislative proposals<ref>{{Cite web|url=https://www.government.nl/government/about-the-government|title=The Netherlands and Developments Within the European Union (EU)|last=|first=|date=2022-01-07|website=Government of the Netherlands|publisher=|language=en-GB|access-date=2026-02-24}}</ref>, including the below. ==== '''<u>EU Electronic Communications Code (EECC)</u>''' ==== The Netherlands implemented the EECC on March 12, 2022, with practically all EECC implementation act provisions put into place (aside from a few e-privacy provisions).<ref>{{Cite web|url=https://www.squirepattonboggs.com/our-expertise/services/regulation-risk-compliance/communications/european-electronic-communications-code-transposition-status/|title=European Electronic Communications Code – Transposition Status|date=July 23, 2025|website=Squire Patton Boggs|language=en|access-date=2026-02-24}}</ref> This code applies to all electronic communications networks and services. One of the very important features of the EECC is its requirement for universal access to fundamental communication services and the affordability of these services. The EECC also focuses on protecting consumers when they communicate, either by text message, phone call, or email.<ref>{{Cite web|url=https://digital-strategy.ec.europa.eu/en/policies/eu-electronic-communications-code|title=EU Electronic Communications Code|date=January 21, 2026|website=European Commission|publisher=|language=en|access-date=2026-02-24}}</ref> This is done primarily by ensuring tariff transparency, increasing emergency communications, providing for precise caller location, and ensuring equal access to electronic communications for users with disabilities.<ref>''Id.''</ref> The EECC’s key amendments include, but are not limited to:<ref>{{Cite web|url=https://www.squirepattonboggs.com/our-expertise/services/regulation-risk-compliance/communications/european-electronic-communications-code-transposition-status/|title=European Electronic Communications Code – Transposition Status|date=July 23, 2025|website=Squire Patton Boggs|language=en|access-date=2026-02-24}}</ref> * providing equal access for consumers and users, * giving access to the European emergency number, * widening telecommunications regulations, * establishing universal service requirements, and * specifying transparency requirements that providers must adhere to. ==== '''<u>Digital Services Act (DSA)</u>''' ==== The DSA ([https://eur-lex.europa.eu/eli/reg/2022/2065/oj/eng Regulation (EU) 2022/2065]) is an EU regulation that came into effect on November 16, 2022. In the Netherlands, the DSA has been implemented through what is known as the Implementation Act on the Digital Services Regulation (Uitvoeringswet Digitaledienstenverordening).<ref>{{Cite web|url=https://www.eversheds-sutherland.com/en/switzerland/insights/the-digital-services-act-in-the-netherlands|title=The Digital Services Act in the Netherlands|date=December 2, 2025|website=Eversheds Sutherland}}</ref> This act creates rules for online providers such as providers for social media, internet, search engines, and marketplaces that typically store and utilize user information in some capacity.<ref>{{Cite web|url=https://www.autoriteitpersoonsgegevens.nl/en/about-the-ap/digital-services-act-dsa|title=Digital Services Regulation (DSA)|website=Autoriteit Persoonsgegevens (AP)|access-date=2026-02-24}}</ref> The main goals of the DSA are to protect user expression and information, increase user safety, and increase transparency.<ref>{{Cite web|url=https://www.eversheds-sutherland.com/en/switzerland/insights/the-digital-services-act-in-the-netherlands|title=The Digital Services Act in the Netherlands|date=December 2, 2025|website=Eversheds Sutherland}}</ref> To do this, some of the main articles of the DSA include:<ref>{{Cite web|url=https://www.deloitte.com/nl/en/services/legal/perspectives/legal-implications-of-the-digital-services-act.html|title=Legal implications of the Digital Services Act|date=November 22, 2023|website=Deloitte Netherlands|language=en|access-date=2026-02-24}}</ref> * Requirements for transparency in ads and limiting advertising to minors based on profiling * Requirements for online marketplaces to assess and stop risks involving services or products * Requirements for publishing transparency reports The articles of the DSA are enforced in the Netherlands by the Authority for Consumers and Markets (Autoriteit Consument & Markt). The ACM can impose fines and penalties if it finds a provider or platform that has violated the DSA.<ref>{{Cite web|url=https://www.eversheds-sutherland.com/en/switzerland/insights/the-digital-services-act-in-the-netherlands|title=The Digital Services Act in the Netherlands|date=December 2, 2025|website=Eversheds Sutherland}}</ref> === '''National and Regional Sources of Netherlands Communications Law''' === ==== '''<u>Constitution of the Kingdom of the Netherlands (Grondwet)</u>''' ==== The Constitution of the Kingdom of Netherlands, also known as the Grondwet, is the legal foundation of Netherlands law and is the highest legal authority in the Netherlands.<ref>{{Cite web|url=https://www.government.nl/government/about-the-government|title=About the Government|last=|first=|date=2022-01-07|website=Government of the Netherlands|language=en-GB|access-date=2026-02-24}}</ref> The Netherlands is a constitutional monarchy, where the powers of the Dutch monarch are defined and regulated by the Constitution.<ref>{{Cite web|url=https://www.royal-house.nl/topics/themes/monarchy|title=Monarchy|last=|first=|date=2016-01-14|website=Royal House of the Netherlands|language=en-GB|access-date=2026-02-24}}</ref> The Constitution was first written in 1814, but the version that currently governs is from 1983.<ref>{{Cite web|url=https://www.government.nl/government/about-the-government|title=Constitution and Charter|last=|first=|date=2022-01-07|website=Government of the Netherlands|language=en-GB|access-date=2026-02-24}}</ref> The Constitution emphasizes fundamental liberties such as the freedom of expression, the right to privacy, and the right to receive equal treatment. The Constitution also describes the organization of the Dutch government system.<ref>''Id.''</ref> ==== '''<u>National Statutory Sources and Regional Regulations</u>''' ==== The Netherlands is a unitary state,<ref>{{Cite web|url=https://euler.euclid.int/what-is-a-unitary-state-the-case-of-the-netherlands/|title=What is a Unitary State? The Case of the Netherlands.|last=|first=|date=2023-08-22|website=EFMU: The Euler-Franeker Memorial University and Institute|language=en-US|access-date=2026-02-25}}</ref> meaning that there is a centralized telecommunications law framework rather than fragmented regional or provincial policies. As a result, national laws primarily govern the 12 provinces, leaving little room for independent regional communication regulations. Most provincial regulations consist of more limited aspects of Dutch telecommunications law such as permits or infrastructure planning. For example, certain provinces, such as different areas in Utrecht and Gelderland, have enacted regulations concerning the construction of large cell towers and the locations of such towers. Beyond provincial regulations, there have been two notable national statutes enacted by Parliament that govern and regulate the entirety of Netherlands communications law as described below. '''(1) Telecommunications Act (Telecommunicatiewet):''' The Dutch Telecommunications Act is the primary legislation that regulates telecommunication, including networks and public providers. The Act has authority over a broad range of communications networks and public communications services.<ref>{{Cite web|url=https://stuff.coffeecode.net/www.loc.gov/law/help/online-privacy-law/netherlands.php|title=Online Privacy Law: Netherlands|website=Library of Congress}}</ref> It mandates that providers protect personal data and information as well as requiring transparency from providers to adequately inform users of any security risks.<ref>''Id.''</ref> '''(2) The Temporary Government Digital Accessibility Decree (tBDTO):''' The [https://wetten.overheid.nl/BWBR0040936/2018-07-01 tBDTO] enforces the Dutch government’s Cabinet policy on accessibility, which requires government digital services to be accessible to all people such that no one is excluded from using online government platforms.<ref>{{Cite web|url=https://www.digitaleoverheid.nl/overzicht-van-alle-onderwerpen/digitale-inclusie/digitaal-toegankelijk/beleid/|title=Cabinet Policy on Accessibility|website=Netherlands Digital Government|language=nl-NL|access-date=2026-02-24}}</ref> The tBDTO requires that online platforms and apps comply with Web Content Accessibility Guidelines (WCAG), level A and AA.<ref>''Id.''</ref> This is done by ensuring that websites and apps have for example “sufficient color contrast in text, descriptive alt text for images, and the ability to operate functions with the keyboard.”<ref>''Id.''</ref>  Every government agency is tasked with meeting these requirements, and the Ministry of the Interior oversees compliance with them. === Conclusion === In conclusion, communications law in the Netherlands is governed by multiple legal sources at different levels. European Union law has the most influential role, due to the Netherlands being a member state, as all of the Netherlands provinces are bound by EU directives and regulations. At the level below, national law also maintains a central role in regulating communications law throughout the country. As a result, regional authorities have much more limited powers, most often dealing with more localized issues that involves permits, zoning, and planning. Thus, communications law in the Netherlands is largely shaped and governed by EU and national law, with regional law serving a more limited and supportive role. == 2. Principles of Communication Law and Media == === ACM Policies and Priorities === The Authority for Consumers & Markets (Autoriteit Consument & Markt) is the primary independent regulator in the Netherlands that executes statutory obligations on behalf of the government.<ref>{{Cite web|url=https://www.acm.nl/en/about-acm/what-we-do/mission-and-duties|title=Missions and Duties|website=Authority for Consumers and Markets}}</ref> Telecommunication networks and services must register with the ACM if that telecommunications service “provide[s] public electronic communications networks… provide[s] public electronic communication services” or constructs facilities that support either.<ref>{{Cite web|url=https://business.gov.nl/regulations/requirements-telecom-providers/|title=Requirements for Telecom Providers|last=|first=|website=Netherlands Enterprise Agency|language=en|access-date=2026-02-24}}</ref> The ACM ensures there is fair competition between companies, enforces communications laws to protect consumers, and fines companies if they are not in compliance.<ref>{{Cite web|url=https://www.acm.nl/en/about-acm/what-we-do|title=What We Do|website=Authority for Consumers and Markets}}</ref> The main goals of the ACM, which largely reflect the policy goals of Dutch communications law are described below. ==== '''<u>Protecting Consumers</u>''' ==== The Netherlands has extensive telecommunications coverage. More than 98% of citizens have access to 5G mobile service, and around 90% of homes have fibre internet available.<ref>{{Cite web|url=https://www.mordorintelligence.com/industry-reports/netherlands-telecom-market|title=Netherlands Telecom MNO Market Size & Growth Trends, 2031|date=2026-01-16|website=Mordor Intelligence|language=en|access-date=2026-02-25}}</ref> As a result, consumer protection is essential. The ACM works to inform consumers of their rights and how to assert those rights.<ref>{{Cite web|url=https://www.acm.nl/en/about-acm/what-we-do/mission-and-duties|title=Missions and Duties|website=Authority for Consumers and Markets}}</ref> The ACM has a website, [https://www.consuwijzer.nl ConsuWijzer], that is devoted to informing consumers about their internet, phone subscriptions, terms and conditions, warranties for broken products, questions regarding fibre optics, and more.<ref>{{Cite web|url=http://www.consuwijzer.nl/|title=Information About Your Rights as a Consumer|last=|first=|website=Authority for Consumers and Markets|language=nl-NL|access-date=2026-02-24}}</ref> This allows consumers to have a place to go to learn more, as well as a platform to report complaints and issues. Directly on the website, people can submit problems or issues to ACM so that ACM can review and resolve any issues, including legal issues.<ref>{{Cite web|url=https://www.acm.nl/en/about-acm/what-we-do/mission-and-duties|title=Missions and Duties|website=Authority for Consumers and Markets}}</ref> ==== '''<u>Ensuring Fair Competition</u>''' ==== Another main goal of the ACM is to ensure that there is fair competition between telecommunication companies. This is because “[f]air competition between businesses promotes innovation, improves quality, and lowers prices.”<ref>''Id.''</ref> To do this, the ACM has many requirements businesses must adhere to, such as requiring that they are notified when large businesses and corporations want to merge, so that they can assess the impact this will have on market competition and either allow or stop the merger from happening.<ref>''Id.''</ref> The ACM also investigates any illegal agreements and allows for consumers to notify the ACM of any issues regarding competition. The ACM's objective of ensuring fair competition is especially crucial in the Netherlands. This is due to the fact that Dutch telecommunications is dominated by three major providers: VodafoneZiggo Group B.V (“Vodafone”), Odido Netherlands (“Odido”) and Koninklijke KPN N.V. (“KPN”).<ref>{{Cite web|url=https://www.mordorintelligence.com/industry-reports/netherlands-telecom-market|title=Netherlands Telecom MNO Market Size & Growth Trends, 2031|date=2026-01-16|website=Mordor Intelligence|language=en|access-date=2026-02-25}}</ref> KPN is the leader in connectivity, with about a 40% broadband share (earning extra revenue from Towerco).<ref>''Id.''</ref> Vodafone is widely popular but has recently lost around 31,000 broadband users in early 2025.<ref>''Id.''</ref> Odido, however, provides the fastest 5G speeds. Competition among these providers centers on improving network quality and offering strategic bundled services.<ref>''Id.''</ref> These companies also exemplify the importance of the ACM's role in promoting fair competition and emphasize why this principle is so important to Netherland's communications law given the concentrated telecommunications market. === '''Prominent Decisions and Cases''' === In 2021 a Dutch court upheld the ACM’s finding that Apple, a prominent technology company, had abused its power and “dominant position by imposing unfair conditions on providers of dating apps in the App Store.”<ref>{{Cite web|url=https://www.reuters.com/sustainability/boards-policy-regulation/dutch-court-confirms-apple-abused-dominant-position-dating-apps-2025-06-16/|title=Dutch Court Confirms Apple Abused Dominant Position in Dating Apps|date=June 16, 2025|website=Reuters}}</ref> The court made clear that the ACM had correctly found that Apple had unfair payment terms for dating apps, requiring users to use Apple’s own system, and fined Apple 58 million Euros.<ref>''Id.''</ref> This reflects the Netherland's commitment to protecting consumers interests and rights against large companies. In a separate dispute, the ACM fined LG Electronics Benelux Sales 8 million euros for illegal price-fixing agreements with large retailers.<ref>{{Cite web|url=https://www.acm.nl/en/publications/acm-fines-lg-illegal-price-fixing-agreements-involving-television-sets|title=ACM Fines LG for Illegal Price-Fixing Agreements Involving Television Sets|website=Authority for Consumers and Markets}}</ref> The ACM found that this practice interfered with competition between retailers and led to television sets not being sold at competitive prices, increasing costs for customers.<ref>''Id.''</ref> This decision made clear that retailers have an obligation to make and monitor their own retail prices and that suppliers have an obligation to not pressure retailers into fixed prices. The ACM also reached a decision in a dispute between Vodafone, a telecommunications provider, and Aegon, an insurance company, over jointly using an antenna on a building owned by Aegon. The ACM held that Aegon must “agree to the joint use under market-based and non-discriminatory conditions and fees.”<ref>{{Cite web|url=https://www.acm.nl/en/publications/acm-mandates-aegon-accept-joint-use-antenna-site-its-building-alphen-aan-den-rijn#:~:text=Background,joint%20use%20of%20antenna%20sites|title=ACM Mandates Aegon to Accept Joint Use of Antenna Site on its Building in Alphen aan den Rijn|website=Authority for Consumers and Markets}}</ref> The ACM reasoned this is required by the Telecommunications Act.<ref>''Id.''</ref> As part of their decision, the ACM also determined the fee and conditions that would be set and which must be adhered to by Aegon.<ref>''Id.''</ref> === Conclusion === Overall, the principles of communications law in the Netherlands are largely shaped by the ACM, the country's primary independent regulator. The ACM's policies exemplify the Netherland's broader priorities for telecommunications and focus on two key priorities: protecting consumer safety and ensuring fair competition among telecommunications providers. To protect consumers, the ACM is essential in providing widespread internet and fiber optics access to individuals and allows for consumers to easily submit complaints or reports issues. It also maintains fair market competition by investigating and stoping companies from dominating the market or manipulating price points. The cases discussed above demonstrate how the ACM actively enforces these two principles and ensures that telecommunications in the Netherlands has market competition and consumer protections. == 3. Censorship and Violent Content == In the Netherlands, the freedom of expression is a constitutionally protected fundamental right. However, carefully targeted laws and bans as explained below impose restrictions aimed at regulating media and censoring violent content. === '''Freedom of Expression''' === The Freedom of Expression in the Netherlands is protected by both the Dutch Constitution (as described in Article 7) and international law such as that from the European Union and the European Convention on Human Rights. [[File:Grondwet van het Koninkrijk der Nederlanden.jpg|thumb|This is the Dutch Constitution (Grondwet)]] Article 7 of the [https://www.government.nl/binaries/government/documenten/reports/2019/02/28/the-constitution-of-the-kingdom-of-the-netherlands/WEB_119406_Grondwet_Koninkrijk_ENG.pdf Dutch Constitution (Grondwet)] explicitly establishes that:<blockquote>1.     “[n]o one shall require prior permission to publish thoughts or opinions through the press, without prejudice to the responsibility of every person under the law.”<ref>{{Cite web|url=https://www.government.nl/binaries/government/documenten/reports/2019/02/28/the-constitution-of-the-kingdom-of-the-netherlands/WEB_119406_Grondwet_Koninkrijk_ENG.pdf|title=Gw. [CONSTITUTION] art 7|website=Government of Netherlands}}</ref> 2.     “[r]ules concerning radio and television shall be laid down by Act of Parliament. There shall be no prior supervision of the content of a radio or television broadcast.”<ref>''Id.''</ref> 3.     “[n]o one shall be required to submit thoughts or opinions for prior approval in order to disseminate them by means other than those mentioned in the preceding paragraphs, without prejudice to the responsibility of every person under the law. The holding of performances open to persons younger than sixteen years of age may be regulated by Act of Parliament in order to protect good morals.”<ref>''Id.''</ref></blockquote>As detailed above, the constitution guarantees the freedom of expression, meaning that the government may not generally limit or restrict speech.<ref>{{Cite web|url=https://www.government.nl/topics/discrimination/prohibition-of-discrimination.|title=Prohibition of Discrimination|website=Government of the Netherlands}}</ref> The constitution rejects prior censorship, requiring no prior permission before one publishes a thought or opinion. However, the freedoms in Article 7 are still subject to Article 1, which prohibits any form of discrimination (political, religious, sex, etc.,) and courts still balance Article 7 against Article 1. Furthermore, censorship is not allowed, but in certain circumstances as discussed in the follow sections, limited censorship may be permitted in specific circumstances (such as the protection of minors).<ref>''Id.''</ref> The Netherlands is also a part of the [https://www.echr.coe.int/documents/d/echr/convention_ENG European Convention on Human Rights] (ECHR). As a member of the ECHR through ratifying the human rights agreements laid out in the ECHR, violations of human rights may be brought to the European Court of Human Rights. Article 10 of the ECHR protects the freedom of expression, but also lays out restrictions in the forms of one’s “duties and responsibilities” such as restrictions required of a “democratic society” and to protect people’s health and safety.<ref>{{Cite web|url=https://www.echr.coe.int/documents/d/echr/convention_ENG|title=Convention for the Protection of Human Rights and Fundamental Freedoms, art. 10|date=|website=Council of Europe}}</ref> The European Union also requires EU countries to comply with the rights in article 11 of the [https://www.europarl.europa.eu/charter/pdf/text_en.pdf Charter of Fundamental Rights]. Article 11 describes the Freedom of Expression and Information. As a member of the European Union, the Netherlands is bound by its laws and regulations. === '''Criminal Regulation of Violent Content''' === In the Netherlands, the laws that regulate violent content do not broadly prohibit such content but instead target specific types of violent content. For example, prohibited content may include some types of content that may be harmful to minors or content that is aimed at promoting terrorism, incitement, or hate speech. The Dutch Criminal Code (Wetboek van Strafecht) prohibits incitement to violence under [https://melaproject.org/sites/default/files/2019-01/The&#x20;Netherlands&#x20;Criminal&#x20;Code&#x20;-&#x20;Section&#x20;137c&#x20;and&#x20;137d.pdf Article 137(d)]. Specifically, this article criminalizes public words, writings, or images that “incite[] hatred or discrimination against men or violence against person or property on the grounds of their race, religion, or beliefs, their gender, their heterosexual or homosexual orientation or their physical, psychological or mental.”<ref>{{Cite web|url=https://melaproject.org/sites/default/files/2019-01/The%20Netherlands%20Criminal%20Code%20-%20Section%20137c%20and%20137d.pdf|title=Art. 137(d) Wetboek van Strafrecht (Criminal Code)|website=Memory Laws in European and Comparative Perspective}}</ref> If violated, punishments may result in up to one year of imprisonment or fines. Other relevant Articles include Article [https://melaproject.org/sites/default/files/2019-01/The&#x20;Netherlands&#x20;Criminal&#x20;Code&#x20;-&#x20;Section&#x20;137c&#x20;and&#x20;137d.pdf 137(c)] and [https://melaproject.org/sites/default/files/2019-01/The&#x20;Netherlands&#x20;Criminal&#x20;Code&#x20;-&#x20;Section&#x20;137c&#x20;and&#x20;137d.pdf 137(e)]. 137(c) makes it a crime to knowingly make harmful or discriminatory public statements toward a group of people based on characteristics such as race, religion, sexual orientation, beliefs, or disability.<ref>{{Cite web|url=https://melaproject.org/sites/default/files/2019-01/The%20Netherlands%20Criminal%20Code%20-%20Section%20137c%20and%20137d.pdf|title=Art. 137(c) Wetboek van Strafrecht (Criminal Code)|website=Memory Laws in European and Comparative Perspective}}</ref> Article 137(e) criminalizes (beyond providing factual information) making statements or distributing materials that are offensive to a group of persons based on the characteristics described previously or incite hatred, discrimination, or violence.<ref>{{Cite web|url=https://melaproject.org/sites/default/files/2019-01/The%20Netherlands%20Criminal%20Code%20-%20Section%20137c%20and%20137d.pdf|title=Art. 137(e) Wetboek van Strafrecht (Criminal Code)|website=Memory Laws in European and Comparative Perspective}}</ref> For 137(c) and 137(e), the punishment becomes more severe if the person committing the crime has done so repeatedly or if two or more people coordinate committing the offense together. === '''Media Regulation: Media Act (Mediawet 2008)''' === The [https://www.government.nl/binaries/government/documenten/publications/2022/06/14/media-act-2008/Media+Act+2008.pdf Media Act] is “aimed at ensuring that everyone should have equal access to a varied and reliable range of information in all kinds of areas.”<ref>{{Cite web|url=https://www.unesco.org/creativity/en/policy-monitoring-platform/mediawet-2008-dutch-media-act|title=Mediawet 2008 (Dutch Media Act)|website=UNESCO}}</ref> The Act promotes competition in the media with both public and commercial broadcasters. The Act also sets forth that the government may not censor media content. Public broadcasters are funded by the government and have to provide educational, political, cultural, and child friendly programs.<ref>''Id.''</ref> The Act also mandates that content by public broadcasters should display the diversity of society in the Netherlands.<ref>{{Cite web|url=https://www.government.nl/topics/the-media-and-broadcasting/media-act-rules-for-broadcasters-and-programming|title=Media Act: Rules for Broadcasters and Programming|last=|first=|date=2015-07-01|website=Government of the Netherlands|language=en-GB|access-date=2026-02-24}}</ref> Commercial broadcasters on the other hand do not receive government funding, and thus are able to adhere to less stringent rules than public broadcasters, but still must adhere to a few specific rules set out in the Act, such as protecting children from harmful programs.<ref>''Id.'' </ref> Public broadcasters have stricter rules than commercial broadcasters in regard to advertisements as well. There must be fewer advertisements displayed and programs may not be interrupted by commercials. Commercial broadcasters however may rely on advertising, but they may not sponsor any news programs.<ref>''Id.''</ref> The Act has a large focus on the protection of children and does so by restricting harmful content and creating time limits. Programs that are appropriate for children ages 12 and over can only be shown after 8 p.m., and programs for those ages 16 or over can only be shown between 10 p.m. and 6 a.m. These time restrictions are enforced by independent media authorities.<ref>''Id.''</ref> Lastly, the Act makes clear that “[j]ournalists and programme-makers are free to write, publish and broadcast what they wish.”<ref>''Id.''</ref> As per the Constitution and the Media act, the Dutch government may not censor or interfere with content in advance of it being displayed.<ref>''Id.''</ref> === '''Media Protections for Minors''' === The Netherlands also has a Viewing Guide called Kijkwijzer, that is managed by the Dutch Institute for the Classification of Audiovisual Media (NICAM).<ref>{{Cite web|url=https://better-internet-for-kids.europa.eu/en/rules-guidelines/viewing-guide-dutch-audiovisual-classification-system|title=Viewing Guide (Dutch Audiovisual Classification System)|website=European Union}}</ref> This guide creates 7 different categories of age ratings including: all ages, 6 years, 9 years, 12 years, 14 years, 16, years and 18 years.<ref>{{Cite web|url=https://www.kijkwijzer.nl/en/about-kijkwijzer/|title=About Kijkwijzer|website=Kijkwijzer|language=en-US|access-date=2026-02-24}}</ref> It also has seven different types of icons that explain why there is a certain age rating. The reasons include fear, discrimination, drugs, sex, bad language, dangerous acts, smoking, drinking, and violence.<ref>''Id.''</ref>  This system assists parents and guardians in ensuring that the media children are viewing is appropriate. Kijkwijzer can be found on almost all Netherlands media, with the only exception being the news or shows that are displayed live as these may not be given a rating in advance of being shown.<ref>''Id.''</ref> The age ratings also effect the times a show or movie may be broadcast. Media that is allowed for all ages, 6 years, as well as 9 years may be shown at any time.<ref>''Id.''</ref> However, those rated 12 years, 14 years, and 16 years can only be shown between 8 p.m. and 6 a.m.<ref>''Id.''</ref> Lastly, media that is rated 18 years can only be shown at late times, when children would typically be asleep, from 12 a.m. to 6 a.m.<ref>''Id.''</ref> === Conclusion === In conclusion, the freedom of expression is a fundamental value in the Netherlands, but is balanced alongside protections for public safety. The Netherlands does not allow for prior censorship, however, certain forms of speech such as those that advocate for terrorism or those that incite hate are criminally prohibited under the Dutch Criminal Code. Media regulations are also incredibly important as laws such as the Media Act require that public and private broadcasters adhere to important standards that promote many different interests such as providing educational programming, cultural shows, and showcasing diversity. The Netherlands also places significant emphasis on protecting minors as exemplified in guides such as Kijkwijzer. This guide provides age ratings and content warnings, as well as specified programming times that are more suitable for younger viewers. By having strong protections for free expression and the regulatory policies explained above, the Netherlands is a leading country in showcasing how a nation can preserve the freedom of expression while protecting the safety of its citizens. == 4. Truth, Tolerance, and Unprotected Speech == In the Netherlands, defamation may be punishable under both criminal law and civil law.<ref>{{Cite web|url=https://www.carter-ruck.com/law-guides/defamation-and-privacy-law-in-netherlands/|title=Netherlands Media Law Guide|last=Kloters|first=Remco|date=2021-11-18|website=Carter-Ruck|language=en-US|access-date=2026-02-24}}</ref> To determine what constitutes defamation, Dutch courts often look to the European Court of Human Rights precedent.<ref>''Id.''</ref> In the Netherlands, defamation may be in the form of verbal statements (slander) or written or published statements (libel).<ref>{{Cite web|url=https://www.maak-law.com/law-of-obligations-netherlands/defamation-libel-netherlands/|title=Defamation and Libel in the Netherlands: What International Clients Need to Know|website=Maak}}</ref> Under Dutch law, defamation “occurs when someone intentionally damages your reputation by spreading true but harmful information that attacks your good name.”<ref>''Id.''</ref> On the other hand, libel occurs when a person intentionally disseminates false information in order to harm a person. Thus, libel actions always deal with harmful ''false'' information while defamation actions can involve harmful ''true'' information.<ref>''Id.''</ref> === '''Defamation Under Dutch Civil Law''' === The Dutch Civil Code, [http://www.dutchcivillaw.com/legislation/dcctitle6633.htm Article 6:167] provides a cause of action for defamation and liability under tort law. Under this article, if a person were to publish false information, a court could order that person “to publish a correction in a way to be set by court,”<ref>{{Cite web|url=http://www.dutchcivillaw.com/legislation/dcctitle6633.htm|title=Art. 6:167, Burgerlijk Wetboek (Civil Code)|website=Dutch Civil Law}}</ref> even if the person who published the false information did not do so knowingly.<ref>''Id.''</ref> The party who brings the lawsuit is required to show proof of the defamation or slander and typically has the burden of proof.<ref>{{Cite web|url=https://www.carter-ruck.com/law-guides/defamation-and-privacy-law-in-netherlands/|title=Netherlands Media Law Guide|last=Kloters|first=Remco|website=Carter-Ruck}}</ref> The court has discretion to grant different forms of relief, including monetary damages or requiring specific performance, such as removing a post or statement.<ref>''Id.''</ref> === '''Defamation Under Dutch Criminal Law''' === Dutch Criminal Law, Articles 261 through 271, pertain to defamation and libel. Under these articles, knowingly making incorrect statements that harm another is a criminal offense.<ref>{{Cite web|url=https://lawandmore.eu/blog/online-reviews-in-the-netherlands-what-is-allowed-and-when-is-it-defamation/#:~:text=Dutch%20Criminal%20and%20Civil%20Codes,of%20annual%20turnover%20for%20violations|title=Online Reviews in the Netherlands: What is Allowed and When is it Defamation?|date=December 29, 2025|website=Law & More}}</ref> Across the provisions, a main requirement is that of intent, meaning that a person must have intentionally made false statements. Criminal cases typically involve more severe forms of defamation than civil cases. If a person wants to criminally prosecute someone else for defamation or slander, a complaint must be filed with Dutch police.<ref>{{Cite web|url=https://www.carter-ruck.com/law-guides/defamation-and-privacy-law-in-netherlands/|title=Netherlands Media Law Guide|last=Kloters|first=Remco|website=Carter-Ruck}}</ref> Typically, for these types of actions prison time is rare, and the more typical punishment is that in the form of a fine or community service.<ref>''Id.''</ref> === '''European Court of Human Rights Influence''' === As a member state of the Council of Europe, the Netherlands is subject to the jurisdiction of the European Court of Human Rights (ECtHR), which interprets rules and regulations from the European Convention on Human Rights (ECHR). Defamation and slander cases within the Netherlands are heavily influenced by the ECHR, specifically [https://www.echr.coe.int/documents/d/echr/convention_ENG Article 10] and [https://www.echr.coe.int/documents/d/echr/convention_ENG Article 8]. Article 8 ensures that peoples private lives and reputations are respected.<ref>{{Cite web|url=https://www.echr.coe.int/documents/d/echr/convention_ENG|title=Convention for the Protection of Human Rights and Fundamental Freedoms, art. 8|date=|website=Council of Europe}}</ref> Article 10 guarantees the freedom of expression, with restrictions listed under section section 2 of the article.<ref>{{Cite web|url=https://www.echr.coe.int/documents/d/echr/convention_ENG|title=Convention for the Protection of Human Rights and Fundamental Freedoms, art. 10|website=Council of Europe}}</ref> Article 10 section 2 makes clear that any limitations to the freedom of expression must be:<blockquote>“…necessary in a democratic society, in the interests of national security, territorial integrity or public safety, for the prevention of disorder or crime, for the protection of health or morals, for the protection of the reputation or rights of others, for preventing the disclosure of information received in confidence, or for maintaining the authority and impartiality of the judiciary.”<ref>''Id.''</ref></blockquote>In defamation and slander cases, Dutch courts apply the above articles when balancing a person’s right to protect their reputation against another’s right to the freedom of expression.<ref>{{Cite web|url=https://lawandmore.eu/blog/online-reviews-in-the-netherlands-what-is-allowed-and-when-is-it-defamation/#:~:text=Dutch%20Criminal%20and%20Civil%20Codes,of%20annual%20turnover%20for%20violations|title=Online Reviews in the Netherlands: What is Allowed and When is it Defamation?|date=December 29, 2025|website=Law & More}}</ref> Today, 68% of defamation cases in the Netherlands are due to online content given the rise in social media and how quickly a post can go viral. When balancing reputational rights and the freedom of expression, many factors are considered including where the statement was made, how it was made, its public relevance, and the intent. === '''United States Defamation Law Compared to''' '''Dutch Defamation Law''' === In the United States, there is a strong protection of the freedom of speech under the first amendment. The notable case for defamation lawsuits in the United States is ''New York Times Co. v. Sullivan''. This case provided the “actual malice” rule which says that to succeed in a defamation lawsuit, the plaintiff (public official) has the burden of proving “that the statement was made with knowledge of its falsity or with reckless disregard of whether it was true or false.”<ref>{{Cite news|url=https://supreme.justia.com/cases/federal/us/376/254/|title=New York Times Co. v. Sullivan, 376 U.S. 254 (1964)|work=Justia Law|access-date=2026-02-24|language=en}}</ref> This is a high standard that plaintiffs must meet in order to win in a defamation suit in the United States, and is different than that required in the Netherlands. In the Netherlands, Articles 8 and 10 of the ECHR largely govern how Dutch courts rule on defamation cases and Dutch courts rely heavily on international human rights law. In the United States, the U.S. Supreme court does not rely on international law when interpreting defamation cases and instead relies on the first amendment, U.S Supreme Court precedent, and state tort law. Furthermore, there is a very strong protection afforded to the freedom of speech in the United States, while the Netherlands takes a more balanced approach, balancing the freedom of expression with the right to protect one’s reputation.   === Conclusion === In conclusion, defamation actions in the Netherlands are punishable under both civil and criminal law, which shows the country's commitment to protecting individuals from reputational harm. Dutch courts are bound by the European Convention on Human Rights and influenced by the precedent of the European Court of Human Rights, particularly Articles 10 and 8. These articles protect the freedom of expression while also protecting the right to a respected and private reputation. Recently, the Netherlands has experienced a rise in defamation claims as a result of the internet and social media platforms. Unlike the United States, which highly prioritizes the freedom of speech as illustrated in ''New York Times Co v. Sullivan'', the Netherlands has a more balanced approach, weighing the freedom of expression with the right to safeguard one's public reputation. == 5. Cultural and Religious Expression == === Dutch Cultural Identity and Its Promotion === Dutch culture is comprised of a melting pot of people coming from different religions, ethnicities, and backgrounds.<ref>Day, M., de Haan, A., Sieckelinck, S., & Steketee, M. (2025). Multiple Cultural Identities and Sense of National Belonging Among Second- And Third-Generation Youth in the Netherlands. ''Identity'', 1–23. <nowiki>https://doi.org/10.1080/15283488.2025.2564856</nowiki> </ref> Historically, Holland and Amsterdam have been major hubs for foreign settlers, all of whom bring their own cultures and customs with them. As a society, the Netherlands is “home to over 200 different nationalities.”<ref>{{Cite web|url=https://www.universiteitleiden.nl/en/education/international-students/studying-in-the-netherlands/dutch-culture|title=Dutch culture - Leiden University|website=www.universiteitleiden.nl|access-date=2026-04-03}}</ref>The cultural diversity in the Netherlands has aided in shaping a society that is tolerant, open-minded, and welcoming to all people.<ref>Day, M., de Haan, A., Sieckelinck, S., & Steketee, M. (2025). Multiple Cultural Identities and Sense of National Belonging Among Second- And Third-Generation Youth in the Netherlands. ''Identity'', 1–23. <nowiki>https://doi.org/10.1080/15283488.2025.2564856</nowiki></ref> The diversity is also represented through the many languages spoken in the Netherlands.<ref>Gobel MS, Benet-Martinez V, Mesquita B, Uskul AK. Europe's Culture(s): Negotiating Cultural Meanings, Values, and Identities in the European Context. J Cross Cult Psychol. 2018 Jul;49(6):858-867. doi: 10.1177/0022022118779144. Epub 2018 Jun 21. PMID: 30008485; PMCID: PMC6024379; Lazëri, M., & Coenders, M. (2023). Dutch national identity in a majority-minority context: when the dominant group becomes a local minority. ''Journal of Ethnic and Migration Studies'', ''49''(9), 2129–2153. <nowiki>https://doi.org/10.1080/1369183X.2022.2104698</nowiki></ref> Although Dutch is the national language of the Netherlands, English, German, and French, are very common languages. Another important cultural aspect in the Netherlands is found in social situations. In general, the Dutch are often very straightforward in the way they communicate, saying exactly what they think.<ref>''Id.''</ref> Although this may come across as rude or blunt to visitors, Dutch communication values honesty and efficiency, where everyone can share their opinions freely.<ref>{{Cite web|url=https://www.universiteitleiden.nl/en/education/international-students/studying-in-the-netherlands/dutch-culture|title=Dutch culture - Leiden University|website=www.universiteitleiden.nl|access-date=2026-04-03}}</ref> The Dutch enjoy transparency in their society and sharing their own points of view. This open-mindedness given the cultural diversity in the Netherlands and the direct way of communication is taught from a young age. In the Netherlands, cultural values are typically learned and spread through education and early socialization initiatives.<ref>Eva Brinkman and Cas Smithuijsen, ''Social Cohesion and Cultural Policy in the Netherlands,'' Canadian Journal of Communication, Vol. 27 No. 2-3, February 1, 2002, https://doi.org/10.22230/cjc.2002v27n2a1300. https://cjc.utppublishing.com/doi/10.22230/cjc.2002v27n2a1300</ref> Beginning in 1999, the Secretary of State for Culture, Rick van der Ploeg, created a new plan to help directed towards youths to help them access and appreciate their culture.<ref>''Id.''</ref> This plan was titled “Aciteplan Culturrbereik” or Cultural Outreach Action Plan. This action plan “stressed the importance of realizing more social cohesion through culture” and did this by introducing “different art disciplines, accommodations, and (open air) venues, artists, art gatekeepers, as well as cross relations with other policy fields like education and social welfare.”<ref>''Id.''</ref> This program also did not just introduce famous Dutch art and literature, it showcased amateur artists and newly emerging identities as well.<ref>''Id.''</ref> [[File:Canal houses and Oude Kerk at blue hour with water reflection in Damrak Amsterdam Netherlands.jpg|thumb|This is a picture of Amsterdam, where The Site is located. ]] An example of the plan’s implementation is called The Site, located in Inocaf, Amsterdam.<ref>''Id.''</ref> This is a youth information center that provides information and demonstrations to youths between the ages of 15 and 21 about Dutch culture through different workshops, presentations, and discussions. The Site also partners with the Kunstweb Institute for Art Education in Amsterdam, providing courses such as street dancing and web design to showcase modern expressions of Dutch culture.<ref>''Id.''</ref> The program is also welcoming to non-Dutch citizens, emphasizing that Dutch culture is meant to be shared with a broader population and embraced by all members of society, not just native citizens.<ref>''Id.''</ref> The Site also welcomes discussions of the future, holding a conference that let youths provide their input on Dutch politics and how it might be improved in the future.<ref>''Id.''</ref> Another example is Fresh Academy, which is a traveling project that visits different schools in Amsterdam, delivering stand-up comedy and different types of acts.<ref>''Id.''</ref> Fresh Academy “follows the framework of the World Culture program of Cultuurnetwerk Nederland, the Dutch National Expertise Centre for Arts Education, which executed several pilot projects to stimulate cultural diversity in the field of arts education.”<ref>''Id.''</ref> Fresh Academy involves different professional performers that teach Dutch culture through theatre, focusing their teachings on Dutch values, identity, and social skills.<ref>''Id.''</ref> This imitative centers on the goal of sharing Dutch identity at a young age and a sense of community through shared connections and values. === Festivals as a Form of Cultural Expression === The Netherlands has no shortage of holidays and festivals. They celebrate many well-known holidays such as Easter, Christmas, and New Years Eve. However, there are also many holidays and festivals that are unique to the Dutch, some of which began centuries ago. These holidays and festivals foster the nations culture and attract tourists from around the world every year.<ref>Coopmans, M., Jaspers, E., & Lubbers, M. (2016). National day participation among immigrants in the Netherlands: the role of familiarity with commemorating and celebrating. ''Journal of Ethnic and Migration Studies'', ''42''(12), 1925–1940. https://doi.org/10.1080/1369183X.2016.1163219, https://www.tandfonline.com/doi/full/10.1080/1369183X.2016.1163219 </ref> The first holiday, and one of the oldest, is Sint Maarten or Saint Martin which is celebrated each year on November 11.<ref>{{Cite web|url=https://www.visitingthedutchcountryside.com/explore-the-netherlands/sint-maarten-holiday-netherlands/|title=The 11th of November Sint Maarten Tradition Explained|last=Manon|date=2023-10-10|website=Visiting The Dutch Countryside|language=en-GB|access-date=2026-04-03}}</ref> Saint Martin was a Roman soldier born in the year 316 who became a bishop and a devoted Christian after leaving the Army. It is said that he dies on November 8^th and was buried on November 11^th in the basilica of Tours when it is said he reached heaven.<ref>''Id.''</ref> This day was originally celebrated with a mass and a large feast, but over time it has “evolved into a cheerful celebration of light, generosity, and community.”<ref>{{Cite web|url=https://allaboutexpats.nl/st-martins-day/|title=St. Martin’s Day (Sint Maarten): Celebrating as an Expat|last=Roman|first=Carla|date=2025-11-02|website=All About Expats|language=en-US|access-date=2026-04-03}}</ref> Today it is less associated with religion and has turned more into a festivity for children. It is a day where children go to the doors of others and sing songs while holding paper lanterns in exchange for sweets like cookies or chocolates. A parade is also hosted in Utrecht each year to remember St. Martin [[File:Amerigo with Sinterklaas 2008.jpg|thumb|This is a picture of what a typical Sinterklass would look like]] The next festival is Sinterklaas, the Dutch version of Santa Clause.<ref>{{Cite web|url=https://www.iamexpat.nl/lifestyle/lifestyle-news/dutch-christmas-expat-guide-sinterklaas-netherlands|title=The Dutch Christmas? An expat guide to Sinterklaas in the Netherlands|date=2022-12-03|website=IamExpat in the Netherlands|language=en|access-date=2026-04-03}}</ref> Sinterklaas is based on Saint Nicholas and is thought to have been a bishop who could perform miracles such as “resurrecting some young schoolchildren and saving sailors from a hurricane.”<ref>''Id.''</ref> Saint Nicholas was canonized following his death and is the patron saint of children.<ref>''Id.''</ref> Sinterklaas is said to wear traditional bishops clothing, a red cape, red hat, and carries a staff. Similar to the United States version of Saint Nicholas, called Santa Claus, he also has a book where he keeps track of the good and naughty children. Also similar to the United States, Sinterklaas leaves gifts and sweets for the children, but instead of leaving them in stockings or under the Christmas tree like in the United States, he leaves them in their shoes. The children receive these presents on Pakjesavond or “present night” which occurs on December 5^th. Another holiday is Carnaval, which is celebrates in the southern parts of the Netherlands primarily. This is a three-day celebration that takes place mainly in North Brabant and Limburg.<ref>{{Cite web|url=https://www.meininger-hotels.com/blog/en/dutch-carnival/|title=Explore Dutch Carnival 2026|last=Hotels|first=MEININGER|date=2026-01-20|website=MEININGER Hotels|language=en-US|access-date=2026-04-03}}</ref> The festival features a colorful parade with puppets, floats, costumes, and dancing leading up to Ash Wednesday.<ref>{{Cite web|url=https://www.iamexpat.nl/lifestyle/lifestyle-news/carnival-celebrations-netherlands-carnaval-nederland|title=Carnaval 2026: A guide to carnival festival celebrations in the Netherlands|date=2020-02-05|website=IamExpat in the Netherlands|language=en|access-date=2026-04-03}}</ref> [[File:Amsterdam - Koninginnedag 2009.jpg|thumb|This is a picture of King's Day, with everyone wearing orange to celebrate]] One of the most important holidays to the Dutch is Koningsdag or King’s Day, which dates back to 1885 and takes place on April 27^th.<ref>{{Cite web|url=https://www.royal-house.nl/topics/monarchy/king%E2%80%99s-day|title=King’s Day {{!}} Royal House of the Netherlands|last=Affairs|first=Ministry of General|date=2014-12-22|website=www.royal-house.nl|language=en|access-date=2026-04-03}}</ref> This national holiday celebrates King Willem-Alexander’s birthday and is marked with music, dancing, and fairs. It is also customary that everyone wears something orange on King’s Day as the royal family’s name is “House of Orange”.<ref>{{Cite web|url=https://www.holland.com/global/tourism/getting-around/information/the-royal-family/kings-day-in-holland|title=King's Day: a national holiday and the ultimate Dutch party|date=2011-03-09|website=www.holland.com|language=en-EN|access-date=2026-04-03}}</ref> King’s Day is important to the Dutch as it represents national pride and unity, with the whole of the country celebrating this holiday. The last major holiday is Liberation Day, which occurs each year on May 5^th. Liberation day is a nationally observed holiday and marks the day when the Netherlands were liberated from German occupation. The Netherlands were liberated by Canadian, British, American, Polish, Belgian, Czech, and Dutch troops.<ref>{{Cite web|url=https://www.iamexpat.nl/lifestyle/events-festivals-netherlands/liberation-day|title=Liberation Day (Bevrijdingsdag) in the Netherlands|date=2025-05-20|website=IamExpat in the Netherlands|language=en|access-date=2026-04-03}}</ref> Every Province in the Netherlands has its own Liberation Day festival. Liberation Day is celebrated with parades, open-air festivals, live music, shared meals, and dancing.<ref>''Id.''</ref> === Religious Expression === In the Netherlands, religious expression or ideological choices are widely respected and protected, allowing people from many different beliefs to practice freely and express their beliefs. <ref>Temperman, J. (2022). Freedom of Religion or Belief and Gender Equality in the Netherlands: Between Pillars, Polders, and Principles. ''The Review of Faith & International Affairs'', ''20''(3), 77–88. <nowiki>https://doi.org/10.1080/15570274.2022.2111814</nowiki> https://www.tandfonline.com/doi/full/10.1080/15570274.2022.2111814#d1e112 </ref> The Netherlands does not benefit one religion over another as the “freedom of religion and belief is a key part of the Netherlands’ human rights policy.”<ref>{{Cite web|url=https://www.government.nl/topics/human-rights/human-rights-worldwide/freedom-of-religion-and-belief|title=Freedom of religion and belief - Human rights - Government.nl|last=Zaken|first=Ministerie van Buitenlandse|date=2018-12-27|website=www.government.nl|language=en-GB|access-date=2026-04-10}}</ref> There is a broad range of religious diversity in the Netherlands, with 19.8% of the population belonging to the Catholic Church, 14.4% protestant, and 5.2% Muslim.<ref>{{Cite web|url=https://longreads.cbs.nl/the-netherlands-in-numbers-2021/what-are-the-major-religions|title=What are the major religions? - The Netherlands in numbers 2021 {{!}} CBS|last=CBS|website=What are the major religions? - The Netherlands in numbers 2021 {{!}} CBS|language=nl-NL|access-date=2026-04-10}}</ref> 55.4% of the population reported to not be religious and the other 5.1% reported “other”.<ref>''Id.''</ref> [[File:Westerkerk Amsterdam 20041002.jpg|thumb|This is a picture of the Westerkerk, a famous protestant church located in Amsterdam that dates back to 1620. ]] Religious freedom is protected at the national level through legislation and by the Constitution. Article 6 of the Constitution protects and guarantees the freedom of religions and belief and Article 1 prohibits discrimination on religious grounds.<ref>{{Cite web|url=https://www.government.nl/binaries/government/documenten/reports/2019/02/28/the-constitution-of-the-kingdom-of-the-netherlands/WEB_119406_Grondwet_Koninkrijk_ENG.pdf|title=The Constitution of the Kingdom of the Netherlands 2008|website=Ministry of the Interior and Kingdom Relations}}</ref> An example of this is the mass media law that “grants broadcasting time for churches and religious organizations.”<ref>{{Cite journal|last=Van Bijsterveld|first=Sophie|title=Religion and the Secular State in the Netherlands|url=https://original.religlaw.org/content/blurb/files/Netherlands.pdf|journal=Religion and the Secular State|pages=527}}</ref> This law ensures that religious organizations are given a platform through guaranteed broadcasting time to share their beliefs and perspectives publicly. One landmark religious freedom case was ''Staatkundig Gereformeerde Partij (SGP) v. The Netherlands'' (2012) and was brought before the European Court of Human Rights. In this case, conflict arose when the SGP, a conservative Protestant party, argued that according to the Bible, women should not be able to hold public office and should not be able to be on candidate lists, but may still be allowed to be party members. The Dutch Supreme Court in 2010 held that SGP’s rule violated the UN Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) and ordered that there be action to end this discrimination, even if it was rooted in religious explanations. <ref>''Staatkundig Gereformeerde Partij v. Netherlands,'' Application No. 58369/10 (European Court of Human Rights, July 10, 2012). </ref>The SGP then brought this case before ethe ECtHR, holding that the decision violated their right to religious freedom under Articles 9 and 11 of the ECHR. However, the Court dismissed the case, holding that the complaint was “manifestly ill-founded and must be rejected.”<ref>''Id.''</ref> This case exemplified that religious freedoms are protected, but they cannot be used to diminish gender equality. In another case, ''De Wilde v. Netherlands'', a plaintiff who was a follower of the Church of the Flying Spaghetti Monster, wanted to wear a colander on her head in her driver’s license photos.<ref>''De Wilde v. Netherlands,'' Application No. 9476/19 (European Court of Human Rights, November 9, 2021). </ref> She argued that her religion required it, however, Dutch authorities did not allow her to do so as Pastafarianism was not a recognized or protected religion.<ref>''Id.''</ref> This case eventually reached the European court of Human Rights where the Court sided with Dutch authorities.<ref>''Id.''</ref> The Court held that for Article 9 protections to apply, a belief must show enough seriousness and cohesion and found Pastafarianism was more so a form of satire rather than a true religion.<ref>''Id.''</ref> Due to this, wearing a colander was not a protected religious expression and the application was found inadmissible.<ref>''Id.''</ref> Despite how accepting the Netherlands is of other religions and beliefs, this case exemplifies how the religion must actually be recognized and serious to gain protections. == 6. Privacy and Data Protection == === '''General Data Protection Regulation (GDPR)''' === The Netherland’s data-protection and privacy are governed by the General Data Protection Regulation (GDPR), The European Union’s data privacy law.<ref>{{Cite web|url=https://business.gov.nl/regulations/protection-personal-data/|title=Protection of personal data (GDPR)|last=RVO|first=Netherlands Enterprise Agency|website=business.gov.nl|language=en|access-date=2026-04-10}}</ref> The GDPR has a broad scope and applies to all forms of personal data, which is defined as “any information that relates to an identified or identifiable living individual.”<ref>{{Cite web|url=https://commission.europa.eu/law/law-topic/data-protection/data-protection-explained_en|title=Data protection explained - European Commission|website=commission.europa.eu|language=en|access-date=2026-04-10}}</ref> Examples include home addresses, names, surnames, email addresses, IP addresses, a cookie ID, and more.<ref>''Id.''</ref> The GDPR is designed to regulate and protect people’s personal data and privacy. It was put into effect on May 25, 2018 and creates strict obligations for telecommunications providers, digital services, and internet sources. It applies to all businesses and organizations that use and process people’s personal data, directly or indirectly.<ref>{{Cite web|url=https://business.gov.nl/regulations/protection-personal-data/|title=Protection of personal data (GDPR)|last=RVO|first=Netherlands Enterprise Agency|website=business.gov.nl|language=en|access-date=2026-04-10}}</ref> This, it includes, “ the collection, recording, organisation, structuring, storage, adaption or alteration, retrieval, consultation, use, disclosure by transmission, dissemination or otherwise making available, alignment or combination, restriction, erasure or destruction of personal data.”<ref>{{Cite web|url=https://commission.europa.eu/law/law-topic/data-protection/data-protection-explained_en|title=Data protection explained - European Commission|website=commission.europa.eu|language=en|access-date=2026-04-10}}</ref> === '''GDPR Implementation and Enforcement''' === As the GDPR is a regulation, unlike a directive, once implemented, it became directly applicable to all member-states of the EU, including the Netherlands, through national law (with some room for state interpretation). The GDPR Implementation Act (Uitvoeringswet AVG or Implementation Act), is the national implementation of the GDPR in the Netherlands. Compliance with the GDPR is managed by the Dutch Data Protection Authority (DPA). The DPA is overseen by a Chairman who is appointed for a six-year term, two Commissioners who are appointed for a four-year term, and special members also appointed for four-year terms.<ref>{{Cite web|url=https://stuff.coffeecode.net/www.loc.gov/law/help/online-privacy-law/netherlands.php|title=Online Privacy Law: Netherlands|website=Law Library of Congress}}</ref> The DPA is given the authority to impose penalties and fines for GDPR violations. ==== '''<u>DPA Administrative Decisions</u>''' ==== The DPA has actively enforced the GDPR by issuing fines and penalties against numerous organizations. For example in one decision in April 2018, the DPA issued €460,000 fines on the Haga Hospital due to the hospital not adequality protecting their medical records and sensitive patient information.<ref>{{Cite web|url=https://www.osborneclarke.com/insights/the-ap-imposes-its-first-gdpr-fine-on-a-dutch-hospital|title=The AP imposes its first GDPR fine on a Dutch hospital|website=www.osborneclarke.com|language=en|access-date=2026-04-10}}</ref> There was no two-factor authentication, which the DPA deemed was required for this type of personal data and thus the hospital was found to be in violation of the GDPR.<ref>''Id.''</ref> One of the most notable DPA decisions occurred in April 2022 when the DPA fined the Dutch Tax Authority €3.7 milllion "for the illegal processing of personal data within their fraud signaling facility."<ref>{{Cite web|url=https://www.didomi.io/blog/privacy-law-netherlands|title=What is the privacy law in the Netherlands {{!}} Didomi|website=www.didomi.io|language=en-US|access-date=2026-04-10}}</ref> The facility had lists of people that the Dutch Tax Authority tracked due to ongoing concerns of fraud, but had no legal basis to hold onto or process such data.<ref>''Id.''</ref> In an administrative decision occurring on March 23, 2011, the DPA fined Google after completing investigations that discovered Google’s Street View vehicles were collecting data on over 3.6 million Wi-Fi routers across the Netherlands and had a geolocation for each router.<ref>{{Cite web|url=https://stuff.coffeecode.net/www.loc.gov/law/help/online-privacy-law/netherlands.php|title=Online Privacy Law; Netherlands|website=Law Library of Congress}}</ref> The AP found that this was a violation of people’s personal data and Google faces fines near €1 million.<ref>{{Cite news|url=https://www.wsj.com/articles/SB10001424052748703922504576273151673266520|title=Google Faces New Demands In Netherlands Over Street View Data|last=Preuschat|first=Archibald|date=2011-04-19|work=Wall Street Journal|access-date=2026-04-10|language=en-US|issn=0099-9660}}</ref> In another decision occurring in December 2011, an official investigation launched by the AP against TomTom N.V. revealed that TomTom had been giving their geolocation data collected by GPS sensors to commercial third parties. However, the AP held that the data collected by TomTom could not be “reasonably directly or indirectly reacted to natural persons, either by TomTom or another party” and thus it was not considered personal data that would constitute a breach.<ref>{{Cite web|url=https://stuff.coffeecode.net/www.loc.gov/law/help/online-privacy-law/netherlands.php|title=Online Privacy Law: Netherlands|website=Law Library of Congress}}</ref> More recently, on August 26, 2024, the Dutch Data Protection Authority or DPA fined Uber Technologies, Inc. and Uber B.V. for having violated Article 83 GDPR which governs intentional or negligent conduct.<ref>{{Cite web|url=https://www.willkie.com/-/media/files/publications/2024/09/dutch-dpa-fines-uber-290m-for-gdpr-data-transfer-violation.pdf|title=Dutch DPA Fines Uber €290m for GDPR Data Transfer Violation|last=Alvarez et al|first=Daniel|date=12 September 2024|website=Willkie Farr & Gallagher}}</ref> After investigations by the DPA, they found that for over 2 years, Uber lacked the necessary safeguards “for transferring EEA-based drivers’ personal data to the U.S.”<ref>''Id.''</ref> The DPA found that these violations were systematic and that less harmful alternatives were available to Uber to process data effectively. Uber was fined €290 million for this violation.<ref>''Id.''</ref> Finally, in a decision against TikTok in July 2021, the AP fined TikTok €750,000 when they found TikTok in breach of children's privacy. This is because when children would install the App, the privacy statement was in English, and not understandable by Dutch youths.<ref>{{Cite web|url=https://www.dutchnews.nl/2021/07/dutch-privacy-watchdog-fines-tiktok-e750000-after-privacy-probe/|title=Dutch privacy watchdog fines TikTok €750,000 after privacy probe|date=22 July 2021|website=DutchNews}}</ref> The DPA found that by TikTok not providing a Dutch privacy statement that explained how TikTok collects and uses personal data, that it infringed upon the principle of privacy legislation which is "that people must always be given a clear idea of what is being done with their personal data."<ref>''Id.''</ref> '''<u>Court Cases</u>''' Privacy and Data Protections are also overseen by the Netherland's judicial process. In the District Court of Amsterdam on September 2, 2019 (CLI:NL:RBAMS:2019:6490), the Court held that an Employee Insurance Agency, UWV, unlawfully sent information about the illness history data of a person to her new employer.<ref>{{Cite web|url=https://www.turing.law/chronicle-gdpr-case-law-may-2018-may-2020-in-the-netherlands/#_ftnref130|title=Chronicle GDPR case law May 2018 – May 2020 in the Netherlands|last=de Jong|first=Huub|date=23 September 2020|website=Turing Law}}</ref> The Court held this was a breach of the woman’s rights and damages were applied as per the framework set out in the GDPR. The Court awarded €250 finding that although there was a breach, the damages would be lowered as the breach did not interfere with the woman’s employment. In another case occurring on March 15, 2023, the District Court of Amsterdam held that for “almost 10 years Facebook Ireland unlawfully processed the personal data from its Dutch users.”<ref>{{Cite web|url=https://bureaubrandeis.com/dutch-court-rules-facebook-unlawfully-processed-personal-data/?lang=en|title=Dutch court rules: Facebook unlawfully processed personal data|last=Wildeboer|first=Diana|date=2023-03-17|website=Bureau Brandeis|language=en-US|access-date=2026-04-10}}</ref> This information was used for social networking and advertising.<ref>''Id.''</ref> This case was presented to the court by the Data Privacy Sitchting and Consumentenbond against Facebook Netherlands, Inc. and Facebook Ireland Ltd. Due to the unlawful processing of personal data, the court found these companies violated the GDPR and fines were subsequently issued.<ref>''Id.''</ref> == References == [[Category:Netherlands]] [[Category:Law in Europe]] syrlv92hjzi604z8fdvnjn2kq79rwp7 2 328662 2804179 2804104 2026-04-10T15:37:26Z ThinkingScience 3061446 /* w 15, Friday, April 10 */ 2804179 wikitext text/x-wiki This is a continuation of [[User:Dekatriofovia/Draftspace/Coursera]]. I'm continuing to make notes on a computer with a screen that allows me to see text more clearly. == w 13, Thursday, March 26, 2026 == March 26: We are still at the transcripts and I'm supposed to read from page 4 to page 16...which I doubt I'll be able to do since I have much less time right now. Tomorrow or later in the future I can reflect on how this went if I don't gain any more insights today. Me and my mother made this more organized this time. We decided that during certain days and hours of the week we will 'study together' but that also includes homework. My homework was page 4-16. We'll see how that goes... Today was a day we had scheduled. 2 hours studying, taking turns reading paragraphs. We began at page 16, which is 2 pages after a chapter about Bernard Mandeville and Adam Smith begins, and went until page 25 of the transcript where the chapter about Auguste Comte begins. Now we got a new day scheduled along with a suitable time and then we'll read another 2 hours I guess. == w 13, Saturday, March 28 == This is the 2nd day we studied for 2 hours at a specific day and a specific hour. With other words before March 26 we managed to make a schedule and now the schedule is complete. 6 hours per week, 3 days a week and 2 hours per day. We read from page 16 and until page 33 where "3.6 Comte’s Religion of Humanity" begins. == w 14, Monday, March 30 == Our study technique has changed now as we have started to view the videos instead of only focusing on the transcript. The videos contain the transcript so it makes sense and the videos automatically pause when there's a question to ask the student whether they've understood the material so far. The two previous days, Thursday and Saturday our "study technique" was to read the transcript, one paragraph each person in our own pace and if we asked the other we needed more time we gave that time to the other person. You don't need a family relationship for this. Any two persons can agree to do that as long as there is mutual respect. My mother was better at listening with focus on her end to what our teacher "Dr. Bart van Heerikhuizen" said and showed on his media slides. == w 14, Thursday and Friday, April 2 and 3 == I'm still getting used to learning our new way which I'm trying to get used to. My mother did not find that watching the video helped very much with understanding and she opted to read the text first then watch the video. Myself I try to do the same. So sad that what I'm studying isn't on Wikiversity. Maybe what I learn I can later use here on Wikiversity? ie. if I learn about Adam Smith on my own using my own sources I could create a "course" too but on Wikiversity with knowledge for everyone. Though with my attention span who knows if that will ever be completed haha. Dreams to dream. Though let's talk tech and problems(both in a good way problems and in a bad way problems and perhaps even neutral way problems) on Coursera. If I gather enough interesting problems maybe that might lead to some sort of "portal" of information for a particular subject, ie. Coursera. What studying methods do they use? What studying methods do the universities and other institutions use through them? [[User:ThinkingScience/Draftspace/CourseraHeadscratchers]] - This is for personal notes that are about problems or "bugs" on the site or me making notes of things I found helpful or less helpful in regards to the "system". If I gather enough notes that might make it worth to make a page on Wikiversity all for the better. If not, at least I tried and I told you what I find interesting and what I find less interesting and more toward 'what can be improved'. == w 15(easter caused disruptions in the schedule), Monday, April 6 == It did not go very well as I fell into my "old habits", so for a future "studying together" I will now propose to my mother that we can study together but text only, no voice. On Monday my mother was "confused" regarding how we learn best and I've not figured that out for myself yet. Part of it though is probably reading with another student/human being and taking turns, I read one paragraph, my studying partner reads the next and so forth rinse and repeat. Trying something new to discover if perhaps I'm better at studying reading alone but actively collaborating with another student might be the way to go. She used to read alone and that was good for her but this Monday when she was extra stressed due to her personal life with scheduled stuff, I felt her stress and then the rest of that day was "destroyed" for me. I don't think I learnt anything yesterday on Monday April 6. Thus I think it is important to try new things and "text only collaborative studying" might do the trick. Perhaps combining this with an Etherpad session might help, for note-taking. Last time I hesitated showing my schedule but this time I think it would just be common sense so here it is: UTC TIME: 07:30 - 09:30 (2 hours a day, 6 hours a week) * Monday * Thursday * Saturday == w 15, Thursday, April 9 == I insisted on trying the new "study technique" where we do not talk at each other but my mother had a greater need in talking. So it happened all through a conversation: * She: "Lets talk for a while" * Me: "But do you think it will help you learn?" and "If you believe it helps you sure let's talk" * She: "Ok" * Me: "but I will connect because of your learning" That's what happened, then we talked using 'live' voice chat.(not through Coursera) It did not go as I had planned with other words but since I'm not only here for me but I am mainly a "group person" and if I'm alone I'll need "hand-holding" even if I'm an adult cause I feel like I have a "similar to PTSD" background that somehow made it very hard for me to study in my earlier years and I wouldn't be able to take this course solo because of that, I need a "study buddy" cause otherwise I easily isolate myself from the outside world. She learnt with my help that the "Discussion Forums" posts she made were "breaking a silence" of "a year ago" and she laughed and I intended it as a joke to lighten up the mood after we found it difficult to reach fellow classmates through the forums. The most recent post I can find now is from 4 months ago from another user. That probably means there are probably other classmates too but the forum inactivity(not exactly "alive" with activity at 2026-04-09 UTC) might mean there is nobody to collaborate with right now. Also I have noticed users on the forums with the label "unenrolled". Perhaps the change to charge for every lesson happened within last year? Today we started with 1.8 and read until the end but then we had an argument about continuing to module 2 or first doing the Readings and Quiz before we go on to module 2 and that took some time. That's where we stopped. It took us our usual 2 hours. As another Wikiversity user told me( this is my interpretation of what they told me: ) Coursera's user interface may be difficult to work with, it may take some time to learn how to use it. Tomorrow we will study together instead of on Saturday because "real life" caught up with at least me regarding that day. == w 15, Friday, April 10 == I made a mistake. When my mother found something on Wikibooks it was actually referenced in the Coursera course. I'm happy though it was Wikibooks...any Wikimedia project that we get involved in I think is a good thing! We read on Wikibooks for the full 2 hours we had. [[wikibooks:Introduction to Sociology|Introduction to Sociology]]. The PDF file is called "Introduction_to_Sociology-v3.0.pdf". It is version 3 of the Introduction to Sociology. We gotta read from page 5-15 but these are not "technical page numbers". The actual page numbers are 11-21 of 443. Next we're gonna read "2.2.4 Quantitative vs. Qualitative Sociology". That we might do on Sunday instead of Monday. mmimkct6uvy7k2pf1dxvlfu2gfxyvzi 3 328676 2804184 2803876 2026-04-10T18:10:57Z Juandev 2651 /* Do you have to manually archive your talk page each time or is it set to automatic? */ Reply 2804184 wikitext text/x-wiki {{User talk:Juandev/Archive navigation}} == Do you have to manually archive your talk page each time or is it set to automatic? == Is there something I can do as a non-admin to archive my talk page automatically or manually? Also do you or does a system module regularly delete the edit history on your talk page? I only saw 2 dates from 2026 while on your archived talk page there are things from 2020 too and earlier. [[User:Dekatriofovia|Dekatriofovia]] ([[User talk:Dekatriofovia|discuss]] • [[Special:Contributions/Dekatriofovia|contribs]]) 11:28, 9 April 2026 (UTC) :Hi, you have to do it manualy. But let set in few conservations and do it time to time, no need to do it after each conservation. You can do it by moving your talk page to the new name @[[User:Dekatriofovia|Dekatriofovia]] or by copy and pasting its source. The history is never deleated all information in it is stored and publically avalilable. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:10, 10 April 2026 (UTC) cu44ww7tjp5iuiseu0259gqn3939elr 2 328790 2804283 2803452 2026-04-11T10:33:01Z Jtneill 10242 /* Introduction */ + Figure 1 2804283 wikitext text/x-wiki {{title|Open wiki assignments for authentic learning}} <div style="text-align: center"> [[User:Jtneill|James T. Neill]]<br> [[v:University of Canberra|University of Canberra]] [https://educationexpress.uts.edu.au/blog/2026/03/31/join-us-at-open-education-week-2026/ Open Education Week 2026, University of Technology Sydney]<br> Friday 24 April, 2026 11:00 - 12:00 AEST [https://utsmeet.zoom.us/j/84179400467 Zoom link] <!-- Slides TBA (Google)<br> Video TBA (YouTube; 53:37 mins including Q&A) [https://www.linkedin.com/feed/update/urn:li:activity:7174278714963230720/ (example) LinkedIn post] [https://twitter.com/jtneill/status/1768516693553565884 (example) X post] --> </div> ==Overview== {{Nutshell|Turning student assignments into meaningful, public knowledge through practical, open wiki-based assessment strategies.}} {{RoundBoxTop|theme=3}} Many student assignments are written for one person, read once, and then never read again. In this session, [[User:Jtneill|Dr. James Neill]], from the Discipline of Psychology at the [[University of Canberra]], will challenge that model by exploring how open [[w:Wiki|wiki]] assignments can turn student work into useful, open knowledge. Rather than producing disposable assessments, students can curate their work via [[w:Wikipedia:Wikimedia_sister_projects|Wikimedia sister projects]] including [[w:Wikipedia|Wikipedia]], [[Main page|Wikiversity]], and [[c:Wiki Commons|Wiki Commons]]. Student editing of these widely used knowledge platforms helps develop their critical thinking, collaboration and communication skills, and technological literacy by writing for a real audience. Students emerge with a learning artifact they can share on social media and in their resume and eportfolio. The session will explore: * What open wiki assignments look like in practice, and where they go wrong * The realities of working in publicly editable spaces (including having work changed or deleted) * Practical strategies and supports for getting started, including account creation, editing a user page, and finding your way around This session is for tertiary educators who are curious about [[w:Open education|open education]] using wikis but may be sceptical, short on time, or wary of adding complexity to their teaching. {{RoundBoxBottom}} ==Introduction== A [[w:Wiki|wiki]] is the simplest web page that anyone can edit. Based on this simple idea, wikis have become a cultural phenomenon that seeks to make the sum of all human knowledge freely available to all. [[File:Wiki project case study onion diagram.svg|right|thumb|'''Figure 1'''. An onion layer model of open wiki assignments for authentic learning]] Like universities, wikis are great places for staff and students to hang out, collaborate and engage in learning and research activities, and share the outcomes with the public (see Figure 1). Students can use wikis to develop disciplinary knowledge, interact in a dynamic social learning and collaborative editing environment, and to foster generic skills and graduate attributes such as communication skills and being able to make creative use of technology. Staff and students contribute wiki content under open licenses ([https://creativecommons.org/licenses/by-sa/4.0/ Creative Commons Share Alike]) and collaborate by editing and commenting on each other’s work. This work is immediately available to the public and can be edited by anyone. Wiki-based assignment formats are flexible and can vary widely depending on subject area, level of study, and targetted skills, but often involve contributing, curating, and improving text or media (images, audio, and video) which can be presented as open educational resources, encyclopedic articles, books, articles, manuals, journals, structured data sets, and so on. Open educational wikis can function as [[w:Content management system|content management systems]] for hosting open teaching and learning materials beyond the closed environments of institutional [[w:Learning management system|learning management systems]]. While wikis can support the development of open textbooks, they also enable more diverse, collaborative, and participatory forms of knowledge production than institutionally supported textbook platforms such as [[w:PressBooks|PressBooks]]. In the context of [[w:Tertiary education in Australia|Australian higher education]], such platforms are typically staff-controlled, with limited opportunities for student authorship and co-creation. Wikis give students ongoing access to laerning materials beyond their graduation, and staff have access beyond their institutional tenure. Concerns about content curation are resolved by discussion and consenses. Projects can also forked, like open source software, to allow different development directions. ==Wikimedia projects== ===Wikipedia=== The most successful and notable educational wiki projects are supported by the [[w:Wikimedia Foundation|Wikimedia Foundation]]. [[w:Wikipedia|Wikipedia]] is the best known. Many university subjects use assignments which involve students contributing to Wikipedia articles related to the class topic and where an encyclopedic gap or need exists. The best known Wikipedia assignments are facilitated by the [[w:Wiki Education Foundation|Wiki Education Foundation]], a separate non-profit entity which supports Canadian and U.S. college faculty and postsecondary institutions to undertake such Wikipedia assignments with their students. Non-U.S./Canadian instituations can conduct similar assignments on their own. However, I would cast the net wider than Wikipedia because: * Wikipedia editing, especially for newcomers, isn't for the faint-hearted. Imagine taking a group of learner drivers into a busy central business district at peak hour for their first lesson. As the most popular and populated wiki, Wikipedia can be a crowded editing space, making it difficult for new editors to get a foothold and gain in confidence. * Wikipedia focuses on encyclopedic content and not on formats such as argument/debate, opinion, essays, creative work, original research, or targetted open educational resources. For these two reasons, I encourage higher educators to also consider how their discipline, subject area, and desired learning outcomes may be achieved through student assignments on Wikimedia sister projects. ===Beyond Wikipedia=== Opportunities for students to contribute open knowledge extend beyond Wikipedia to the broader [[w:Wikipedia:Wikimedia_sister_projects|Wikimedia Foundation sister projects]]. These platforms provide authentic, public-facing environments for producing, curating, and sharing openly licensed scholarly work as part of higher education assessment. {{sisterprojects}} Table 1 outlines how a range of sister projects can be used for student assignments, including [[w:|Wikipedia]], [[b:|Wikibooks]], [[commons:|Wikimedia Commons]], [[q:|Wikiquote]], [[species:|Wikispecies]], and [[v:|Wikiversity]]. Collectively, these support diverse forms of knowledge production, from encyclopaedic writing and open textbooks to media creation, quotation curation, taxonomic documentation, and learning resource development. An open wiki higher education assignment generally involves: * Students contributing discipline-relevant content to the global knowledge commons via one or more of the Wikimedia Foundation sister projects * Assignment tasks centre on producing and refining useful knowledge or resources—through creating, improving, curating, synthesising, verifying, linking, and communicating content for real-world audiences * Outputs can include text, media, data, and learning resources * Work is openly accessible, reusable, and can be multilingual (see [https://wikiversity.org Wikiversity languages]) Together, these platforms support a wide range of assessment formats aligned with open educational practice, including open textbooks, datasets, media artefacts, encyclopedic entries, and research-informed learning resources. {| class="wikitable" style="margin: 0 auto;" |+ Table 1. How Wikimedia Sister Projects Could Be Used for Higher Education Student Assignments ! Project ! Purpose ! Example assignments |- | [[b:|Wikibooks]] | New books (e.g., textbooks) | * Contribute to development of an open textbook * Curate and improve existing OER book chapters * Package a series of related articles into a new book |- | [[commons:|Wikimedia Commons]] | Images, audio, and video | * Contribute high-quality educational media * Improve metadata and categorisation * Create educational diagrams and illustrations * Upload field recordings or interviews |- | [[d:Wikidata|Wikidata]] | Structured, linked open data | * Create and curate datasets * Link concepts across Wikimedia projects * Model relationships between entities * Support data-driven research and analysis |- | [[q:|Wikiquote]] | Quotations | * Curate and improve text quotes from primary sources such as political speeches * Create categories for quotes by theme or topic * Add citations and verification to existing quotes |- | [[species:|Wikispecies]] | Taxonomy and species classification | * Curate and improve taxonomic entries for species * Add citations for classification and nomenclature * Contribute information about newly described species * Improve links between species and related Wikimedia projects |- | [[s:Main Page|Wikisource]] | Primary texts and historical documents | * Transcribe and proofread source texts * Annotate and contextualise historical documents * Curate thematic collections of primary sources |- | [[v:|Wikiversity]] | Learning, teaching, and research | * Create open educational resources * Develop teaching materials (e.g., lesson plans, self-assessment quizzes) * Publish student research project summaries * Improve existing learning resources by adding new text and multimedia |- | [[voy:Main Page|Wikivoyage]] | Travel guides and geographic knowledge | * Develop place-based guides (e.g., regions, cities) * Contribute cultural, historical, or environmental information * Integrate fieldwork or experiential learning outputs |- | [[wikt:Main Page|Wiktionary]] | Lexical and linguistic resources | * Create and refine dictionary entries * Analyse word meanings, usage, and etymology * Contribute multilingual translations and examples |- | [[w:|Wikipedia]] | Encyclopedic information | * Contribute to articles related to the class topic where a gap exists * Improve the quality and accuracy of existing articles * Add citations and references to unverified text * Curate and improve a category of articles related to a specific subject area |} ==Open wiki assignments== Developing reusable assignments on the web rather than disposable assignments (which are written and read once) means that the value of student work is recognised and realised beyond the purpose of gaining academic credit. Instead of being tossed into the learning management system assignment dumpster and never seen again, students' learning artifacts can be live and publicly available. Given that normative nature of disposable assignments in higher education, the idea of renewable, online, public assessment can seem oddly confronting. Some common reactions (from educators and students) include: * '''What if someone changes my work?''' - Hopefully they improve it; otherwise, simply revert the edit(s). * '''What if someone vandalises my work?''' - This is rare and is typically detected and corrected quickly by bots and administrators. * '''What if someone deletes my work?''' - All edits are preserved in the version history, making it straightforward to restore earlier versions. * '''Editing the internet is scary and I do not know how to do it.''' - Basic wiki editing skills can be learned in a [[Motivation and emotion/Tutorials/Wiki editing|1-hour tutorial]]. *'''What if I don't want my work on the internet?''' - Students own the copyright to their work and must opt in to sharing it. They also have a right to privacy. Provide an alternative task or submission format(s) so that students can achieve the assignment's learning outcomes without putting their work on the open internet. * '''Open wikis seems like a copyright nightmare. My institution would never allow staff to contribute teaching materials openly.''' - Institutional policies may require negotiation or adaptation to support open educational resource sharing. However, students typically retain copyright over their work and may choose to share it under an open licence. Where this is not appropriate, alternative assessment options can be provided. Open educational practices are increasingly adopted in Australian universities, similar to the earlier expansion of [[w:Open access|open access]] in research. Advantages of open wiki assignments include: * '''Perpetuity''' - ongoing availability of resources * '''Linkability''' - cross-linking of projects and external resources * '''Editability''' - resources can be improved by anyone * '''Discussability''' - each resource has a discussion page * '''Showability''' - resources showcase curator skills and knowledge * '''Transparency''' - resource edit history and can be reviewed * '''Forkability''' - open licence allows development of alternative resources ==Examples== Here are some examples of open wiki assignments: * [[b:Exercise as it relates to Disease|Exercise as it relates to disease]] - exercise physiology students write 1,000-word article critiques (Wikibooks), Faculty of Health, University of Canberra, Australia * [[Motivation and emotion/Book|Motivation and emotion]] - undergraduate psychology students write 3,000-word online book chapters about unique topics (Wikiversity), Faculty of Health, University of Canberra, Australia * [[Digital Media Concepts|Digital artists wiki project assignment]] (Wikiversity) - Multimedia Department, Ohlone College, CA, USA Whilst not assignments per se, these innovative open wiki resources may inspire: * [[Global Audiology]] - collaboratively developed open wiki portal enabling international, student-contributable knowledge on audiology practice to address inequities in hearing care access, particularly in low- and middle-income countries ==Activities== * Create a [[Wikiversity:Why create an account|global Wikimedia Foundation user account]] * Edit your [[Help:User page|Wikiversity user page]] * Explore available Wikiversity resources: [[Special:Search|Search]], [[Portal:Learning Projects|Portals]], [[Help:Guides|Tours]] * Brainstorm what you or your students could contribute * Visit the [[Wikiversity:Colloquium|Colloquium]] and [[Wikiversity:Staff|Wikiversity staff]] so you know where to get support ==Bio== [[User:Jtneill|James Neill]] is an Assistant Professor in the Discipline of Psychology, Faculty of Health, [[University of Canberra]]. He is a proponent of open educational practices and contributes [[Open Educational Resources|open educational resources]] via open wiki platforms. James is an [[Main page|English Wikiversity]] [[Wikiversity:Custodianship|custodian]] and [[Wikiversity:Bureaucratship|bureaucrat]] who has made over 80,000 edits since 2005. Learn more about James' ''[[User:Jtneill/Teaching/Philosophy|teaching philosophy]]''. ==See also== ;Wikimedia Foundation * [[meta:Education|Education]] (Global WMF hub) * [[w:Wikipedia:Wikimedia_sister_projects|Wikimedia sister projects]] (Wikipedia) ;Wikipedia * [[meta:Wiki Education Foundation|Wiki Education Foundation]] (meta) ;Wikiversity * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (article) * [[Wikiversity:Who are Wikiversity participants?|Who are Wikiversity participants?]] (page) * [[User:Jtneill/Presentations/Wikis in open education: A psychology case study|Wikis in open education: A psychology case study]] (presentation) [[Category:User:Jtneill/Presentations/Open education]] [[Category:User:Jtneill/Presentations/Wikiversity]] lxapnmfe4czmf6c4lbswokyqf0dhnnu 2804284 2804283 2026-04-11T10:50:54Z Jtneill 10242 /* Introduction */ Redrafting 2804284 wikitext text/x-wiki {{title|Open wiki assignments for authentic learning}} <div style="text-align: center"> [[User:Jtneill|James T. Neill]]<br> [[v:University of Canberra|University of Canberra]] [https://educationexpress.uts.edu.au/blog/2026/03/31/join-us-at-open-education-week-2026/ Open Education Week 2026, University of Technology Sydney]<br> Friday 24 April, 2026 11:00 - 12:00 AEST [https://utsmeet.zoom.us/j/84179400467 Zoom link] <!-- Slides TBA (Google)<br> Video TBA (YouTube; 53:37 mins including Q&A) [https://www.linkedin.com/feed/update/urn:li:activity:7174278714963230720/ (example) LinkedIn post] [https://twitter.com/jtneill/status/1768516693553565884 (example) X post] --> </div> ==Overview== {{Nutshell|Turning student assignments into meaningful, public knowledge through practical, open wiki-based assessment strategies.}} {{RoundBoxTop|theme=3}} Many student assignments are written for one person, read once, and then never read again. In this session, [[User:Jtneill|Dr. James Neill]], from the Discipline of Psychology at the [[University of Canberra]], will challenge that model by exploring how open [[w:Wiki|wiki]] assignments can turn student work into useful, open knowledge. Rather than producing disposable assessments, students can curate their work via [[w:Wikipedia:Wikimedia_sister_projects|Wikimedia sister projects]] including [[w:Wikipedia|Wikipedia]], [[Main page|Wikiversity]], and [[c:Wiki Commons|Wiki Commons]]. Student editing of these widely used knowledge platforms helps develop their critical thinking, collaboration and communication skills, and technological literacy by writing for a real audience. Students emerge with a learning artifact they can share on social media and in their resume and eportfolio. The session will explore: * What open wiki assignments look like in practice, and where they go wrong * The realities of working in publicly editable spaces (including having work changed or deleted) * Practical strategies and supports for getting started, including account creation, editing a user page, and finding your way around This session is for tertiary educators who are curious about [[w:Open education|open education]] using wikis but may be sceptical, short on time, or wary of adding complexity to their teaching. {{RoundBoxBottom}} ==Introduction== [[w:Wiki|Wiki]]s were developed in the early days of the world wide web (1994) as the simplest web page that anyone can edit (see [[w:History of wikis|history of wikis]]. Today, wikis are the foundation of the remarkable global open knowledge projects developed by the Wikimedia Foundation. These interconnected wiki projects, such as Wikipedia, are tuned to the lofty goal of making the sum of all human knowledge freely available to all—and editable by anyone. These pages are commonly visited, openly licensed, often updated, and are used to train artificial intelligence. [[File:Wiki project case study onion diagram.svg|right|thumb|'''Figure 1'''. An onion layer model of open wiki assignments for authentic learning]] Wikis are also grand social experiments. Like universities, wikis are great places for staff and students to hang out, collaborate and engage in learning and research activities, and communicate with the public (see Figure 1). Wikis can be used to develop disciplinary knowledge, interact in a dynamic social learning and editing environment, and to foster generic skills and graduate attributes such as communication skills and being able to make creative use of technology. Staff and students contribute wiki content under open licenses ([https://creativecommons.org/licenses/by-sa/4.0/ Creative Commons Share Alike]) and collaborate by editing and commenting on each other’s work. The work is immediately available to the public and can be edited by anyone. This radical transparency can be challenging for staff and students but ultimately empowers capacity and confidence in contributing directly to the knowledge commons. Wiki-based assignment formats are flexible and can vary widely depending on subject area, level of study, and targetted skills, but often involve contributing, curating, and improving text or media (images, audio, and video) which can be presented as open educational resources, encyclopedic articles, books, articles, manuals, journals, structured data sets, and so on. Open educational wikis can function as [[w:Content management system|content management systems]] for hosting open teaching and learning materials beyond the closed environments of institutional [[w:Learning management system|learning management systems]]. While wikis can support the development of open textbooks, they also enable more diverse, collaborative, and participatory forms of knowledge production than institutionally supported textbook platforms such as [[w:PressBooks|PressBooks]]. In the context of [[w:Tertiary education in Australia|Australian higher education]], such platforms are typically staff-controlled, with limited opportunities for student authorship and co-creation. Wikis give students ongoing access to learning materials beyond their graduation, and staff have access beyond their institutional tenure. Concerns about content curation are resolved by discussion and consensus. Projects can also forked, like open source software, to allow different development directions. ==Wikimedia projects== ===Wikipedia=== The most successful and notable educational wiki projects are supported by the [[w:Wikimedia Foundation|Wikimedia Foundation]]. [[w:Wikipedia|Wikipedia]] is the best known. Many university subjects use assignments which involve students contributing to Wikipedia articles related to the class topic and where an encyclopedic gap or need exists. The best known Wikipedia assignments are facilitated by the [[w:Wiki Education Foundation|Wiki Education Foundation]], a separate non-profit entity which supports Canadian and U.S. college faculty and postsecondary institutions to undertake such Wikipedia assignments with their students. Non-U.S./Canadian instituations can conduct similar assignments on their own. However, I would cast the net wider than Wikipedia because: * Wikipedia editing, especially for newcomers, isn't for the faint-hearted. Imagine taking a group of learner drivers into a busy central business district at peak hour for their first lesson. As the most popular and populated wiki, Wikipedia can be a crowded editing space, making it difficult for new editors to get a foothold and gain in confidence. * Wikipedia focuses on encyclopedic content and not on formats such as argument/debate, opinion, essays, creative work, original research, or targetted open educational resources. For these two reasons, I encourage higher educators to also consider how their discipline, subject area, and desired learning outcomes may be achieved through student assignments on Wikimedia sister projects. ===Beyond Wikipedia=== Opportunities for students to contribute open knowledge extend beyond Wikipedia to the broader [[w:Wikipedia:Wikimedia_sister_projects|Wikimedia Foundation sister projects]]. These platforms provide authentic, public-facing environments for producing, curating, and sharing openly licensed scholarly work as part of higher education assessment. {{sisterprojects}} Table 1 outlines how a range of sister projects can be used for student assignments, including [[w:|Wikipedia]], [[b:|Wikibooks]], [[commons:|Wikimedia Commons]], [[q:|Wikiquote]], [[species:|Wikispecies]], and [[v:|Wikiversity]]. Collectively, these support diverse forms of knowledge production, from encyclopaedic writing and open textbooks to media creation, quotation curation, taxonomic documentation, and learning resource development. An open wiki higher education assignment generally involves: * Students contributing discipline-relevant content to the global knowledge commons via one or more of the Wikimedia Foundation sister projects * Assignment tasks centre on producing and refining useful knowledge or resources—through creating, improving, curating, synthesising, verifying, linking, and communicating content for real-world audiences * Outputs can include text, media, data, and learning resources * Work is openly accessible, reusable, and can be multilingual (see [https://wikiversity.org Wikiversity languages]) Together, these platforms support a wide range of assessment formats aligned with open educational practice, including open textbooks, datasets, media artefacts, encyclopedic entries, and research-informed learning resources. {| class="wikitable" style="margin: 0 auto;" |+ Table 1. How Wikimedia Sister Projects Could Be Used for Higher Education Student Assignments ! Project ! Purpose ! Example assignments |- | [[b:|Wikibooks]] | New books (e.g., textbooks) | * Contribute to development of an open textbook * Curate and improve existing OER book chapters * Package a series of related articles into a new book |- | [[commons:|Wikimedia Commons]] | Images, audio, and video | * Contribute high-quality educational media * Improve metadata and categorisation * Create educational diagrams and illustrations * Upload field recordings or interviews |- | [[d:Wikidata|Wikidata]] | Structured, linked open data | * Create and curate datasets * Link concepts across Wikimedia projects * Model relationships between entities * Support data-driven research and analysis |- | [[q:|Wikiquote]] | Quotations | * Curate and improve text quotes from primary sources such as political speeches * Create categories for quotes by theme or topic * Add citations and verification to existing quotes |- | [[species:|Wikispecies]] | Taxonomy and species classification | * Curate and improve taxonomic entries for species * Add citations for classification and nomenclature * Contribute information about newly described species * Improve links between species and related Wikimedia projects |- | [[s:Main Page|Wikisource]] | Primary texts and historical documents | * Transcribe and proofread source texts * Annotate and contextualise historical documents * Curate thematic collections of primary sources |- | [[v:|Wikiversity]] | Learning, teaching, and research | * Create open educational resources * Develop teaching materials (e.g., lesson plans, self-assessment quizzes) * Publish student research project summaries * Improve existing learning resources by adding new text and multimedia |- | [[voy:Main Page|Wikivoyage]] | Travel guides and geographic knowledge | * Develop place-based guides (e.g., regions, cities) * Contribute cultural, historical, or environmental information * Integrate fieldwork or experiential learning outputs |- | [[wikt:Main Page|Wiktionary]] | Lexical and linguistic resources | * Create and refine dictionary entries * Analyse word meanings, usage, and etymology * Contribute multilingual translations and examples |- | [[w:|Wikipedia]] | Encyclopedic information | * Contribute to articles related to the class topic where a gap exists * Improve the quality and accuracy of existing articles * Add citations and references to unverified text * Curate and improve a category of articles related to a specific subject area |} ==Open wiki assignments== Developing reusable assignments on the web rather than disposable assignments (which are written and read once) means that the value of student work is recognised and realised beyond the purpose of gaining academic credit. Instead of being tossed into the learning management system assignment dumpster and never seen again, students' learning artifacts can be live and publicly available. Given that normative nature of disposable assignments in higher education, the idea of renewable, online, public assessment can seem oddly confronting. Some common reactions (from educators and students) include: * '''What if someone changes my work?''' - Hopefully they improve it; otherwise, simply revert the edit(s). * '''What if someone vandalises my work?''' - This is rare and is typically detected and corrected quickly by bots and administrators. * '''What if someone deletes my work?''' - All edits are preserved in the version history, making it straightforward to restore earlier versions. * '''Editing the internet is scary and I do not know how to do it.''' - Basic wiki editing skills can be learned in a [[Motivation and emotion/Tutorials/Wiki editing|1-hour tutorial]]. *'''What if I don't want my work on the internet?''' - Students own the copyright to their work and must opt in to sharing it. They also have a right to privacy. Provide an alternative task or submission format(s) so that students can achieve the assignment's learning outcomes without putting their work on the open internet. * '''Open wikis seems like a copyright nightmare. My institution would never allow staff to contribute teaching materials openly.''' - Institutional policies may require negotiation or adaptation to support open educational resource sharing. However, students typically retain copyright over their work and may choose to share it under an open licence. Where this is not appropriate, alternative assessment options can be provided. Open educational practices are increasingly adopted in Australian universities, similar to the earlier expansion of [[w:Open access|open access]] in research. Advantages of open wiki assignments include: * '''Perpetuity''' - ongoing availability of resources * '''Linkability''' - cross-linking of projects and external resources * '''Editability''' - resources can be improved by anyone * '''Discussability''' - each resource has a discussion page * '''Showability''' - resources showcase curator skills and knowledge * '''Transparency''' - resource edit history and can be reviewed * '''Forkability''' - open licence allows development of alternative resources ==Examples== Here are some examples of open wiki assignments: * [[b:Exercise as it relates to Disease|Exercise as it relates to disease]] - exercise physiology students write 1,000-word article critiques (Wikibooks), Faculty of Health, University of Canberra, Australia * [[Motivation and emotion/Book|Motivation and emotion]] - undergraduate psychology students write 3,000-word online book chapters about unique topics (Wikiversity), Faculty of Health, University of Canberra, Australia * [[Digital Media Concepts|Digital artists wiki project assignment]] (Wikiversity) - Multimedia Department, Ohlone College, CA, USA Whilst not assignments per se, these innovative open wiki resources may inspire: * [[Global Audiology]] - collaboratively developed open wiki portal enabling international, student-contributable knowledge on audiology practice to address inequities in hearing care access, particularly in low- and middle-income countries ==Activities== * Create a [[Wikiversity:Why create an account|global Wikimedia Foundation user account]] * Edit your [[Help:User page|Wikiversity user page]] * Explore available Wikiversity resources: [[Special:Search|Search]], [[Portal:Learning Projects|Portals]], [[Help:Guides|Tours]] * Brainstorm what you or your students could contribute * Visit the [[Wikiversity:Colloquium|Colloquium]] and [[Wikiversity:Staff|Wikiversity staff]] so you know where to get support ==Bio== [[User:Jtneill|James Neill]] is an Assistant Professor in the Discipline of Psychology, Faculty of Health, [[University of Canberra]]. He is a proponent of open educational practices and contributes [[Open Educational Resources|open educational resources]] via open wiki platforms. James is an [[Main page|English Wikiversity]] [[Wikiversity:Custodianship|custodian]] and [[Wikiversity:Bureaucratship|bureaucrat]] who has made over 80,000 edits since 2005. Learn more about James' ''[[User:Jtneill/Teaching/Philosophy|teaching philosophy]]''. ==See also== ;Wikimedia Foundation * [[meta:Education|Education]] (Global WMF hub) * [[w:Wikipedia:Wikimedia_sister_projects|Wikimedia sister projects]] (Wikipedia) ;Wikipedia * [[meta:Wiki Education Foundation|Wiki Education Foundation]] (meta) ;Wikiversity * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (article) * [[Wikiversity:Who are Wikiversity participants?|Who are Wikiversity participants?]] (page) * [[User:Jtneill/Presentations/Wikis in open education: A psychology case study|Wikis in open education: A psychology case study]] (presentation) [[Category:User:Jtneill/Presentations/Open education]] [[Category:User:Jtneill/Presentations/Wikiversity]] hgi39jl05lbe8uo4ovksu8fmx3eondh 102 328995 2804141 2026-04-10T13:51:16Z CarlessParking 3064444 Created page with "Welcome to the '''Cebuano Department''' at Wikiversity, part of the Center for Foreign Language Learning and the School of Language and Literature. ==Introduction== ==Division News== ==See also==" 2804141 wikitext text/x-wiki Welcome to the '''Cebuano Department''' at Wikiversity, part of the Center for Foreign Language Learning and the School of Language and Literature. ==Introduction== ==Division News== ==See also== oep3xd6edol9lfeyraopzcvfunyqun5 2804142 2804141 2026-04-10T13:51:54Z CarlessParking 3064444 /* Introduction */ 2804142 wikitext text/x-wiki Welcome to the '''Cebuano Department''' at Wikiversity, part of the Center for Foreign Language Learning and the School of Language and Literature. ==Introduction== ==Courses== * [[Visayan 1]] ==Division News== ==See also== 08ztmbhclikp3wko2yg5kh21yzqp98o 2804144 2804142 2026-04-10T13:54:36Z CarlessParking 3064444 2804144 wikitext text/x-wiki Welcome to the '''Cebuano Department''' at Wikiversity, part of the Center for Foreign Language Learning and the School of Language and Literature. ==Introduction== Cebuano is spoken in most of the Visayan archipelago — on the islands of Bohol, Cebu, western Leyte, Negros Oriental and some parts of Samar — as well as in Mindanao where it is spoken mostly in the Davao Region as well as in the northern parts of the island. Over 20 million people speak Cebuano worldwide, and Cebuano is an easy language to learn for fluent speakers of English or Spanish. The Cebuano-speaking regions have rich cultures, especially in religion; festivals; literature; cinema, television and theater; music; dance; and visual arts. ==Courses== * [[Visayan 1]] ==Division News== ==See also== bmforcmuqjqeu3yr53q93nxx2ogjbb8 2804145 2804144 2026-04-10T13:55:27Z CarlessParking 3064444 2804145 wikitext text/x-wiki Welcome to the '''Cebuano Department''' at Wikiversity, part of the Center for Foreign Language Learning and the School of Language and Literature. ==Introduction== Cebuano is spoken in most of the Visayan archipelago — on the islands of Bohol, Cebu, western Leyte, Negros Oriental and some parts of Samar — as well as in Mindanao where it is spoken mostly in the Davao Region as well as in the northern parts of the island. Over 20 million people speak Cebuano worldwide, and Cebuano is an easy language to learn for fluent speakers of English or Spanish. The Cebuano-speaking regions have rich cultures, especially in religion; festivals; literature; cinema, television and theater; music; dance; and visual arts. ==Courses== * [[Visayan 1]] ==Division News== * '''October 25, 2015''' - Division founded! ==See also== cioykv1g8gqj333uaaf4gfi0rcx5stq 2804146 2804145 2026-04-10T13:56:21Z CarlessParking 3064444 2804146 wikitext text/x-wiki Welcome to the '''Cebuano Department''' at Wikiversity, part of the [[Center for Foreign Language Learning]] and the [[School of Language and Literature]]. ==Introduction== Cebuano is spoken in most of the Visayan archipelago — on the islands of Bohol, Cebu, western Leyte, Negros Oriental and some parts of Samar — as well as in Mindanao where it is spoken mostly in the Davao Region as well as in the northern parts of the island. Over 20 million people speak Cebuano worldwide, and Cebuano is an easy language to learn for fluent speakers of English or Spanish. The Cebuano-speaking regions have rich cultures, especially in religion; festivals; literature; cinema, television and theater; music; dance; and visual arts. ==Courses== * [[Visayan 1]] ==Division News== * '''October 25, 2015''' - Division founded! ==See also== 2nt6wkjif0md31z7ttxkodtnq4u8s70 2804147 2804146 2026-04-10T13:57:26Z CarlessParking 3064444 2804147 wikitext text/x-wiki Welcome to the '''Cebuano Department''' at Wikiversity, part of the [[Portal:Foreign Language Learning|Center for Foreign Language Learning]] and the [[School:Language and Literature|School of Language and Literature]]. ==Introduction== Cebuano is spoken in most of the Visayan archipelago — on the islands of Bohol, Cebu, western Leyte, Negros Oriental and some parts of Samar — as well as in Mindanao where it is spoken mostly in the Davao Region as well as in the northern parts of the island. Over 20 million people speak Cebuano worldwide, and Cebuano is an easy language to learn for fluent speakers of English or Spanish. The Cebuano-speaking regions have rich cultures, especially in religion; festivals; literature; cinema, television and theater; music; dance; and visual arts. ==Courses== * [[Visayan 1]] ==Division News== * '''October 25, 2015''' - Division founded! ==See also== r9n2uai1z3qtk2pogpizaoymjp5terr 2804153 2804147 2026-04-10T14:11:57Z CarlessParking 3064444 2804153 wikitext text/x-wiki Welcome to the '''Cebuano Department''' at Wikiversity, part of the [[Portal:Foreign Language Learning|Center for Foreign Language Learning]] and the [[School:Language and Literature|School of Language and Literature]]. ==Introduction== Cebuano is spoken in most of the Visayan archipelago — on the islands of Bohol, Cebu, western Leyte, Negros Oriental and some parts of Samar — as well as in Mindanao where it is spoken mostly in the Davao Region as well as in the northern parts of the island. Over 20 million people speak Cebuano worldwide, and Cebuano is an easy language to learn for fluent speakers of English or Spanish. The Cebuano-speaking regions have rich cultures, especially in religion; festivals; literature; cinema, television and theater; music; dance; and visual arts. ==Courses== * [[Visayan 1]] ==Division News== * '''October 25, 2015''' - Division founded! ==See also== [[Southeast Asian Languages/Philippine Languages/Cebuano]] asfsa6i8t46c5lx0gdbcp4ntay9pj3b 2804242 2804153 2026-04-11T01:24:59Z CarlessParking 3064444 /* Courses */ 2804242 wikitext text/x-wiki Welcome to the '''Cebuano Department''' at Wikiversity, part of the [[Portal:Foreign Language Learning|Center for Foreign Language Learning]] and the [[School:Language and Literature|School of Language and Literature]]. ==Introduction== Cebuano is spoken in most of the Visayan archipelago — on the islands of Bohol, Cebu, western Leyte, Negros Oriental and some parts of Samar — as well as in Mindanao where it is spoken mostly in the Davao Region as well as in the northern parts of the island. Over 20 million people speak Cebuano worldwide, and Cebuano is an easy language to learn for fluent speakers of English or Spanish. The Cebuano-speaking regions have rich cultures, especially in religion; festivals; literature; cinema, television and theater; music; dance; and visual arts. ==Courses== *Introduction: {{0Percent}} [[Visayan 1/regions|Regions]], {{0Percent}} [[/linguistic characteristics|Linguistic characteristics]] * {{0Percent}} [[Visayan/Chapter 1 (The Basics)|Chapter 1 (The Basics)]] — ''Region focus: Bohol'' * {{0Percent}} [[Visayan/Chapter 2 (Activities)|Chapter 2 (Activities)]] — ''Region focus: Cebu'' * {{0Percent}} [[Visayan/Chapter 3 (Adjectives)|Chapter 3 (Adjectives)]] — ''Region focus: Western Leyte'' * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 4 (School)|Chapter 4 (School)]] — ''Region focus: Eastern Negros'' * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 5 (The Classroom)|Chapter 5 (The Classroom)]] — ''Region focus: Samar'' * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 6 (Food & Drink)|Chapter 6 (Food & Drink)]] — ''Region focus: Northern Mindanao'' * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 7 (Health)|Chapter 7 (Health)]] — ''Region focus: Davao'' * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 8 (Destinations)|Chapter 8 (Destinations)]] — ''Region focus: Southern Kana'' * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 9 (Recreation & Lifestyle)|Chapter 9 (Recreation & Lifestyle)]] — ''Region focus: Luzon'' * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 10 (Family & Celebrations)|Chapter 10 (Family & Celebrations)]] — ''Region focus: Biliran'' * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 11 (Adjectives & In a restaurant)|Chapter 11 (Adjectives & In a restaurant)]] — ''Region focus: Southern Masbate'' * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 12 (The Bedroom)|Chapter 12 (The Bedroom)]] * {{0Percent}} [[Southeast Asian Land/Philippine Languages/Cebuano Chapter 13 (The Household)|Chapter 13 (The Household)]] * {{0Percent}} [[/Chapter 14 (Shopping)|Chapter 14 (Shopping)]] * {{0Percent}} [[Southeast Asian Languages/Philippine Language/Cebuano Chapter 15 (At the Mall)|Chapter 15 (At the Mall)]] * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 16 (Vacation)|Chapter 16 (Vacation)]] * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 17 (Community)|Chapter 17 (Community)]] * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 18 (Television)|Chapter 18 (Television)]] * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 19 (Computers)|Chapter 19 (Computers)]] ==Division News== * '''October 25, 2015''' - Division founded! ==See also== [[Southeast Asian Languages/Philippine Languages/Cebuano]] 3o95et6b7z39gslna4nqo4vhzfxtv0e 2804243 2804242 2026-04-11T01:27:44Z CarlessParking 3064444 /* Courses */ 2804243 wikitext text/x-wiki Welcome to the '''Cebuano Department''' at Wikiversity, part of the [[Portal:Foreign Language Learning|Center for Foreign Language Learning]] and the [[School:Language and Literature|School of Language and Literature]]. ==Introduction== Cebuano is spoken in most of the Visayan archipelago — on the islands of Bohol, Cebu, western Leyte, Negros Oriental and some parts of Samar — as well as in Mindanao where it is spoken mostly in the Davao Region as well as in the northern parts of the island. Over 20 million people speak Cebuano worldwide, and Cebuano is an easy language to learn for fluent speakers of English or Spanish. The Cebuano-speaking regions have rich cultures, especially in religion; festivals; literature; cinema, television and theater; music; dance; and visual arts. ==Courses== *Introduction: {{0Percent}} [[Visayan 1/regions|Regions]], {{0Percent}} [[/linguistic characteristics|Linguistic characteristics]] * {{0Percent}} [[Visayan 1/Chapter 1 (The Basics)|Chapter 1 (The Basics)]] — ''Province focus: Bohol'' * {{0Percent}} [[Visayan 1/Chapter 2 (Activities)|Chapter 2 (Activities)]] — ''Province focus: Cebu'' * {{0Percent}} [[Visayan 1/Chapter 3 (Adjectives)|Chapter 3 (Adjectives)]] — ''Province focus: Western Leyte'' * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 4 (School)|Chapter 4 (School)]] — ''Province focus: Eastern Negros'' * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 5 (The Classroom)|Chapter 5 (The Classroom)]] — ''Province focus: Samar'' * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 6 (Food & Drink)|Chapter 6 (Food & Drink)]] — ''Province focus: Northern Mindanao'' * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 7 (Health)|Chapter 7 (Health)]] — ''Province focus: Davao'' * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 8 (Destinations)|Chapter 8 (Destinations)]] — ''Province focus: Southern Kana'' * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 9 (Recreation & Lifestyle)|Chapter 9 (Recreation & Lifestyle)]] — ''Province focus: Zamboanga Sibugay'' * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 10 (Family & Celebrations)|Chapter 10 (Family & Celebrations)]] — ''Province focus: Biliran'' * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 11 (Adjectives & In a restaurant)|Chapter 11 (Adjectives & In a restaurant)]] — ''Province focus: Southern Masbate'' * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 12 (The Bedroom)|Chapter 12 (The Bedroom)]] * {{0Percent}} [[Southeast Asian Land/Philippine Languages/Cebuano Chapter 13 (The Household)|Chapter 13 (The Household)]] * {{0Percent}} [[/Chapter 14 (Shopping)|Chapter 14 (Shopping)]] * {{0Percent}} [[Southeast Asian Languages/Philippine Language/Cebuano Chapter 15 (At the Mall)|Chapter 15 (At the Mall)]] * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 16 (Vacation)|Chapter 16 (Vacation)]] * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 17 (Community)|Chapter 17 (Community)]] * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 18 (Television)|Chapter 18 (Television)]] * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 19 (Computers)|Chapter 19 (Computers)]] ==Division News== * '''October 25, 2015''' - Division founded! ==See also== [[Southeast Asian Languages/Philippine Languages/Cebuano]] 0aakjsxgq2of0cdnv89q45q4j3xpf0u 2804244 2804243 2026-04-11T01:29:54Z CarlessParking 3064444 /* Courses */ 2804244 wikitext text/x-wiki Welcome to the '''Cebuano Department''' at Wikiversity, part of the [[Portal:Foreign Language Learning|Center for Foreign Language Learning]] and the [[School:Language and Literature|School of Language and Literature]]. ==Introduction== Cebuano is spoken in most of the Visayan archipelago — on the islands of Bohol, Cebu, western Leyte, Negros Oriental and some parts of Samar — as well as in Mindanao where it is spoken mostly in the Davao Region as well as in the northern parts of the island. Over 20 million people speak Cebuano worldwide, and Cebuano is an easy language to learn for fluent speakers of English or Spanish. The Cebuano-speaking regions have rich cultures, especially in religion; festivals; literature; cinema, television and theater; music; dance; and visual arts. ==Courses== *Introduction: {{0Percent}} {{0Percent}} [[Visayan 1/linguistic characteristics|Linguistic characteristics]] * {{0Percent}} [[Visayan 1/Chapter 1 (The Basics)|Chapter 1 (The Basics)]] — ''Province focus: Bohol'' * {{0Percent}} [[Visayan 1/Chapter 2 (Activities)|Chapter 2 (Activities)]] — ''Province focus: Cebu'' * {{0Percent}} [[Visayan 1/Chapter 3 (Adjectives)|Chapter 3 (Adjectives)]] — ''Province focus: Western Leyte'' * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 4 (School)|Chapter 4 (School)]] — ''Province focus: Eastern Negros'' * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 5 (The Classroom)|Chapter 5 (The Classroom)]] — ''Province focus: Samar'' * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 6 (Food & Drink)|Chapter 6 (Food & Drink)]] — ''Province focus: Northern Mindanao'' * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 7 (Health)|Chapter 7 (Health)]] — ''Province focus: Davao'' * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 8 (Destinations)|Chapter 8 (Destinations)]] — ''Province focus: Southern Kana'' * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 9 (Recreation & Lifestyle)|Chapter 9 (Recreation & Lifestyle)]] — ''Province focus: Zamboanga Sibugay'' * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 10 (Family & Celebrations)|Chapter 10 (Family & Celebrations)]] — ''Province focus: Biliran'' * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 11 (Adjectives & In a restaurant)|Chapter 11 (Adjectives & In a restaurant)]] — ''Province focus: Southern Masbate'' * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 12 (The Bedroom)|Chapter 12 (The Bedroom)]] * {{0Percent}} [[Southeast Asian Land/Philippine Languages/Cebuano Chapter 13 (The Household)|Chapter 13 (The Household)]] * {{0Percent}} [[/Chapter 14 (Shopping)|Chapter 14 (Shopping)]] * {{0Percent}} [[Southeast Asian Languages/Philippine Language/Cebuano Chapter 15 (At the Mall)|Chapter 15 (At the Mall)]] * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 16 (Vacation)|Chapter 16 (Vacation)]] * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 17 (Community)|Chapter 17 (Community)]] * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 18 (Television)|Chapter 18 (Television)]] * {{0Percent}} [[Southeast Asian Languages/Philippine Languages/Cebuano Chapter 19 (Computers)|Chapter 19 (Computers)]] ==Division News== * '''October 25, 2015''' - Division founded! ==See also== [[Southeast Asian Languages/Philippine Languages/Cebuano]] l3pzwe3h2zpotkt131izerg0l4k9cyh 0 328996 2804149 2026-04-10T14:00:21Z CarlessParking 3064444 Created page with "__NOTOC__ __NOEDITSECTION__ {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: Cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |[[File:Flag_of_the_Philippines.svg|frameless|100x100px]] <big>'''The Philippine Languages Department'''</big..." 2804149 wikitext text/x-wiki __NOTOC__ __NOEDITSECTION__ {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: Cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |[[File:Flag_of_the_Philippines.svg|frameless|100x100px]] <big>'''The Philippine Languages Department'''</big> |- | style="width: 60%; background-color: #fffff0; 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;" <!--rowspan="2"--> | {{center top}}<big>Mabuhay!</big>{{center bottom}} [[File:Rizal Monument on Rizal Day.jpg|150px|right]] ==Filipino 1== [[Southeast Asian Languages/Philippine Languages/Filipino One|Filipino 1]], a foundational course provided by the [[Portal:Southeast Asian languages|Division of Southeast Asian Languages]], serves as an entry point for students seeking to acquaint themselves with the rudimentary aspects of the language, encompassing uncomplicated vocabulary acquisition, the mastering of fundamental phrases, and the exploration of elementary grammatical structures. Throughout this course, participants embark on an immersive linguistic journey, progressively building their proficiency in Filipino through engaging lessons, interactive exercises, and practical conversational practice that empowers them to communicate effectively in real-world scenarios. | rowspan="2" style="width: 40%; background-color: #efefff; 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;" | {{center top}}<h2>The Philippines</h2>{{center bottom}} {{center top}} [[File:LocationPhilippines.png|350px|center]] {{center bottom}} The [[:w:Philippines|Philippines]], officially the Republic of the Philippines (Filipino: Republika ng Pilipinas) is an archipelago located in Southeast Asia, comprising more than 7,000 islands in the western Pacific Ocean. Its rich history is a fascinating blend of indigenous cultures, Spanish colonization, and American influence. The country gained independence in 1946, but its history is marked by centuries of foreign rule, including over 300 years of Spanish colonization that left a lasting impact on the culture and religion. The Philippines is known for its diverse population, with over 100 million people, making it one of the most populous nations in Southeast Asia. In terms of demographics, the Philippines is a melting pot of ethnic groups and languages. The majority of Filipinos are of Austronesian descent, but there are also significant Chinese, Spanish, and American influences due to centuries of trade and colonization. The official languages are Filipino (based on Tagalog) and English, with a wide variety of regional languages and dialects spoken throughout the islands. The predominantly Roman Catholic faith, brought by the Spanish, plays a central role in the culture, but there are also significant Muslim and indigenous communities. Geographically, the Philippines is a stunningly diverse country. Its archipelagic nature means it boasts a wide range of landscapes, from lush tropical rainforests to active volcanoes and pristine beaches. The country is also vulnerable to natural disasters, with frequent typhoons, earthquakes, and volcanic eruptions. Despite these challenges, the Philippines is known for its natural beauty and has a vibrant tourism industry, attracting visitors from around the world who come to explore its breathtaking scenery and experience its unique culture. |- | style="width: 60%; background-color: Cornsilk; 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;" | [[Image:Nuvola apps edu miscellaneous.svg|right|96px]] ==Lessons== * Lesson #1 * Lesson #2: * Lesson #3: |} [[Category:Filipino]] 6ih6z64jmaaen80vzx1jdqjlbc51fpg 2804150 2804149 2026-04-10T14:07:25Z CarlessParking 3064444 2804150 wikitext text/x-wiki __NOTOC__ __NOEDITSECTION__ {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: Cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |[[File:Flag_of_the_Philippines.svg|frameless|100x100px]] <big>'''The Philippine Languages Department'''</big> |- | style="width: 60%; background-color: #fffff0; 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;" <!--rowspan="2"--> | {{center top}}<big>Mabuhay!</big>{{center bottom}} [[File:Rizal Monument on Rizal Day.jpg|150px|right]] ==Cebuano 1== [[Visayan 1|Cebuano 1]], a foundational course provided by the [[Portal:Southeast Asian languages|Division of Southeast Asian Languages]], serves as an entry point for students seeking to acquaint themselves with the rudimentary aspects of the language, encompassing uncomplicated vocabulary acquisition, the mastering of fundamental phrases, and the exploration of elementary grammatical structures. Throughout this course, participants embark on an immersive linguistic journey, progressively building their proficiency in Cebuano through engaging lessons, interactive exercises, and practical conversational practice that empowers them to communicate effectively in real-world scenarios. | rowspan="2" style="width: 40%; background-color: #efefff; 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;" | {{center top}}<h2>Central Visayas</h2>{{center bottom}} {{center top}} [[File:Central Visayas in Philippines.svg|350px|center]] {{center bottom}} [[:w:Central Visayas|Central Visayas]] is an administrative region of the Philippines. It comprises the provinces of Cebu and Bohol. |- | style="width: 60%; background-color: Cornsilk; 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;" | [[Image:Nuvola apps edu miscellaneous.svg|right|96px]] ==Lessons== * Lesson #1 * Lesson #2: * Lesson #3: |} [[Category:Filipino]] 6hqm4v3as2xfgfeackanfjij8xaed9v 2804151 2804150 2026-04-10T14:09:51Z CarlessParking 3064444 2804151 wikitext text/x-wiki __NOTOC__ __NOEDITSECTION__ {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: Cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |[[File:Flag_of_the_Philippines.svg|frameless|100x100px]] <big>'''The Philippine Languages Department'''</big> |- | style="width: 60%; background-color: #fffff0; 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;" <!--rowspan="2"--> | {{center top}}<big>Mabuhay!</big>{{center bottom}} [[File:Magellan's Cross Cebu.jpg|150px|right]] ==Cebuano 1== [[Visayan 1|Cebuano 1]], a foundational course provided by the [[Portal:Southeast Asian languages|Division of Southeast Asian Languages]], serves as an entry point for students seeking to acquaint themselves with the rudimentary aspects of the language, encompassing uncomplicated vocabulary acquisition, the mastering of fundamental phrases, and the exploration of elementary grammatical structures. Throughout this course, participants embark on an immersive linguistic journey, progressively building their proficiency in Cebuano through engaging lessons, interactive exercises, and practical conversational practice that empowers them to communicate effectively in real-world scenarios. | rowspan="2" style="width: 40%; background-color: #efefff; 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;" | {{center top}}<h2>Central Visayas</h2>{{center bottom}} {{center top}} [[File:Central Visayas in Philippines.svg|350px|center]] {{center bottom}} [[:w:Central Visayas|Central Visayas]] is an administrative region of the Philippines. It comprises the provinces of Cebu and Bohol. |- | style="width: 60%; background-color: Cornsilk; 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;" | [[Image:Nuvola apps edu miscellaneous.svg|right|96px]] ==Lessons== * Lesson #1 * Lesson #2: * Lesson #3: |} [[Category:Filipino]] aj3k486o7um4adspv9gcyc46j71xrud 2804152 2804151 2026-04-10T14:11:11Z CarlessParking 3064444 2804152 wikitext text/x-wiki __NOTOC__ __NOEDITSECTION__ {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: Cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |[[File:Flag_of_the_Philippines.svg|frameless|100x100px]] <big>'''The Philippine Languages Department'''</big> |- | style="width: 60%; background-color: #fffff0; 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;" <!--rowspan="2"--> | {{center top}}<big>Mabuhay!</big>{{center bottom}} [[File:Magellan's Cross Cebu.jpg|150px|right]] ==Cebuano 1== [[Visayan 1|Cebuano 1]], a foundational course provided by the [[Portal:Southeast Asian languages|Division of Southeast Asian Languages]], serves as an entry point for students seeking to acquaint themselves with the rudimentary aspects of the language, encompassing uncomplicated vocabulary acquisition, the mastering of fundamental phrases, and the exploration of elementary grammatical structures. Throughout this course, participants embark on an immersive linguistic journey, progressively building their proficiency in Cebuano through engaging lessons, interactive exercises, and practical conversational practice that empowers them to communicate effectively in real-world scenarios. | rowspan="2" style="width: 40%; background-color: #efefff; 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;" | {{center top}}<h2>Central Visayas</h2>{{center bottom}} {{center top}} [[File:Central Visayas in Philippines.svg|350px|center]] {{center bottom}} [[:w:Central Visayas|Central Visayas]] is an administrative region of the Philippines. It comprises the provinces of Cebu and Bohol. |- | style="width: 60%; background-color: Cornsilk; 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;" | [[Image:Nuvola apps edu miscellaneous.svg|right|96px]] ==Lessons== * Lesson #1: [[Visayan 1|Cebuano 1]] * Lesson #2: * Lesson #3: See also: [[Portal:Cebuano]] |} [[Category:Philippine languages]] 0npzpzqodlqfj4d6ecb8qjbf10qlqdm 2804155 2804152 2026-04-10T14:16:22Z CarlessParking 3064444 2804155 wikitext text/x-wiki __NOTOC__ __NOEDITSECTION__ {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: Cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |[[File:Flag_of_the_Philippines.svg|frameless|100x100px]] <big>'''The Philippine Languages Department'''</big> |- | style="width: 60%; background-color: #fffff0; 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;" <!--rowspan="2"--> | {{center top}}<big>Mabuhay!</big>{{center bottom}} [[File:Magellan's Cross Cebu.jpg|150px|right]] ==Cebuano 1== [[Visayan 1|Cebuano 1]], a foundational course provided by the [[Portal:Southeast Asian languages|Division of Southeast Asian Languages]], serves as an entry point for students seeking to acquaint themselves with the rudimentary aspects of the language, encompassing uncomplicated vocabulary acquisition, the mastering of fundamental phrases, and the exploration of elementary grammatical structures. Throughout this course, participants embark on an immersive linguistic journey, progressively building their proficiency in Cebuano through engaging lessons, interactive exercises, and practical conversational practice that empowers them to communicate effectively in real-world scenarios. | rowspan="2" style="width: 40%; background-color: #efefff; 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;" | {{center top}}<h2>Central Visayas</h2>{{center bottom}} {{center top}} [[File:Central Visayas in Philippines.svg|350px|center]] {{center bottom}} [[:w:Central Visayas|Central Visayas]] is an administrative region of the Philippines. It comprises the provinces of Cebu and Bohol. |- | style="width: 60%; background-color: Cornsilk; 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;" | [[Image:Nuvola apps edu miscellaneous.svg|right|96px]] ==Lessons== * Lesson #1: [[Visayan 1|Cebuano 1]] * Lesson #2: [[Visayan 1/Chapter 1 (The Basics)|The Basics]] * Lesson #3: See also: [[Portal:Cebuano]] |} [[Category:Philippine languages]] 8q1pah8nk37il3ekuhjriqljww1xra8 2804157 2804155 2026-04-10T14:19:48Z CarlessParking 3064444 2804157 wikitext text/x-wiki __NOTOC__ __NOEDITSECTION__ {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: Cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |[[File:Flag_of_the_Philippines.svg|frameless|100x100px]] <big>'''The Philippine Languages Department'''</big> |- | style="width: 60%; background-color: #fffff0; 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;" <!--rowspan="2"--> | {{center top}}<big>Mabuhay!</big>{{center bottom}} [[File:Magellan's Cross Cebu.jpg|150px|right]] ==Cebuano 1== [[Visayan 1|Cebuano 1]], a foundational course provided by the [[Portal:Southeast Asian languages|Division of Southeast Asian Languages]], serves as an entry point for students seeking to acquaint themselves with the rudimentary aspects of the language, encompassing uncomplicated vocabulary acquisition, the mastering of fundamental phrases, and the exploration of elementary grammatical structures. Throughout this course, participants embark on an immersive linguistic journey, progressively building their proficiency in Cebuano through engaging lessons, interactive exercises, and practical conversational practice that empowers them to communicate effectively in real-world scenarios. | rowspan="2" style="width: 40%; background-color: #efefff; 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;" | {{center top}}<h2>Central Visayas</h2>{{center bottom}} {{center top}} [[File:Central Visayas in Philippines.svg|350px|center]] {{center bottom}} [[:w:Central Visayas|Central Visayas]] is an administrative region of the Philippines. It comprises the provinces of Cebu and Bohol. |- | style="width: 60%; background-color: Cornsilk; 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;" | [[Image:Nuvola apps edu miscellaneous.svg|right|96px]] ==Lessons== * Lesson #1: [[Visayan 1|Cebuano 1]] * Lesson #2: [[Visayan 1/Chapter 1 (The Basics)|The Basics]] * Lesson #3: [[Visayan 1/Chapter 2 (Activities)|Activities]] See also: [[Portal:Cebuano]] |} [[Category:Philippine languages]] e3vp3vl1lhkr8zo2wl6ohamjz9qthba 2804245 2804157 2026-04-11T01:30:36Z CarlessParking 3064444 2804245 wikitext text/x-wiki __NOTOC__ __NOEDITSECTION__ {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: Cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |[[File:Flag_of_the_Philippines.svg|frameless|100x100px]] <big>'''The Philippine Languages Department'''</big> |- | style="width: 60%; background-color: #fffff0; 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;" <!--rowspan="2"--> | {{center top}}<big>Mabuhay!</big>{{center bottom}} [[File:Magellan's Cross Cebu.jpg|150px|right]] ==Cebuano 1== [[Visayan 1/linguistic characteristics|Cebuano 1]], a foundational course provided by the [[Portal:Southeast Asian languages|Division of Southeast Asian Languages]], serves as an entry point for students seeking to acquaint themselves with the rudimentary aspects of the language, encompassing uncomplicated vocabulary acquisition, the mastering of fundamental phrases, and the exploration of elementary grammatical structures. Throughout this course, participants embark on an immersive linguistic journey, progressively building their proficiency in Cebuano through engaging lessons, interactive exercises, and practical conversational practice that empowers them to communicate effectively in real-world scenarios. | rowspan="2" style="width: 40%; background-color: #efefff; 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;" | {{center top}}<h2>Central Visayas</h2>{{center bottom}} {{center top}} [[File:Central Visayas in Philippines.svg|350px|center]] {{center bottom}} [[:w:Central Visayas|Central Visayas]] is an administrative region of the Philippines. It comprises the provinces of Cebu and Bohol. |- | style="width: 60%; background-color: Cornsilk; 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;" | [[Image:Nuvola apps edu miscellaneous.svg|right|96px]] ==Lessons== * Lesson #1: [[Visayan 1|Cebuano 1]] * Lesson #2: [[Visayan 1/Chapter 1 (The Basics)|The Basics]] * Lesson #3: [[Visayan 1/Chapter 2 (Activities)|Activities]] See also: [[Portal:Cebuano]] |} [[Category:Philippine languages]] ap1clcct35rqs7462zspx4u9kcenj5q 2804246 2804245 2026-04-11T01:31:16Z CarlessParking 3064444 2804246 wikitext text/x-wiki __NOTOC__ __NOEDITSECTION__ {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: Cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |[[File:Flag_of_the_Philippines.svg|frameless|100x100px]] <big>'''The Philippine Languages Department'''</big> |- | style="width: 60%; background-color: #fffff0; 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;" <!--rowspan="2"--> | {{center top}}<big>Mabuhay!</big>{{center bottom}} [[File:Magellan's Cross Cebu.jpg|150px|right]] ==Cebuano 1== [[Visayan 1/linguistic characteristics|Cebuano 1]], a foundational course provided by the [[Portal:Southeast Asian languages|Division of Southeast Asian Languages]], serves as an entry point for students seeking to acquaint themselves with the rudimentary aspects of the language, encompassing uncomplicated vocabulary acquisition, the mastering of fundamental phrases, and the exploration of elementary grammatical structures. Throughout this course, participants embark on an immersive linguistic journey, progressively building their proficiency in Cebuano through engaging lessons, interactive exercises, and practical conversational practice that empowers them to communicate effectively in real-world scenarios. | rowspan="2" style="width: 40%; background-color: #efefff; 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;" | {{center top}}<h2>Central Visayas</h2>{{center bottom}} {{center top}} [[File:Central Visayas in Philippines.svg|350px|center]] {{center bottom}} [[:w:Central Visayas|Central Visayas]] is an administrative region of the Philippines. It comprises the provinces of Cebu and Bohol. |- | style="width: 60%; background-color: Cornsilk; 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;" | [[Image:Nuvola apps edu miscellaneous.svg|right|96px]] ==Lessons== * Lesson #1: [[Visayan 1/linguistic characteristics|Cebuano 1]] * Lesson #2: [[Visayan 1/Chapter 1 (The Basics)|The Basics]] * Lesson #3: [[Visayan 1/Chapter 2 (Activities)|Activities]] See also: [[Portal:Cebuano]] |} [[Category:Philippine languages]] 7jjuczdgj69v5exb852rcponyhzl9wh 2804259 2804246 2026-04-11T02:42:28Z CarlessParking 3064444 2804259 wikitext text/x-wiki __NOTOC__ __NOEDITSECTION__ {| cellpadding="10" cellspacing="5" style="width: 99%; background-color: inherit; margin-left: auto; margin-right: auto" | style="background-color: Cornsilk; border: 1px solid #777777; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" colspan="2" |[[File:Flag_of_the_Philippines.svg|frameless|100x100px]] <big>'''The Philippine Languages Department'''</big> |- | style="width: 60%; background-color: #fffff0; 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;" <!--rowspan="2"--> | {{center top}}<big>Malipayong pag-abot!</big>{{center bottom}} [[File:Magellan's Cross Cebu.jpg|150px|right]] ==Cebuano 1== [[Visayan 1/linguistic characteristics|Cebuano 1]], a foundational course provided by the [[Portal:Southeast Asian languages|Division of Southeast Asian Languages]], serves as an entry point for students seeking to acquaint themselves with the rudimentary aspects of the language, encompassing uncomplicated vocabulary acquisition, the mastering of fundamental phrases, and the exploration of elementary grammatical structures. Throughout this course, participants embark on an immersive linguistic journey, progressively building their proficiency in Cebuano through engaging lessons, interactive exercises, and practical conversational practice that empowers them to communicate effectively in real-world scenarios. | rowspan="2" style="width: 40%; background-color: #efefff; 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;" | {{center top}}<h2>Central Visayas</h2>{{center bottom}} {{center top}} [[File:Central Visayas in Philippines.svg|350px|center]] {{center bottom}} [[:w:Central Visayas|Central Visayas]] is an administrative region of the Philippines. It comprises the provinces of Cebu and Bohol. |- | style="width: 60%; background-color: Cornsilk; 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;" | [[Image:Nuvola apps edu miscellaneous.svg|right|96px]] ==Lessons== * Lesson #1: [[Visayan 1/linguistic characteristics|Cebuano 1]] * Lesson #2: [[Visayan 1/Chapter 1 (The Basics)|The Basics]] * Lesson #3: [[Visayan 1/Chapter 2 (Activities)|Activities]] See also: [[Portal:Cebuano]] |} [[Category:Philippine languages]] 35pmcogbnwo7cp4iwmm3n01z95gwzxv 10 328997 2804161 2026-04-10T15:13:34Z Codename Noreste 2969951 New styles.css page for this template, adapted from English Wikipedia. 2804161 sanitized-css text/css .archive-top { background-color: #EDEAFF; color: inherit; padding: 0 0.6em; border: 1px solid #8779DD; } @media screen { html.skin-theme-clientpref-night .archive-top { background-color: #181424; border: 1px solid #8072d6; color: #fff; } } @media screen and (prefers-color-scheme: dark) { html.skin-theme-clientpref-os .archive-top { background-color: #181424; border: 1px solid #8072d6; color: #fff; } } 1v5xfwif36n9mh3uquhug85eh4m1clz 2804162 2804161 2026-04-10T15:15:27Z Codename Noreste 2969951 2804162 sanitized-css text/css .archive-top { background-color: #EDEAFF; color: inherit; padding: 0px 10px; border: 1px solid #8779DD; } @media screen { html.skin-theme-clientpref-night .archive-top { background-color: #181424; border: 1px solid #8072d6; color: #fff; } } @media screen and (prefers-color-scheme: dark) { html.skin-theme-clientpref-os .archive-top { background-color: #181424; border: 1px solid #8072d6; color: #fff; } } fojyclecif5iuvh7v2aphsadymcqe05 2804163 2804162 2026-04-10T15:16:01Z Codename Noreste 2969951 2804163 sanitized-css text/css .archive-top { background-color: #EDEAFF; color: inherit; margin: 0em; padding: 0px 10px; border: 1px solid #8779DD; } @media screen { html.skin-theme-clientpref-night .archive-top { background-color: #181424; border: 1px solid #8072d6; color: #fff; } } @media screen and (prefers-color-scheme: dark) { html.skin-theme-clientpref-os .archive-top { background-color: #181424; border: 1px solid #8072d6; color: #fff; } } gk5ed3avvnmhxfeasca1f1iqb3nbynb 2804165 2804163 2026-04-10T15:19:03Z Codename Noreste 2969951 Protected "[[Template:Archive top/styles.css]]": Highly visible template ([Edit=Allow only autoconfirmed users] (indefinite) [Move=Allow only autoconfirmed users] (indefinite)) 2804163 sanitized-css text/css .archive-top { background-color: #EDEAFF; color: inherit; margin: 0em; padding: 0px 10px; border: 1px solid #8779DD; } @media screen { html.skin-theme-clientpref-night .archive-top { background-color: #181424; border: 1px solid #8072d6; color: #fff; } } @media screen and (prefers-color-scheme: dark) { html.skin-theme-clientpref-os .archive-top { background-color: #181424; border: 1px solid #8072d6; color: #fff; } } gk5ed3avvnmhxfeasca1f1iqb3nbynb 14 328998 2804167 2026-04-10T15:24:39Z Codename Noreste 2969951 + 2804167 wikitext text/x-wiki {{Tracking category}} This category tracks templates using TemplateStyles pages that are protected but don't have protection templates. 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[[Category:Wikiversity page protection|Incorrect protection levels]] jjmstx2awi6eh7wl4tiu4w76u02pdc2 0 329000 2804197 2026-04-10T20:30:31Z Pngwen 3025274 Created page with "<span id="objectives"></span> == Objectives == # Learn the basic ideas underpinning all file systems, with especial emphasis on design and implementation goals. # Study the [[w:FAT%2032|FAT 32]]file system in sufficient detail to understand its basic layout. # Implement a dramatically scaled down version of a FAT file system. <span id="required-reading"></span> == Required Reading == * [https://pages.cs.wisc.edu/~remzi/OSTEP/file-intro.pdf OSTEP Chapter 39 - Files and..." 2804197 wikitext text/x-wiki <span id="objectives"></span> == Objectives == # Learn the basic ideas underpinning all file systems, with especial emphasis on design and implementation goals. # Study the [[w:FAT%2032|FAT 32]]file system in sufficient detail to understand its basic layout. # Implement a dramatically scaled down version of a FAT file system. <span id="required-reading"></span> == Required Reading == * [https://pages.cs.wisc.edu/~remzi/OSTEP/file-intro.pdf OSTEP Chapter 39 - Files and Directories] * [[w:File%20Allocation%20Table|File Allocation Table (Wikipedia)]] <span id="introduction"></span> == Introduction == In this lesson, we are going to turn our attention toward persistence, namely in the form of a file system. Recall that we now have a system which has process loading, concurrency, system calls, and hardware interfaces. We have also turned a major corner. As of the last lesson, our kernel is now complete! That does not, however, mean that our system is complete. In fact, we still have a fair bit of work ahead to make HAWX into a usable system. However, we are done with low-level kernel code. Everything else in our micro-kernel based system will be done in user space. So now, the question at hand is how do we store data in a usable way? Most operating systems implement a set of abstractions called a [[w:File%20system|file system]]. This type of system abstracts the disk away into a set of usable objects, usually as a set of files and directories. Recall that information on a disk is addressed by tracks, sectors, clusters, and blocks. Our particular disk driver is a block based device driver, and so we can ground this by saying we have an indexable array of 1024 byte blocks. That is the reality of what the disk stores, but it is not a very useful reality from the standpoint of systems programmers and certainly not for ordinary users. We want to store things in discrete recognizable objects, such as files representing programs or documents. That is the role of a file system — it provides a usable interface for long-term disk storage. The crux of the issue at hand is that we need to map groups of blocks onto these useful objects. That is to say, given a file <code>x</code> in directory <code>y</code> we need to be able to tell the system software “You’ll find that file in the following list of blocks.” At its core, this is very simple, but in practice this can become quite tricky. The reason is that we want to do this in a way that makes good use of the available space on the disk volume. This goes back to the allocation problems we discussed in a previous lesson. Contiguous storage of files is preferable, but this leads to disk fragmentation which might leave us with the undesirable situation of having ample space, but too little in one place to store a file. On the other hand, if we scatter files throughout the disk, this will slow down access time. Finally, file systems are stored on physical media; and physics are harsh and unreliable. Data is about maintaining order and the entire universe is set up to tend toward total [[w:Entropy|entropy]]. The disk can win for a short time, but only if we can figure out a way to work around the holes that physical degradation leaves behind. Thus, in a real-world situation we have to build file systems that are robust against errors, otherwise they can suffer catastrophic loss. With all these things in mind, it should be easy to see that this will not be a simple task! To get a better picture of the overall task of file systems, go ahead and read [https://pages.cs.wisc.edu/~remzi/OSTEP/file-intro.pdf OSTEP Chapter 39 - Files and Directories]. Once you are done, come back here and we’ll take a fairly close look at the FAT 32 file system, and then discuss the simplified version of this system which we will implement. Because file systems are such a large topic, we are going to devote this lesson and the next to their design and implementation. <span id="fat-32"></span> == FAT 32 == The FAT file system was created by Microsoft for use in its microcomputer operating environments. The initial version, referred to as FAT or (rarely) FAT 8, used 8-bit table entries and was created for use in a standalone [[w:BASIC|BASIC]] product. Microsoft reworked this system into FAT 12 which was the default file system used in the earliest versions of [[w:MS-DOS|MS DOS]]. Throughout its history, there have been several variants of FAT each bringing new features, higher volume sizes, and larger file sizes. Currently, two versions are in predominant use: FAT 32, and exFAT. We will focus on FAT 32 because it is simpler and more widely supported than exFAT. FAT 32 is still the file system of choice for many types of removable media, and so it is definitely a file system with modern applications. We will explore this file system at a sort of middle level of detail, covering enough of the system for you to form a clear mental picture of how it works, but not necessarily enough detail for you to actually implement the file system. (Though if you want to see a full implementation of all the versions of FAT, you could always have a look at the [https://github.com/torvalds/linux/tree/master/fs/fat Linux kernel’s implementation of FAT].) <span id="volume-overview"></span> === Volume Overview === '''TODO: Image of FAT 32 Volume Layout''' FAT stands for “File Allocation Table”, and it is so named because it uses a table driven allocation scheme for managing chains of clusters which are allocated to files and directories. Clusters are therefore the basic unit of measurement in the FAT file system. A ''cluster'' is a collection of one or more sectors/blocks. The exact size of the cluster is tunable, but it will always be a multiple of the disk device’s sector size. A FAT volume’s disk layout is divided into three regions: Reserved Sectors, FAT Region, and Data Region. The layout and content of these is as follows: # '''Reserved Sectors''' ## ''Boot Sector'' (Sector 0) - This contains a boot loader program, which usually chain loads a more complex loader. Note that if the volume is not a bootable volume, this sector will be empty. ## ''FS Info'' (Sector 1) - this contains information about the file system such as cluster size parameters, size of the system, and other such information. ## ''Backup Boot'' (Sector 6) - This is a backup of the boot sector. ## ''Padding'' (Sector 7-31) - This is spacing to make sure that the reserved sectors end with sector 31. They might be used in future versions of FAT. # '''FAT REGION''' ## ''FAT #1'' - This is the cluster chain map. This is the table whence cometh the name “FAT”. ## ''FAT #2'' - This is a mirror of FAT #1. This is present for backup and error checking purposes. # '''DATA REGION''' ## ''Root Directory'' (Cluster 2) - This is the first cluster of the root directory. It is mapped in the cluster chain map. ## ''Files and Subdirectories'' (Cluster 3+) - This contains the directory and file data for the system. This does not have a predetermined layout, but rather is defined through the context supplied by the root directory and chain map table. <span id="fat-cluster-chain-map"></span> === FAT Cluster Chain Map === '''TODO: FAT 32 Cluster Chain Map''' The cluster chain map is the heart of the FAT system. This data structure serves double duty. It provides an allocator for the disk clusters and it groups those clusters into meaningful chains. The size of the table is fixed and is laid down at format time. The table consists of a series of 32 bit integers, one for each cluster in the data area of the disk. Each of these entries is one of he following values: * <code>0x0FFFFFFF</code> - EOC (End of Chain) * <code>0x0FFFFFF7</code> - Bad Cluster (i.e. a physically damaged cluster on the medium) * <code>0x00000000</code> - Free * <code>0xFFFFFFF8 - 0xFFFFFFFF</code> - Reserved * All other values indicate the number of the next cluster in the chain. Now, how does this tell us where files are located? The answer is in the chaining! A file or directory is nothing more than a chain of clusters with the first cluster being identified by the directory entry which maps the file name to its cluster chain. In order to allow the system to fill efficiently, these clusters are not necessarily contiguous. Instead, the files are distributed across the disk by chaining together free clusters in the chains. This can lead to slow performance if the system becomes fragmented, but in devices like SSDs or flash drives this has very little impact. On spinning rust drives, though, this does cause problems. This is why older PCs had to undergo dreaded “defragmentation” operations where the system would be adjusted to put all files into contiguous clusters. So now, we can think about how we would create a file on this system in broad terms: # Scan the table for a free cluster. # Allocate that cluster for ourselves by setting it to EOC. # Store the filename and the first cluster of the file in a directory entry. # Write data to the file cluster. # If we have written the whole file, stop. Otherwise, we keep going. # Allocate a new cluster, setting it to EOC. # Set our current cluster’s number to the new cluster in the table (establishing the forward chaining link). # Go back to step 4. Naturally, this is pretty easy to implement. There’s a fair number of flags and settings along the way, but essentially we’re just building a [[w:Linked%20list|linked list]] on the disk. This simplicity is one of the reasons this is a popular file system. Most of the other competitors are much more complex than FAT (as we shall see in the next lesson.) There is another drawback worth mentioning here. This file system can be quite fragile. The reason is that the entire meaning of everything, save for the first cluster of the root directory, is only discoverable by exploring the chain table. If anything happens to the chain table, the file system becomes a random jumble of clusters with no way of knowing which goes where or in what order. Worse, if a byte of the chain table gets corrupted, it’s possible for two file chains to merge together! Anyone who has used a FAT system for long enough, especially on a mechanical drive of some sort, has likely seen this happen. Simplicity has its cost, and in this case that cost is a lack of robustness. This is why modern FAT systems mirror their FAT tables. That way there is a backup which offers some hope of recovery. <span id="directories"></span> === Directories === '''TODO: FAT Directory Image''' Directories are stored in chained clusters under the same allocation scheme as files. The only outlier is the location of the first cluster of the root directory, which is fixed at cluster position 2. The directories themselves are simply arrays of 32 byte directory entries. There are four types of directory entries: # File Entry # Subdirectory Entry # Long File Name (LFN) Entry # Deleted Entry # End of Directory Entry Traditionally, FAT files are constrained to 11 characters of length of the format: <code>NNNNNNNN.XXX</code> where we have an 8 character name and a 3 character extension separated by a dot <code>.</code>. Because the dot is present in all FAT file names, it is not stored in the file entries. You’ve probably seen this naming convention all over the place as it has escaped the lowly confines of Microsoft’s operating systems and polluted essentially all systems. Even Unix systems are filled with files that have a name, a dot, an extension! (Ok, so that is a little unfair of me. [[w:8.3%20filename|8.3 file names]] did not originate with FAT. This idea was, in fact, stolen borrowed from [[w:CP/M|CP/M]].) As users came to their senses, they realized that it would be nicer if they could have longer file names, or filenames that had ''gasp'' spaces in them, and so Microsoft added the LFN entry type in FAT 32. The way this is accomplished is through the use of 2 LFN records, which proceed their file entry. The file entry has a shortened version of the file name, and then the LFN records contain 26 characters (13 characters each) of file name space for the long name. This allows a FAT 32 disk to be backwards compatible with systems that do not support the LFN feature. _Subdirectory _and end of directory entries are exactly what they sound like. Subdirectories store the name of a subdirectory and information about it, and they may also have LFN entries for long directory names. ''End of directory'' is essentially a null terminator for the directory. But what about the ''Deleted Entry''? That’s an interesting feature of the FAT file system! When FAT deletes a file, what it really does is change the first character of the file name to <code>?</code>. The cluster chain is left intact, as are the contents of the file. That way, if a user knows the name of a file that has been deleted, the user can “undelete” the file. DOS shipped with utilities for searching and recovering deleted files. Of course, the user would have to supply the first letter of the file name when undeleting, but the contents of the file is still on disk. FAT will reclaim the clusters used by deleted files if space starts to run out on the disk. When it does this, FAT will mark the file’s clusters as free and then set an attribute in the file entry to indicate that the entry is available for use. Once this occurs, the file is completely lost. '''TODO: File Entry Image''' Now that we’ve described the operation of the FAT file system, let’s take a look at the information that is stored inside of the file entries themselves. The records are 32 bytes in length and contain the following fields: # ''Name'' (11 bytes) - This is the space-padded name of the entry. For example, suppose you stored a file named <code>foo.c</code>; what would actually be stored is <code>foo c  </code> padding out both name and extension to the requisite 8.3 format. # ''Attr'' (1 bytes) - An attribute indicating the type of the entry. (See the diagram for a listing of attribute values) # ''NTRes'' (1 bytes) - This is a reserved field which might be used in later versions of FAT # ''CrtTimeTenth'' (2 bytes) - Creation time of the entry # ''CrtDate'' (2 bytes) - Creation date of the entry # ''LstAcc'' (2 bytes) - Last access time of the entry # ''FstClusHI'' (2 bytes) - The high order bytes of the first cluster of the file # ''WrtTime'' (2 bytes) - The write time of the entry # ''WrtDate'' (2 bytes) - The write date of the entry # ''FstClustLO'' (2 bytes) - The low order bytes of the first cluster of the file # ''FileSize'' (4 bytes) - The size of the file in bytes The key items for the entry are the Name, FstClustLO, FstClustHI, and FileSize fields. These fields fully describe the name, location, and size of the file. The directory knows where the file starts, and from there the cluster chain table is responsible for locating the rest of the data. <span id="fat-file-lookup"></span> === FAT File Lookup === '''TODO: FAT32 Path Resolution Image''' The final thing to explore in the fat file system is to step through the process of looking up a file in the system. Suppose we want to find the file <code>\PHOTOS\VACATION.JPG</code> at a high level, this procedure looks like this: # Find the <code>PHOTOS</code> subdirectory entry in the root directory. # Find the <code>VACATION.JPG</code> entry in the <code>PHOTOS</code> subdirectory. # Retrieve the data from the <code>VACATION.JPG</code> file. If we take a peek below the surface, what we find is a procedure that looks more like this: # Find the <code>PHOTOS</code> subdirectory entry in the root directory. ## Read root directory cluster (cluster 2). ## Scan the directory for the entry named <code>PHOTOS</code> ## If we found this entry, we are done. ## If the next cluster in the directory is marked <code>EOC</code>, we have reached the end of the directory and so we return an error. ## If there is a next cluster for the directory, we load it and return to step 1.2. # Find the <code>VACATION.JPG</code> entry in the <code>PHOTOS</code> subdirectory. ## Read the first cluster of the <code>PHOTOS</code> subdirectory. ## Scan the directory for the entry named <code>VACATION.JPG</code> ## If we found this entry, we are done. ## If the next cluster in the directory is marked <code>EOC</code>, we have reach the end of the directory and return an error. ## If there is a next cluster, we load it and return to step 2.2. # Retrieve the data from the <code>VACATION.JPG</code> file. ## Set the current cluster to the first cluster of <code>VACATION.JPG</code> (This is found in the file entry we located in step 2.) ## Read the current cluster. ## Consult the cluster chain table to find the next cluster. ## If the next cluster is EOC, we are done. ## Go back to step 3.2 At each step, the cluster chain table is used to identify the next cluster in the chain. Essentially, FAT is just a fancy way to store and search a linked list on disk. <span id="the-brittle-file-system"></span> == The Brittle file system == One of the proverbs of operating systems development is that everyone should study FAT, because if you try to make a simple file system, you are likely to make a sort of half-baked version of FAT. (I could not find an earliest quote for this one, but it is something that will cause most OS developers to nod in agreement.) For that reason, I have opted to make my own half-baked version of FAT which I call “The Brittle File System.” I call it that because it is a fitting name. This is not a robust file system, in fact it is much more fragile than FAT. Some key differences are: * The first block of the disk contains the file system information in a “super block”, a term borrowed from the inode systems we will discuss in the next lesson. * We catalog blocks, not clusters. This makes the table fairly large but it also makes it line up perfectly with the block device architecture of the disk. We refer to our table as the “block chain table” (BCT) as a result. * Each block on the disk is represented in the table. So table entry 0 corresponds to block zero. This means that both the super block and the block chain table are represented by chains in the BCT. * There is only one directory as this is a flat file system. * File names can be up to 22 characters long, and they are null terminated strings. The exact details of the Brittle File System are evident in the assignment which asks you to implement it. In this lesson’s assignment, you will build the file system library which will be used by a small utility to format and manage a BFS disk image. In the next lesson, you will create a user space daemon which uses this same library to serve the BFS file system to the HAWX operating system. As you build the file system, come back to this lesson and see if you can identify what makes this system more brittle than FAT. <span id="activities-assignments"></span> == Activities / Assignments == # [[HAWX%20-%20Brittle%20File%20System/|HAWX - Brittle File System]] # [[Review%20Quiz/|Review Quiz]] scynl063nm16mxj1l4cv1nk5ujghn9t 2804198 2804197 2026-04-10T20:39:22Z Pngwen 3025274 Added images and removed todo items 2804198 wikitext text/x-wiki <span id="objectives"></span> == Objectives == # Learn the basic ideas underpinning all file systems, with especial emphasis on design and implementation goals. # Study the [[w:FAT%2032|FAT 32]] file system in sufficient detail to understand its basic layout. # Implement a dramatically scaled down version of a FAT file system. <span id="required-reading"></span> == Required Reading == * [https://pages.cs.wisc.edu/~remzi/OSTEP/file-intro.pdf OSTEP Chapter 39 - Files and Directories] * [[w:File%20Allocation%20Table|File Allocation Table (Wikipedia)]] <span id="introduction"></span> == Introduction == In this lesson, we are going to turn our attention toward persistence, namely in the form of a file system. Recall that we now have a system which has process loading, concurrency, system calls, and hardware interfaces. We have also turned a major corner. As of the last lesson, our kernel is now complete! That does not, however, mean that our system is complete. In fact, we still have a fair bit of work ahead to make HAWX into a usable system. However, we are done with low-level kernel code. Everything else in our micro-kernel based system will be done in user space. So now, the question at hand is how do we store data in a usable way? Most operating systems implement a set of abstractions called a [[w:File%20system|file system]]. This type of system abstracts the disk away into a set of usable objects, usually as a set of files and directories. Recall that information on a disk is addressed by tracks, sectors, clusters, and blocks. Our particular disk driver is a block based device driver, and so we can ground this by saying we have an indexable array of 1024 byte blocks. That is the reality of what the disk stores, but it is not a very useful reality from the standpoint of systems programmers and certainly not for ordinary users. We want to store things in discrete recognizable objects, such as files representing programs or documents. That is the role of a file system — it provides a usable interface for long-term disk storage. The crux of the issue at hand is that we need to map groups of blocks onto these useful objects. That is to say, given a file <code>x</code> in directory <code>y</code> we need to be able to tell the system software “You’ll find that file in the following list of blocks.” At its core, this is very simple, but in practice this can become quite tricky. The reason is that we want to do this in a way that makes good use of the available space on the disk volume. This goes back to the allocation problems we discussed in a previous lesson. Contiguous storage of files is preferable, but this leads to disk fragmentation which might leave us with the undesirable situation of having ample space, but too little in one place to store a file. On the other hand, if we scatter files throughout the disk, this will slow down access time. Finally, file systems are stored on physical media; and physics are harsh and unreliable. Data is about maintaining order and the entire universe is set up to tend toward total [[w:Entropy|entropy]]. The disk can win for a short time, but only if we can figure out a way to work around the holes that physical degradation leaves behind. Thus, in a real-world situation we have to build file systems that are robust against errors, otherwise they can suffer catastrophic loss. With all these things in mind, it should be easy to see that this will not be a simple task! To get a better picture of the overall task of file systems, go ahead and read [https://pages.cs.wisc.edu/~remzi/OSTEP/file-intro.pdf OSTEP Chapter 39 - Files and Directories]. Once you are done, come back here and we’ll take a fairly close look at the FAT 32 file system, and then discuss the simplified version of this system which we will implement. Because file systems are such a large topic, we are going to devote this lesson and the next to their design and implementation. <span id="fat-32"></span> == FAT 32 == The FAT file system was created by Microsoft for use in its microcomputer operating environments. The initial version, referred to as FAT or (rarely) FAT 8, used 8-bit table entries and was created for use in a standalone [[w:BASIC|BASIC]] product. Microsoft reworked this system into FAT 12 which was the default file system used in the earliest versions of [[w:MS-DOS|MS DOS]]. Throughout its history, there have been several variants of FAT each bringing new features, higher volume sizes, and larger file sizes. Currently, two versions are in predominant use: FAT 32, and exFAT. We will focus on FAT 32 because it is simpler and more widely supported than exFAT. FAT 32 is still the file system of choice for many types of removable media, and so it is definitely a file system with modern applications. We will explore this file system at a sort of middle level of detail, covering enough of the system for you to form a clear mental picture of how it works, but not necessarily enough detail for you to actually implement the file system. (Though if you want to see a full implementation of all the versions of FAT, you could always have a look at the [https://github.com/torvalds/linux/tree/master/fs/fat Linux kernel’s implementation of FAT].) <span id="volume-overview"></span> === Volume Overview === [[File:FAT32 Volume Layout.svg|alt=FAT32 Volume Layout|thumb|A fat 32 volume is sectioned into 3 main parts: Reserved Sectors, FAT Region, and Data Region]] FAT stands for “File Allocation Table”, and it is so named because it uses a table driven allocation scheme for managing chains of clusters which are allocated to files and directories. Clusters are therefore the basic unit of measurement in the FAT file system. A ''cluster'' is a collection of one or more sectors/blocks. The exact size of the cluster is tunable, but it will always be a multiple of the disk device’s sector size. A FAT volume’s disk layout is divided into three regions: Reserved Sectors, FAT Region, and Data Region. The layout and content of these is as follows: # '''Reserved Sectors''' ## ''Boot Sector'' (Sector 0) - This contains a boot loader program, which usually chain loads a more complex loader. Note that if the volume is not a bootable volume, this sector will be empty. ## ''FS Info'' (Sector 1) - this contains information about the file system such as cluster size parameters, size of the system, and other such information. ## ''Backup Boot'' (Sector 6) - This is a backup of the boot sector. ## ''Padding'' (Sector 7-31) - This is spacing to make sure that the reserved sectors end with sector 31. They might be used in future versions of FAT. # '''FAT REGION''' ## ''FAT #1'' - This is the cluster chain map. This is the table whence cometh the name “FAT”. ## ''FAT #2'' - This is a mirror of FAT #1. This is present for backup and error checking purposes. # '''DATA REGION''' ## ''Root Directory'' (Cluster 2) - This is the first cluster of the root directory. It is mapped in the cluster chain map. ## ''Files and Subdirectories'' (Cluster 3+) - This contains the directory and file data for the system. This does not have a predetermined layout, but rather is defined through the context supplied by the root directory and chain map table. <span id="fat-cluster-chain-map"></span> === FAT Cluster Chain Map === [[File:FAT32 Cluster Chain Map.svg|alt=FAT32 Cluster Chain Map|thumb|The FAT32 cluster chain map acts like a linked list which allows the file system to allocate and group chains of clusters to form files and directories.]] The cluster chain map is the heart of the FAT system. This data structure serves double duty. It provides an allocator for the disk clusters and it groups those clusters into meaningful chains. The size of the table is fixed and is laid down at format time. The table consists of a series of 32 bit integers, one for each cluster in the data area of the disk. Each of these entries is one of he following values: * <code>0x0FFFFFFF</code> - EOC (End of Chain) * <code>0x0FFFFFF7</code> - Bad Cluster (i.e. a physically damaged cluster on the medium) * <code>0x00000000</code> - Free * <code>0xFFFFFFF8 - 0xFFFFFFFF</code> - Reserved * All other values indicate the number of the next cluster in the chain. Now, how does this tell us where files are located? The answer is in the chaining! A file or directory is nothing more than a chain of clusters with the first cluster being identified by the directory entry which maps the file name to its cluster chain. In order to allow the system to fill efficiently, these clusters are not necessarily contiguous. Instead, the files are distributed across the disk by chaining together free clusters in the chains. This can lead to slow performance if the system becomes fragmented, but in devices like SSDs or flash drives this has very little impact. On spinning rust drives, though, this does cause problems. This is why older PCs had to undergo dreaded “defragmentation” operations where the system would be adjusted to put all files into contiguous clusters. So now, we can think about how we would create a file on this system in broad terms: # Scan the table for a free cluster. # Allocate that cluster for ourselves by setting it to EOC. # Store the filename and the first cluster of the file in a directory entry. # Write data to the file cluster. # If we have written the whole file, stop. Otherwise, we keep going. # Allocate a new cluster, setting it to EOC. # Set our current cluster’s number to the new cluster in the table (establishing the forward chaining link). # Go back to step 4. Naturally, this is pretty easy to implement. There’s a fair number of flags and settings along the way, but essentially we’re just building a [[w:Linked%20list|linked list]] on the disk. This simplicity is one of the reasons this is a popular file system. Most of the other competitors are much more complex than FAT (as we shall see in the next lesson.) There is another drawback worth mentioning here. This file system can be quite fragile. The reason is that the entire meaning of everything, save for the first cluster of the root directory, is only discoverable by exploring the chain table. If anything happens to the chain table, the file system becomes a random jumble of clusters with no way of knowing which goes where or in what order. Worse, if a byte of the chain table gets corrupted, it’s possible for two file chains to merge together! Anyone who has used a FAT system for long enough, especially on a mechanical drive of some sort, has likely seen this happen. Simplicity has its cost, and in this case that cost is a lack of robustness. This is why modern FAT systems mirror their FAT tables. That way there is a backup which offers some hope of recovery. <span id="directories"></span> === Directories === [[File:FAT32 Directory.svg|alt=FAT32 Directory List|thumb|A FAT32 directory is an array of 32-byte entries.]] Directories are stored in chained clusters under the same allocation scheme as files. The only outlier is the location of the first cluster of the root directory, which is fixed at cluster position 2. The directories themselves are simply arrays of 32 byte directory entries. There are four types of directory entries: # File Entry # Subdirectory Entry # Long File Name (LFN) Entry # Deleted Entry # End of Directory Entry Traditionally, FAT files are constrained to 11 characters of length of the format: <code>NNNNNNNN.XXX</code> where we have an 8 character name and a 3 character extension separated by a dot <code>.</code>. Because the dot is present in all FAT file names, it is not stored in the file entries. You’ve probably seen this naming convention all over the place as it has escaped the lowly confines of Microsoft’s operating systems and polluted essentially all systems. Even Unix systems are filled with files that have a name, a dot, an extension! (Ok, so that is a little unfair of me. [[w:8.3%20filename|8.3 file names]] did not originate with FAT. This idea was, in fact, stolen borrowed from [[w:CP/M|CP/M]].) As users came to their senses, they realized that it would be nicer if they could have longer file names, or filenames that had ''gasp'' spaces in them, and so Microsoft added the LFN entry type in FAT 32. The way this is accomplished is through the use of 2 LFN records, which proceed their file entry. The file entry has a shortened version of the file name, and then the LFN records contain 26 characters (13 characters each) of file name space for the long name. This allows a FAT 32 disk to be backwards compatible with systems that do not support the LFN feature. _Subdirectory _and end of directory entries are exactly what they sound like. Subdirectories store the name of a subdirectory and information about it, and they may also have LFN entries for long directory names. ''End of directory'' is essentially a null terminator for the directory. But what about the ''Deleted Entry''? That’s an interesting feature of the FAT file system! When FAT deletes a file, what it really does is change the first character of the file name to <code>?</code>. The cluster chain is left intact, as are the contents of the file. That way, if a user knows the name of a file that has been deleted, the user can “undelete” the file. DOS shipped with utilities for searching and recovering deleted files. Of course, the user would have to supply the first letter of the file name when undeleting, but the contents of the file is still on disk. FAT will reclaim the clusters used by deleted files if space starts to run out on the disk. When it does this, FAT will mark the file’s clusters as free and then set an attribute in the file entry to indicate that the entry is available for use. Once this occurs, the file is completely lost. [[File:FAT32 Directory Entry.svg|alt=FAT32 Directory Entry Fields|thumb|A FAT32 directory contains metadata about a file as well as the location of the file's first cluster.]] Now that we’ve described the operation of the FAT file system, let’s take a look at the information that is stored inside of the file entries themselves. The records are 32 bytes in length and contain the following fields: # ''Name'' (11 bytes) - This is the space-padded name of the entry. For example, suppose you stored a file named <code>foo.c</code>; what would actually be stored is <code>foo c  </code> padding out both name and extension to the requisite 8.3 format. # ''Attr'' (1 bytes) - An attribute indicating the type of the entry. (See the diagram for a listing of attribute values) # ''NTRes'' (1 bytes) - This is a reserved field which might be used in later versions of FAT # ''CrtTimeTenth'' (2 bytes) - Creation time of the entry # ''CrtDate'' (2 bytes) - Creation date of the entry # ''LstAcc'' (2 bytes) - Last access time of the entry # ''FstClusHI'' (2 bytes) - The high order bytes of the first cluster of the file # ''WrtTime'' (2 bytes) - The write time of the entry # ''WrtDate'' (2 bytes) - The write date of the entry # ''FstClustLO'' (2 bytes) - The low order bytes of the first cluster of the file # ''FileSize'' (4 bytes) - The size of the file in bytes The key items for the entry are the Name, FstClustLO, FstClustHI, and FileSize fields. These fields fully describe the name, location, and size of the file. The directory knows where the file starts, and from there the cluster chain table is responsible for locating the rest of the data. <span id="fat-file-lookup"></span> === FAT File Lookup === [[File:FAT32 Path Resoultion.svg|alt=FAT32 Path Resolution Flowchart|thumb|Finding a file in the FAT32 file system involves locate the directory and then searching for the correct directory entry.]] The final thing to explore in the fat file system is to step through the process of looking up a file in the system. Suppose we want to find the file <code>\PHOTOS\VACATION.JPG</code> at a high level, this procedure looks like this: # Find the <code>PHOTOS</code> subdirectory entry in the root directory. # Find the <code>VACATION.JPG</code> entry in the <code>PHOTOS</code> subdirectory. # Retrieve the data from the <code>VACATION.JPG</code> file. If we take a peek below the surface, what we find is a procedure that looks more like this: # Find the <code>PHOTOS</code> subdirectory entry in the root directory. ## Read root directory cluster (cluster 2). ## Scan the directory for the entry named <code>PHOTOS</code> ## If we found this entry, we are done. ## If the next cluster in the directory is marked <code>EOC</code>, we have reached the end of the directory and so we return an error. ## If there is a next cluster for the directory, we load it and return to step 1.2. # Find the <code>VACATION.JPG</code> entry in the <code>PHOTOS</code> subdirectory. ## Read the first cluster of the <code>PHOTOS</code> subdirectory. ## Scan the directory for the entry named <code>VACATION.JPG</code> ## If we found this entry, we are done. ## If the next cluster in the directory is marked <code>EOC</code>, we have reach the end of the directory and return an error. ## If there is a next cluster, we load it and return to step 2.2. # Retrieve the data from the <code>VACATION.JPG</code> file. ## Set the current cluster to the first cluster of <code>VACATION.JPG</code> (This is found in the file entry we located in step 2.) ## Read the current cluster. ## Consult the cluster chain table to find the next cluster. ## If the next cluster is EOC, we are done. ## Go back to step 3.2 At each step, the cluster chain table is used to identify the next cluster in the chain. Essentially, FAT is just a fancy way to store and search a linked list on disk. <span id="the-brittle-file-system"></span> == The Brittle file system == One of the proverbs of operating systems development is that everyone should study FAT, because if you try to make a simple file system, you are likely to make a sort of half-baked version of FAT. (I could not find an earliest quote for this one, but it is something that will cause most OS developers to nod in agreement.) For that reason, I have opted to make my own half-baked version of FAT which I call “The Brittle File System.” I call it that because it is a fitting name. This is not a robust file system, in fact it is much more fragile than FAT. Some key differences are: * The first block of the disk contains the file system information in a “super block”, a term borrowed from the inode systems we will discuss in the next lesson. * We catalog blocks, not clusters. This makes the table fairly large but it also makes it line up perfectly with the block device architecture of the disk. We refer to our table as the “block chain table” (BCT) as a result. * Each block on the disk is represented in the table. So table entry 0 corresponds to block zero. This means that both the super block and the block chain table are represented by chains in the BCT. * There is only one directory as this is a flat file system. * File names can be up to 22 characters long, and they are null terminated strings. The exact details of the Brittle File System are evident in the assignment which asks you to implement it. In this lesson’s assignment, you will build the file system library which will be used by a small utility to format and manage a BFS disk image. In the next lesson, you will create a user space daemon which uses this same library to serve the BFS file system to the HAWX operating system. As you build the file system, come back to this lesson and see if you can identify what makes this system more brittle than FAT. <span id="activities-assignments"></span> == Activities / Assignments == # [[HAWX%20-%20Brittle%20File%20System/|HAWX - Brittle File System]] # [[Review%20Quiz/|Review Quiz]] nhszte0vv4tj8oayf9yj24jlm9nt0be 2804199 2804198 2026-04-10T20:39:33Z Pngwen 3025274 added [[Category:Operating systems]] using [[Help:Gadget-HotCat|HotCat]] 2804199 wikitext text/x-wiki <span id="objectives"></span> == Objectives == # Learn the basic ideas underpinning all file systems, with especial emphasis on design and implementation goals. # Study the [[w:FAT%2032|FAT 32]] file system in sufficient detail to understand its basic layout. # Implement a dramatically scaled down version of a FAT file system. <span id="required-reading"></span> == Required Reading == * [https://pages.cs.wisc.edu/~remzi/OSTEP/file-intro.pdf OSTEP Chapter 39 - Files and Directories] * [[w:File%20Allocation%20Table|File Allocation Table (Wikipedia)]] <span id="introduction"></span> == Introduction == In this lesson, we are going to turn our attention toward persistence, namely in the form of a file system. Recall that we now have a system which has process loading, concurrency, system calls, and hardware interfaces. We have also turned a major corner. As of the last lesson, our kernel is now complete! That does not, however, mean that our system is complete. In fact, we still have a fair bit of work ahead to make HAWX into a usable system. However, we are done with low-level kernel code. Everything else in our micro-kernel based system will be done in user space. So now, the question at hand is how do we store data in a usable way? Most operating systems implement a set of abstractions called a [[w:File%20system|file system]]. This type of system abstracts the disk away into a set of usable objects, usually as a set of files and directories. Recall that information on a disk is addressed by tracks, sectors, clusters, and blocks. Our particular disk driver is a block based device driver, and so we can ground this by saying we have an indexable array of 1024 byte blocks. That is the reality of what the disk stores, but it is not a very useful reality from the standpoint of systems programmers and certainly not for ordinary users. We want to store things in discrete recognizable objects, such as files representing programs or documents. That is the role of a file system — it provides a usable interface for long-term disk storage. The crux of the issue at hand is that we need to map groups of blocks onto these useful objects. That is to say, given a file <code>x</code> in directory <code>y</code> we need to be able to tell the system software “You’ll find that file in the following list of blocks.” At its core, this is very simple, but in practice this can become quite tricky. The reason is that we want to do this in a way that makes good use of the available space on the disk volume. This goes back to the allocation problems we discussed in a previous lesson. Contiguous storage of files is preferable, but this leads to disk fragmentation which might leave us with the undesirable situation of having ample space, but too little in one place to store a file. On the other hand, if we scatter files throughout the disk, this will slow down access time. Finally, file systems are stored on physical media; and physics are harsh and unreliable. Data is about maintaining order and the entire universe is set up to tend toward total [[w:Entropy|entropy]]. The disk can win for a short time, but only if we can figure out a way to work around the holes that physical degradation leaves behind. Thus, in a real-world situation we have to build file systems that are robust against errors, otherwise they can suffer catastrophic loss. With all these things in mind, it should be easy to see that this will not be a simple task! To get a better picture of the overall task of file systems, go ahead and read [https://pages.cs.wisc.edu/~remzi/OSTEP/file-intro.pdf OSTEP Chapter 39 - Files and Directories]. Once you are done, come back here and we’ll take a fairly close look at the FAT 32 file system, and then discuss the simplified version of this system which we will implement. Because file systems are such a large topic, we are going to devote this lesson and the next to their design and implementation. <span id="fat-32"></span> == FAT 32 == The FAT file system was created by Microsoft for use in its microcomputer operating environments. The initial version, referred to as FAT or (rarely) FAT 8, used 8-bit table entries and was created for use in a standalone [[w:BASIC|BASIC]] product. Microsoft reworked this system into FAT 12 which was the default file system used in the earliest versions of [[w:MS-DOS|MS DOS]]. Throughout its history, there have been several variants of FAT each bringing new features, higher volume sizes, and larger file sizes. Currently, two versions are in predominant use: FAT 32, and exFAT. We will focus on FAT 32 because it is simpler and more widely supported than exFAT. FAT 32 is still the file system of choice for many types of removable media, and so it is definitely a file system with modern applications. We will explore this file system at a sort of middle level of detail, covering enough of the system for you to form a clear mental picture of how it works, but not necessarily enough detail for you to actually implement the file system. (Though if you want to see a full implementation of all the versions of FAT, you could always have a look at the [https://github.com/torvalds/linux/tree/master/fs/fat Linux kernel’s implementation of FAT].) <span id="volume-overview"></span> === Volume Overview === [[File:FAT32 Volume Layout.svg|alt=FAT32 Volume Layout|thumb|A fat 32 volume is sectioned into 3 main parts: Reserved Sectors, FAT Region, and Data Region]] FAT stands for “File Allocation Table”, and it is so named because it uses a table driven allocation scheme for managing chains of clusters which are allocated to files and directories. Clusters are therefore the basic unit of measurement in the FAT file system. A ''cluster'' is a collection of one or more sectors/blocks. The exact size of the cluster is tunable, but it will always be a multiple of the disk device’s sector size. A FAT volume’s disk layout is divided into three regions: Reserved Sectors, FAT Region, and Data Region. The layout and content of these is as follows: # '''Reserved Sectors''' ## ''Boot Sector'' (Sector 0) - This contains a boot loader program, which usually chain loads a more complex loader. Note that if the volume is not a bootable volume, this sector will be empty. ## ''FS Info'' (Sector 1) - this contains information about the file system such as cluster size parameters, size of the system, and other such information. ## ''Backup Boot'' (Sector 6) - This is a backup of the boot sector. ## ''Padding'' (Sector 7-31) - This is spacing to make sure that the reserved sectors end with sector 31. They might be used in future versions of FAT. # '''FAT REGION''' ## ''FAT #1'' - This is the cluster chain map. This is the table whence cometh the name “FAT”. ## ''FAT #2'' - This is a mirror of FAT #1. This is present for backup and error checking purposes. # '''DATA REGION''' ## ''Root Directory'' (Cluster 2) - This is the first cluster of the root directory. It is mapped in the cluster chain map. ## ''Files and Subdirectories'' (Cluster 3+) - This contains the directory and file data for the system. This does not have a predetermined layout, but rather is defined through the context supplied by the root directory and chain map table. <span id="fat-cluster-chain-map"></span> === FAT Cluster Chain Map === [[File:FAT32 Cluster Chain Map.svg|alt=FAT32 Cluster Chain Map|thumb|The FAT32 cluster chain map acts like a linked list which allows the file system to allocate and group chains of clusters to form files and directories.]] The cluster chain map is the heart of the FAT system. This data structure serves double duty. It provides an allocator for the disk clusters and it groups those clusters into meaningful chains. The size of the table is fixed and is laid down at format time. The table consists of a series of 32 bit integers, one for each cluster in the data area of the disk. Each of these entries is one of he following values: * <code>0x0FFFFFFF</code> - EOC (End of Chain) * <code>0x0FFFFFF7</code> - Bad Cluster (i.e. a physically damaged cluster on the medium) * <code>0x00000000</code> - Free * <code>0xFFFFFFF8 - 0xFFFFFFFF</code> - Reserved * All other values indicate the number of the next cluster in the chain. Now, how does this tell us where files are located? The answer is in the chaining! A file or directory is nothing more than a chain of clusters with the first cluster being identified by the directory entry which maps the file name to its cluster chain. In order to allow the system to fill efficiently, these clusters are not necessarily contiguous. Instead, the files are distributed across the disk by chaining together free clusters in the chains. This can lead to slow performance if the system becomes fragmented, but in devices like SSDs or flash drives this has very little impact. On spinning rust drives, though, this does cause problems. This is why older PCs had to undergo dreaded “defragmentation” operations where the system would be adjusted to put all files into contiguous clusters. So now, we can think about how we would create a file on this system in broad terms: # Scan the table for a free cluster. # Allocate that cluster for ourselves by setting it to EOC. # Store the filename and the first cluster of the file in a directory entry. # Write data to the file cluster. # If we have written the whole file, stop. Otherwise, we keep going. # Allocate a new cluster, setting it to EOC. # Set our current cluster’s number to the new cluster in the table (establishing the forward chaining link). # Go back to step 4. Naturally, this is pretty easy to implement. There’s a fair number of flags and settings along the way, but essentially we’re just building a [[w:Linked%20list|linked list]] on the disk. This simplicity is one of the reasons this is a popular file system. Most of the other competitors are much more complex than FAT (as we shall see in the next lesson.) There is another drawback worth mentioning here. This file system can be quite fragile. The reason is that the entire meaning of everything, save for the first cluster of the root directory, is only discoverable by exploring the chain table. If anything happens to the chain table, the file system becomes a random jumble of clusters with no way of knowing which goes where or in what order. Worse, if a byte of the chain table gets corrupted, it’s possible for two file chains to merge together! Anyone who has used a FAT system for long enough, especially on a mechanical drive of some sort, has likely seen this happen. Simplicity has its cost, and in this case that cost is a lack of robustness. This is why modern FAT systems mirror their FAT tables. That way there is a backup which offers some hope of recovery. <span id="directories"></span> === Directories === [[File:FAT32 Directory.svg|alt=FAT32 Directory List|thumb|A FAT32 directory is an array of 32-byte entries.]] Directories are stored in chained clusters under the same allocation scheme as files. The only outlier is the location of the first cluster of the root directory, which is fixed at cluster position 2. The directories themselves are simply arrays of 32 byte directory entries. There are four types of directory entries: # File Entry # Subdirectory Entry # Long File Name (LFN) Entry # Deleted Entry # End of Directory Entry Traditionally, FAT files are constrained to 11 characters of length of the format: <code>NNNNNNNN.XXX</code> where we have an 8 character name and a 3 character extension separated by a dot <code>.</code>. Because the dot is present in all FAT file names, it is not stored in the file entries. You’ve probably seen this naming convention all over the place as it has escaped the lowly confines of Microsoft’s operating systems and polluted essentially all systems. Even Unix systems are filled with files that have a name, a dot, an extension! (Ok, so that is a little unfair of me. [[w:8.3%20filename|8.3 file names]] did not originate with FAT. This idea was, in fact, stolen borrowed from [[w:CP/M|CP/M]].) As users came to their senses, they realized that it would be nicer if they could have longer file names, or filenames that had ''gasp'' spaces in them, and so Microsoft added the LFN entry type in FAT 32. The way this is accomplished is through the use of 2 LFN records, which proceed their file entry. The file entry has a shortened version of the file name, and then the LFN records contain 26 characters (13 characters each) of file name space for the long name. This allows a FAT 32 disk to be backwards compatible with systems that do not support the LFN feature. _Subdirectory _and end of directory entries are exactly what they sound like. Subdirectories store the name of a subdirectory and information about it, and they may also have LFN entries for long directory names. ''End of directory'' is essentially a null terminator for the directory. But what about the ''Deleted Entry''? That’s an interesting feature of the FAT file system! When FAT deletes a file, what it really does is change the first character of the file name to <code>?</code>. The cluster chain is left intact, as are the contents of the file. That way, if a user knows the name of a file that has been deleted, the user can “undelete” the file. DOS shipped with utilities for searching and recovering deleted files. Of course, the user would have to supply the first letter of the file name when undeleting, but the contents of the file is still on disk. FAT will reclaim the clusters used by deleted files if space starts to run out on the disk. When it does this, FAT will mark the file’s clusters as free and then set an attribute in the file entry to indicate that the entry is available for use. Once this occurs, the file is completely lost. [[File:FAT32 Directory Entry.svg|alt=FAT32 Directory Entry Fields|thumb|A FAT32 directory contains metadata about a file as well as the location of the file's first cluster.]] Now that we’ve described the operation of the FAT file system, let’s take a look at the information that is stored inside of the file entries themselves. The records are 32 bytes in length and contain the following fields: # ''Name'' (11 bytes) - This is the space-padded name of the entry. For example, suppose you stored a file named <code>foo.c</code>; what would actually be stored is <code>foo c  </code> padding out both name and extension to the requisite 8.3 format. # ''Attr'' (1 bytes) - An attribute indicating the type of the entry. (See the diagram for a listing of attribute values) # ''NTRes'' (1 bytes) - This is a reserved field which might be used in later versions of FAT # ''CrtTimeTenth'' (2 bytes) - Creation time of the entry # ''CrtDate'' (2 bytes) - Creation date of the entry # ''LstAcc'' (2 bytes) - Last access time of the entry # ''FstClusHI'' (2 bytes) - The high order bytes of the first cluster of the file # ''WrtTime'' (2 bytes) - The write time of the entry # ''WrtDate'' (2 bytes) - The write date of the entry # ''FstClustLO'' (2 bytes) - The low order bytes of the first cluster of the file # ''FileSize'' (4 bytes) - The size of the file in bytes The key items for the entry are the Name, FstClustLO, FstClustHI, and FileSize fields. These fields fully describe the name, location, and size of the file. The directory knows where the file starts, and from there the cluster chain table is responsible for locating the rest of the data. <span id="fat-file-lookup"></span> === FAT File Lookup === [[File:FAT32 Path Resoultion.svg|alt=FAT32 Path Resolution Flowchart|thumb|Finding a file in the FAT32 file system involves locate the directory and then searching for the correct directory entry.]] The final thing to explore in the fat file system is to step through the process of looking up a file in the system. Suppose we want to find the file <code>\PHOTOS\VACATION.JPG</code> at a high level, this procedure looks like this: # Find the <code>PHOTOS</code> subdirectory entry in the root directory. # Find the <code>VACATION.JPG</code> entry in the <code>PHOTOS</code> subdirectory. # Retrieve the data from the <code>VACATION.JPG</code> file. If we take a peek below the surface, what we find is a procedure that looks more like this: # Find the <code>PHOTOS</code> subdirectory entry in the root directory. ## Read root directory cluster (cluster 2). ## Scan the directory for the entry named <code>PHOTOS</code> ## If we found this entry, we are done. ## If the next cluster in the directory is marked <code>EOC</code>, we have reached the end of the directory and so we return an error. ## If there is a next cluster for the directory, we load it and return to step 1.2. # Find the <code>VACATION.JPG</code> entry in the <code>PHOTOS</code> subdirectory. ## Read the first cluster of the <code>PHOTOS</code> subdirectory. ## Scan the directory for the entry named <code>VACATION.JPG</code> ## If we found this entry, we are done. ## If the next cluster in the directory is marked <code>EOC</code>, we have reach the end of the directory and return an error. ## If there is a next cluster, we load it and return to step 2.2. # Retrieve the data from the <code>VACATION.JPG</code> file. ## Set the current cluster to the first cluster of <code>VACATION.JPG</code> (This is found in the file entry we located in step 2.) ## Read the current cluster. ## Consult the cluster chain table to find the next cluster. ## If the next cluster is EOC, we are done. ## Go back to step 3.2 At each step, the cluster chain table is used to identify the next cluster in the chain. Essentially, FAT is just a fancy way to store and search a linked list on disk. <span id="the-brittle-file-system"></span> == The Brittle file system == One of the proverbs of operating systems development is that everyone should study FAT, because if you try to make a simple file system, you are likely to make a sort of half-baked version of FAT. (I could not find an earliest quote for this one, but it is something that will cause most OS developers to nod in agreement.) For that reason, I have opted to make my own half-baked version of FAT which I call “The Brittle File System.” I call it that because it is a fitting name. This is not a robust file system, in fact it is much more fragile than FAT. Some key differences are: * The first block of the disk contains the file system information in a “super block”, a term borrowed from the inode systems we will discuss in the next lesson. * We catalog blocks, not clusters. This makes the table fairly large but it also makes it line up perfectly with the block device architecture of the disk. We refer to our table as the “block chain table” (BCT) as a result. * Each block on the disk is represented in the table. So table entry 0 corresponds to block zero. This means that both the super block and the block chain table are represented by chains in the BCT. * There is only one directory as this is a flat file system. * File names can be up to 22 characters long, and they are null terminated strings. The exact details of the Brittle File System are evident in the assignment which asks you to implement it. In this lesson’s assignment, you will build the file system library which will be used by a small utility to format and manage a BFS disk image. In the next lesson, you will create a user space daemon which uses this same library to serve the BFS file system to the HAWX operating system. As you build the file system, come back to this lesson and see if you can identify what makes this system more brittle than FAT. <span id="activities-assignments"></span> == Activities / Assignments == # [[HAWX%20-%20Brittle%20File%20System/|HAWX - Brittle File System]] # [[Review%20Quiz/|Review Quiz]] [[Category:Operating systems]] fp60ferofo0ubtqezmx367ldtfzg85n 2804202 2804199 2026-04-10T20:48:25Z Pngwen 3025274 /* Activities / Assignments */ 2804202 wikitext text/x-wiki <span id="objectives"></span> == Objectives == # Learn the basic ideas underpinning all file systems, with especial emphasis on design and implementation goals. # Study the [[w:FAT%2032|FAT 32]] file system in sufficient detail to understand its basic layout. # Implement a dramatically scaled down version of a FAT file system. <span id="required-reading"></span> == Required Reading == * [https://pages.cs.wisc.edu/~remzi/OSTEP/file-intro.pdf OSTEP Chapter 39 - Files and Directories] * [[w:File%20Allocation%20Table|File Allocation Table (Wikipedia)]] <span id="introduction"></span> == Introduction == In this lesson, we are going to turn our attention toward persistence, namely in the form of a file system. Recall that we now have a system which has process loading, concurrency, system calls, and hardware interfaces. We have also turned a major corner. As of the last lesson, our kernel is now complete! That does not, however, mean that our system is complete. In fact, we still have a fair bit of work ahead to make HAWX into a usable system. However, we are done with low-level kernel code. Everything else in our micro-kernel based system will be done in user space. So now, the question at hand is how do we store data in a usable way? Most operating systems implement a set of abstractions called a [[w:File%20system|file system]]. This type of system abstracts the disk away into a set of usable objects, usually as a set of files and directories. Recall that information on a disk is addressed by tracks, sectors, clusters, and blocks. Our particular disk driver is a block based device driver, and so we can ground this by saying we have an indexable array of 1024 byte blocks. That is the reality of what the disk stores, but it is not a very useful reality from the standpoint of systems programmers and certainly not for ordinary users. We want to store things in discrete recognizable objects, such as files representing programs or documents. That is the role of a file system — it provides a usable interface for long-term disk storage. The crux of the issue at hand is that we need to map groups of blocks onto these useful objects. That is to say, given a file <code>x</code> in directory <code>y</code> we need to be able to tell the system software “You’ll find that file in the following list of blocks.” At its core, this is very simple, but in practice this can become quite tricky. The reason is that we want to do this in a way that makes good use of the available space on the disk volume. This goes back to the allocation problems we discussed in a previous lesson. Contiguous storage of files is preferable, but this leads to disk fragmentation which might leave us with the undesirable situation of having ample space, but too little in one place to store a file. On the other hand, if we scatter files throughout the disk, this will slow down access time. Finally, file systems are stored on physical media; and physics are harsh and unreliable. Data is about maintaining order and the entire universe is set up to tend toward total [[w:Entropy|entropy]]. The disk can win for a short time, but only if we can figure out a way to work around the holes that physical degradation leaves behind. Thus, in a real-world situation we have to build file systems that are robust against errors, otherwise they can suffer catastrophic loss. With all these things in mind, it should be easy to see that this will not be a simple task! To get a better picture of the overall task of file systems, go ahead and read [https://pages.cs.wisc.edu/~remzi/OSTEP/file-intro.pdf OSTEP Chapter 39 - Files and Directories]. Once you are done, come back here and we’ll take a fairly close look at the FAT 32 file system, and then discuss the simplified version of this system which we will implement. Because file systems are such a large topic, we are going to devote this lesson and the next to their design and implementation. <span id="fat-32"></span> == FAT 32 == The FAT file system was created by Microsoft for use in its microcomputer operating environments. The initial version, referred to as FAT or (rarely) FAT 8, used 8-bit table entries and was created for use in a standalone [[w:BASIC|BASIC]] product. Microsoft reworked this system into FAT 12 which was the default file system used in the earliest versions of [[w:MS-DOS|MS DOS]]. Throughout its history, there have been several variants of FAT each bringing new features, higher volume sizes, and larger file sizes. Currently, two versions are in predominant use: FAT 32, and exFAT. We will focus on FAT 32 because it is simpler and more widely supported than exFAT. FAT 32 is still the file system of choice for many types of removable media, and so it is definitely a file system with modern applications. We will explore this file system at a sort of middle level of detail, covering enough of the system for you to form a clear mental picture of how it works, but not necessarily enough detail for you to actually implement the file system. (Though if you want to see a full implementation of all the versions of FAT, you could always have a look at the [https://github.com/torvalds/linux/tree/master/fs/fat Linux kernel’s implementation of FAT].) <span id="volume-overview"></span> === Volume Overview === [[File:FAT32 Volume Layout.svg|alt=FAT32 Volume Layout|thumb|A fat 32 volume is sectioned into 3 main parts: Reserved Sectors, FAT Region, and Data Region]] FAT stands for “File Allocation Table”, and it is so named because it uses a table driven allocation scheme for managing chains of clusters which are allocated to files and directories. Clusters are therefore the basic unit of measurement in the FAT file system. A ''cluster'' is a collection of one or more sectors/blocks. The exact size of the cluster is tunable, but it will always be a multiple of the disk device’s sector size. A FAT volume’s disk layout is divided into three regions: Reserved Sectors, FAT Region, and Data Region. The layout and content of these is as follows: # '''Reserved Sectors''' ## ''Boot Sector'' (Sector 0) - This contains a boot loader program, which usually chain loads a more complex loader. Note that if the volume is not a bootable volume, this sector will be empty. ## ''FS Info'' (Sector 1) - this contains information about the file system such as cluster size parameters, size of the system, and other such information. ## ''Backup Boot'' (Sector 6) - This is a backup of the boot sector. ## ''Padding'' (Sector 7-31) - This is spacing to make sure that the reserved sectors end with sector 31. They might be used in future versions of FAT. # '''FAT REGION''' ## ''FAT #1'' - This is the cluster chain map. This is the table whence cometh the name “FAT”. ## ''FAT #2'' - This is a mirror of FAT #1. This is present for backup and error checking purposes. # '''DATA REGION''' ## ''Root Directory'' (Cluster 2) - This is the first cluster of the root directory. It is mapped in the cluster chain map. ## ''Files and Subdirectories'' (Cluster 3+) - This contains the directory and file data for the system. This does not have a predetermined layout, but rather is defined through the context supplied by the root directory and chain map table. <span id="fat-cluster-chain-map"></span> === FAT Cluster Chain Map === [[File:FAT32 Cluster Chain Map.svg|alt=FAT32 Cluster Chain Map|thumb|The FAT32 cluster chain map acts like a linked list which allows the file system to allocate and group chains of clusters to form files and directories.]] The cluster chain map is the heart of the FAT system. This data structure serves double duty. It provides an allocator for the disk clusters and it groups those clusters into meaningful chains. The size of the table is fixed and is laid down at format time. The table consists of a series of 32 bit integers, one for each cluster in the data area of the disk. Each of these entries is one of he following values: * <code>0x0FFFFFFF</code> - EOC (End of Chain) * <code>0x0FFFFFF7</code> - Bad Cluster (i.e. a physically damaged cluster on the medium) * <code>0x00000000</code> - Free * <code>0xFFFFFFF8 - 0xFFFFFFFF</code> - Reserved * All other values indicate the number of the next cluster in the chain. Now, how does this tell us where files are located? The answer is in the chaining! A file or directory is nothing more than a chain of clusters with the first cluster being identified by the directory entry which maps the file name to its cluster chain. In order to allow the system to fill efficiently, these clusters are not necessarily contiguous. Instead, the files are distributed across the disk by chaining together free clusters in the chains. This can lead to slow performance if the system becomes fragmented, but in devices like SSDs or flash drives this has very little impact. On spinning rust drives, though, this does cause problems. This is why older PCs had to undergo dreaded “defragmentation” operations where the system would be adjusted to put all files into contiguous clusters. So now, we can think about how we would create a file on this system in broad terms: # Scan the table for a free cluster. # Allocate that cluster for ourselves by setting it to EOC. # Store the filename and the first cluster of the file in a directory entry. # Write data to the file cluster. # If we have written the whole file, stop. Otherwise, we keep going. # Allocate a new cluster, setting it to EOC. # Set our current cluster’s number to the new cluster in the table (establishing the forward chaining link). # Go back to step 4. Naturally, this is pretty easy to implement. There’s a fair number of flags and settings along the way, but essentially we’re just building a [[w:Linked%20list|linked list]] on the disk. This simplicity is one of the reasons this is a popular file system. Most of the other competitors are much more complex than FAT (as we shall see in the next lesson.) There is another drawback worth mentioning here. This file system can be quite fragile. The reason is that the entire meaning of everything, save for the first cluster of the root directory, is only discoverable by exploring the chain table. If anything happens to the chain table, the file system becomes a random jumble of clusters with no way of knowing which goes where or in what order. Worse, if a byte of the chain table gets corrupted, it’s possible for two file chains to merge together! Anyone who has used a FAT system for long enough, especially on a mechanical drive of some sort, has likely seen this happen. Simplicity has its cost, and in this case that cost is a lack of robustness. This is why modern FAT systems mirror their FAT tables. That way there is a backup which offers some hope of recovery. <span id="directories"></span> === Directories === [[File:FAT32 Directory.svg|alt=FAT32 Directory List|thumb|A FAT32 directory is an array of 32-byte entries.]] Directories are stored in chained clusters under the same allocation scheme as files. The only outlier is the location of the first cluster of the root directory, which is fixed at cluster position 2. The directories themselves are simply arrays of 32 byte directory entries. There are four types of directory entries: # File Entry # Subdirectory Entry # Long File Name (LFN) Entry # Deleted Entry # End of Directory Entry Traditionally, FAT files are constrained to 11 characters of length of the format: <code>NNNNNNNN.XXX</code> where we have an 8 character name and a 3 character extension separated by a dot <code>.</code>. Because the dot is present in all FAT file names, it is not stored in the file entries. You’ve probably seen this naming convention all over the place as it has escaped the lowly confines of Microsoft’s operating systems and polluted essentially all systems. Even Unix systems are filled with files that have a name, a dot, an extension! (Ok, so that is a little unfair of me. [[w:8.3%20filename|8.3 file names]] did not originate with FAT. This idea was, in fact, stolen borrowed from [[w:CP/M|CP/M]].) As users came to their senses, they realized that it would be nicer if they could have longer file names, or filenames that had ''gasp'' spaces in them, and so Microsoft added the LFN entry type in FAT 32. The way this is accomplished is through the use of 2 LFN records, which proceed their file entry. The file entry has a shortened version of the file name, and then the LFN records contain 26 characters (13 characters each) of file name space for the long name. This allows a FAT 32 disk to be backwards compatible with systems that do not support the LFN feature. _Subdirectory _and end of directory entries are exactly what they sound like. Subdirectories store the name of a subdirectory and information about it, and they may also have LFN entries for long directory names. ''End of directory'' is essentially a null terminator for the directory. But what about the ''Deleted Entry''? That’s an interesting feature of the FAT file system! When FAT deletes a file, what it really does is change the first character of the file name to <code>?</code>. The cluster chain is left intact, as are the contents of the file. That way, if a user knows the name of a file that has been deleted, the user can “undelete” the file. DOS shipped with utilities for searching and recovering deleted files. Of course, the user would have to supply the first letter of the file name when undeleting, but the contents of the file is still on disk. FAT will reclaim the clusters used by deleted files if space starts to run out on the disk. When it does this, FAT will mark the file’s clusters as free and then set an attribute in the file entry to indicate that the entry is available for use. Once this occurs, the file is completely lost. [[File:FAT32 Directory Entry.svg|alt=FAT32 Directory Entry Fields|thumb|A FAT32 directory contains metadata about a file as well as the location of the file's first cluster.]] Now that we’ve described the operation of the FAT file system, let’s take a look at the information that is stored inside of the file entries themselves. The records are 32 bytes in length and contain the following fields: # ''Name'' (11 bytes) - This is the space-padded name of the entry. For example, suppose you stored a file named <code>foo.c</code>; what would actually be stored is <code>foo c  </code> padding out both name and extension to the requisite 8.3 format. # ''Attr'' (1 bytes) - An attribute indicating the type of the entry. (See the diagram for a listing of attribute values) # ''NTRes'' (1 bytes) - This is a reserved field which might be used in later versions of FAT # ''CrtTimeTenth'' (2 bytes) - Creation time of the entry # ''CrtDate'' (2 bytes) - Creation date of the entry # ''LstAcc'' (2 bytes) - Last access time of the entry # ''FstClusHI'' (2 bytes) - The high order bytes of the first cluster of the file # ''WrtTime'' (2 bytes) - The write time of the entry # ''WrtDate'' (2 bytes) - The write date of the entry # ''FstClustLO'' (2 bytes) - The low order bytes of the first cluster of the file # ''FileSize'' (4 bytes) - The size of the file in bytes The key items for the entry are the Name, FstClustLO, FstClustHI, and FileSize fields. These fields fully describe the name, location, and size of the file. The directory knows where the file starts, and from there the cluster chain table is responsible for locating the rest of the data. <span id="fat-file-lookup"></span> === FAT File Lookup === [[File:FAT32 Path Resoultion.svg|alt=FAT32 Path Resolution Flowchart|thumb|Finding a file in the FAT32 file system involves locate the directory and then searching for the correct directory entry.]] The final thing to explore in the fat file system is to step through the process of looking up a file in the system. Suppose we want to find the file <code>\PHOTOS\VACATION.JPG</code> at a high level, this procedure looks like this: # Find the <code>PHOTOS</code> subdirectory entry in the root directory. # Find the <code>VACATION.JPG</code> entry in the <code>PHOTOS</code> subdirectory. # Retrieve the data from the <code>VACATION.JPG</code> file. If we take a peek below the surface, what we find is a procedure that looks more like this: # Find the <code>PHOTOS</code> subdirectory entry in the root directory. ## Read root directory cluster (cluster 2). ## Scan the directory for the entry named <code>PHOTOS</code> ## If we found this entry, we are done. ## If the next cluster in the directory is marked <code>EOC</code>, we have reached the end of the directory and so we return an error. ## If there is a next cluster for the directory, we load it and return to step 1.2. # Find the <code>VACATION.JPG</code> entry in the <code>PHOTOS</code> subdirectory. ## Read the first cluster of the <code>PHOTOS</code> subdirectory. ## Scan the directory for the entry named <code>VACATION.JPG</code> ## If we found this entry, we are done. ## If the next cluster in the directory is marked <code>EOC</code>, we have reach the end of the directory and return an error. ## If there is a next cluster, we load it and return to step 2.2. # Retrieve the data from the <code>VACATION.JPG</code> file. ## Set the current cluster to the first cluster of <code>VACATION.JPG</code> (This is found in the file entry we located in step 2.) ## Read the current cluster. ## Consult the cluster chain table to find the next cluster. ## If the next cluster is EOC, we are done. ## Go back to step 3.2 At each step, the cluster chain table is used to identify the next cluster in the chain. Essentially, FAT is just a fancy way to store and search a linked list on disk. <span id="the-brittle-file-system"></span> == The Brittle file system == One of the proverbs of operating systems development is that everyone should study FAT, because if you try to make a simple file system, you are likely to make a sort of half-baked version of FAT. (I could not find an earliest quote for this one, but it is something that will cause most OS developers to nod in agreement.) For that reason, I have opted to make my own half-baked version of FAT which I call “The Brittle File System.” I call it that because it is a fitting name. This is not a robust file system, in fact it is much more fragile than FAT. Some key differences are: * The first block of the disk contains the file system information in a “super block”, a term borrowed from the inode systems we will discuss in the next lesson. * We catalog blocks, not clusters. This makes the table fairly large but it also makes it line up perfectly with the block device architecture of the disk. We refer to our table as the “block chain table” (BCT) as a result. * Each block on the disk is represented in the table. So table entry 0 corresponds to block zero. This means that both the super block and the block chain table are represented by chains in the BCT. * There is only one directory as this is a flat file system. * File names can be up to 22 characters long, and they are null terminated strings. The exact details of the Brittle File System are evident in the assignment which asks you to implement it. In this lesson’s assignment, you will build the file system library which will be used by a small utility to format and manage a BFS disk image. In the next lesson, you will create a user space daemon which uses this same library to serve the BFS file system to the HAWX operating system. As you build the file system, come back to this lesson and see if you can identify what makes this system more brittle than FAT. <span id="activities-assignments"></span> == Activities / Assignments == # [[/HAWX - Brittle File System/ ]] # [[/Review Quiz/]] [[Category:Operating systems]] 0hnouvowg27dmsh9ql2aurcdf0ktf69 0 329001 2804200 2026-04-10T20:40:48Z Pngwen 3025274 Created page with "<span id="introduction"></span> == Introduction == In this assignment, you will be implementing the brittle file system. BFS is designed to work with the HAWX kernel where the filesystem will run as a user space daemon. We also need to have a utility which will allow us to create and populate an initial disk image which will be used by our system. So really, this system will see two types of usage: # In a linux utility used to build the disk image. # In the user space..." 2804200 wikitext text/x-wiki <span id="introduction"></span> == Introduction == In this assignment, you will be implementing the brittle file system. BFS is designed to work with the HAWX kernel where the filesystem will run as a user space daemon. We also need to have a utility which will allow us to create and populate an initial disk image which will be used by our system. So really, this system will see two types of usage: # In a linux utility used to build the disk image. # In the user space daemon, running under HAWX. To provide this level of portability, we are going to implement the file system as a library, which will work in both scenarios. There is a small abstraction present in that the library will interface with the disk exclusively through two functions, and these functions will be supplied by the program using the library. We’ll discuss these abstractions in the implementation portion of this assignment. First, we will discuss the layout and functioning of the Brittle File System. <span id="the-brittle-file-system"></span> == The Brittle File System == The Brittle File System (BFS) is a simplified version of the FAT filesystem. It deviates in several significant ways in order to make it easier to create and manage. This comes at the cost of reliability, but since these disk images will only exist for short periods of time, that’s ok. We want to learn how to put a file system together, and this one is a rather simple example. The basic unit of measurement in BFS is the ''block''. A block is 1024 bytes long, and each block can be allocated or free. The overall concept is that we manage blocks via a block chain table (BCT), which creates a linked list of blocks which comprise the files and directory of the system. Note that in BFS, the “directory” is singular, there is only one. This is what’s called a flat file system. It would be possible to add subdirectories, but then that would only make the assignment longer. Feel free to add that extension if you like. <span id="volume-layout"></span> === Volume Layout === [[File:assets/bfs-volume.svg]] The first block of the BFS file system (block 0) contains the super block, which contains information about the file system. The block chain table begins at block 1, and is large enough to contain one 4-byte entry per volume block. The first block of the directory <code>dblock</code> follows the block chain table, and then the data blocks begin at <code>dblock + 1</code>. Data blocks are allocated as needed, forming chains of file which span the disk in block chain order. Subsequent blocks of the directory also reside in this area. <span id="super-block"></span> === Super Block === [[File:assets/bfs-superblock.svg]] The super block contains a magic number to verify the system and then 3 pieces of meta data. The fields of the super block are: # '''magic''' (4 bytes) <code>0xBF5BF52A</code> - This is used to verify that the volume is, in fact, a BFS file system. # '''size''' (4 bytes) - The volume size in blocks # '''used''' (4 bytes) - The number of blocks that have been allocated # '''dblock''' (4 bytes) - The block which contains the first block of the directory. The rest of the super block is left blank. Or at least, it does not matter what is placed in the rest of the block. <span id="block-chain-table"></span> === Block Chain Table === [[File:assets/bfs-bct.svg]] The block chain table (BCT) is the heart of the brittle file system. Each block on disk has a corresponding 32-bit (4 byte) entry on this table. All blocks on the disk, include those used by the super block and BCT, are accounted for by these entries. The entry numbers have the following meanings: # <code>#define BFS_EOC 0xFFFFFFFF</code> - End of chain. This is the indicates that this block is the end of a block chain. # <code>#define BFS_FREE 0x00000000</code> - Free Block. This indicates that this block is available for use. # ''next'' - Any value other than those mentions above is the number of the next block in the chain. The BCT shown above is the beginning of a block chain table right after formatting and with the addition of a single file. We have the super block, which is a 1 block chain, indicated by an immediate EOC. Then we have blocks 1 - 9 forming an 9 block BCT. This means the <code>dblock</code> is located at block 10, and the data blocks begin at block 11. We also have a 2-block file which begins at 11 and has a second block at 15. If you can understand how to read this table and how you can build it, then you can build the file system. <span id="bfs-directory"></span> === BFS Directory === [[File:assets/bfs-directory.svg]] A BFS directory block contains a 32 entries which are 32 bytes in size. (32 x 32 = 1,024, so it all works out.) The entries contain the following information in this order: # <code>fblock</code> (4 bytes) — The first block of the file # <code>size</code> (4 bytes) — The size of the file in bytes. # <code>name</code> (23 bytes) — A null-terminated file name string. (File names can be a maximum of 22 bytes long, and yes you can use spaces.) # <code>inuse</code> (1 byte) — 0=free, 1=used <span id="implementing-the-brittle-file-system"></span> == Implementing the Brittle File System == Your objective in this assignment is to implement the brittle file system. This assignment is a bit different as you will be working in your native Linux environment. The files to observe in this assignment are: # <code>fs/fs.h</code> - Definitions of the file system functions. # <code>fs/fstypes</code> - Types and constants for file system interaction. # <code>fs/fs.c</code> - The implementation file of the file system. All of your work will be done here. # <code>utils/mkdisk.c</code> - A small utility which makes a binary disk image for a specified number of blocks. # <code>utils/bfs.c</code> - A utility which allows you to work with a disk image to create and manipulate a brittle file system. You should read through all of the files in the <code>fs</code> directory, and definitely have a look at the <code>utils/bfs.c</code> as well because this will show you how the file system is intended to be used. <code>utils/mkdisk</code> is pretty simple, it just writes a bunch of binary zeros to a file, but feel free to have a look in there as well. This library will be the only implementation of the brittle file system. It will be used by both the utilities in this assignment, and the daemon you will write in the next one. This is accomplished by adding an abstraction layer for the disk. In the <code>fs/fs.h</code> file, there are two function prototypes: <pre>// Write the data block to the disk // block - block number // data - A data buffer of BSIZE bytes void disk_write(bfs_blockno block, void *data); // Read the data block from the disk // block - block number // data - A data buffer of BSIZE bytes void disk_read(bfs_blockno block, void *data);</pre> These functions are not implemented in the <code>fs/fs.c</code> file. Instead, they are implemented in the <code>utils/bfs.c</code> file. When you write the daemon, you will provide a different version of these functions. Any time the bfs library interacts with the disk, it will do so through these functions. This time around, these functions work with a file. In the next assignment, you’ll write versions of these functions which work with the port system to accomplish the same task. All of the code you need to write is in <code>fs/fs.c</code>. As always, there are a set of function stubs for you to look at and fill in, along with hints about what the function needs to do. There are some definite things you should do before attempting to fill in these functions: 1. Make sure you understand what each of the structures in <code>fs/fstype.h</code> are doing. In particular, make sure you have a look at the disk structures. These are packed in a way that their byte order matches their corresponding structures on disk. 2. Make sure you understand how the disk abstraction works. You need to think in terms of blocks, and sometimes that means you’ll need to create an array of <code>BSIZE</code> bytes to act as a buffer. 3. Do not use functions such as <code>malloc</code> or <code>free</code>. You may use the functions that are defined in <code>string.h</code>, however, because we have those in our OS too. 4. Look over each of the constants and macros in <code>fs/fstype.h</code> and make sure you understand what they are telling you. 5. Think about how you would accomplish each of the following: 1. Adding a file 2. Overwriting a file 3. Delete a file 4. Growing the directory 6. Familiarize yourself with the behavior of the static helper functions. Implement those functions first. 7. Write the remaining functions in terms of the static helper functions. <span id="building-and-running-the-brittle-file-system"></span> == Building and Running the Brittle File System == When you run <code>make</code> on this project, this will simply build the two utilities <code>utils/mkdisk</code> and <code>utils/bfs</code>: <pre>$ make gcc -Wall -o utils/mkdisk utils/mkdisk.c gcc -Ifs -Iutils -Wall -o utils/bfs.o -c utils/bfs.c gcc -g -Ifs -Iutils -Wall -o utils/fs.o -c fs/fs.c gcc -g -Wall -o utils/bfs utils/bfs.o utils/fs.o $ </pre> To create a disk image, use <code>utils/bfs</code>. The following shows you how to see the usage text for the utility, and then use the utility to create a 1MB disk image: <pre>$ utils/mkdisk Usage: mkdisk &lt;diskname&gt; &lt;blocks&gt; $ utils/mkdisk disk.img 1024 $ ls -lh disk.img -rw-rw-rw- 1 codespace codespace 1.0M Apr 10 18:49 disk.img</pre> Something that might be useful at this stage is to use <code>xxd</code> linux utility to display the contents of the image in hexadecimal. This is handy for debugging. Piping <code>xxd</code>’s output through <code>less</code> will enable you to search back and forth within the image: <pre>$ xxd disk.img | less 00000000: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000010: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000020: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000030: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000040: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000050: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000060: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000070: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000080: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000090: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 000000a0: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 000000b0: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 000000c0: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 000000d0: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 000000e0: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 000000f0: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000100: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000110: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000120: 0000 0000 0000 0000 0000 0000 0000 0000 ................ ...</pre> What this shows you is a listing of the file with an address column, followed by 16 bytes of information in hexadecimal, followed by a column displaying the text rendering of those 16 bytes. Note that if a byte does not contain a printable character, you will see a <code>.</code> in this column. As mentioned before, <code>utils/mkdisk</code> simply fills the disk with <code>0x00</code>, and so we just see a bunch of zeroes and dots. The <code>utils/bfs</code> utility allows you to do several useful things with the file system. Here is a sample run showing the formatting of the disk and copying a few files into the disk: <pre>$ utils/bfs Usage: utils/bfs disk-image &lt;command&gt; [args] Commands ============ help This message format Initialize a blank file system ls List the BFS directory contents. cp src dest Add src file to the BFS file system under name dest. cat filename Dump a BFS file to stdout. del filename Delete the file from the file system. info Display disk information $ utils/mkdisk disk.img 1024 $ utils/bfs disk.img info No valid filesystem found on image $ utils/bfs disk.img format Disk blocks: 1024 used: 5 free: 1019 $ utils/bfs disk.img cp fs/fstypes.h fstypes.h Disk blocks: 1024 used: 8 free: 1016 $ utils/bfs disk.img cp fs/fs.h fs.h Disk blocks: 1024 used: 12 free: 1012 $ utils/bfs disk.img info Disk blocks: 1024 used: 12 free: 1012 $ utils/bfs disk.img ls fstypes.h fs.h Disk blocks: 1024 used: 12 free: 1012 $ utils/bfs disk.img del fs.h fs.h deleted successfully. Disk blocks: 1024 used: 8 free: 1016 $ utils/bfs disk.img del fs.h fs.h failed to delete Disk blocks: 1024 used: 8 free: 1016 $ utils/bfs disk.img cat fstypes.h #ifndef FSTYPES_H #define FSTYPES_H #define BSIZE 1024 #define BFS_ENTRY_SIZE 32 #define BFS_NENTRY (BSIZE / BFS_ENTRY_SIZE) #define BFS_BNOSIZE 4 #define BFS_NCTBLOCKS (BSIZE / BFS_BNOSIZE) #define BFS_FREE 0x00 #define BFS_EOC 0xFFFFFFFF #define BFS_MAGIC 0xBF5BF52A ...</pre> Note that the first <code>bfs</code> info command fails because the disk has not been formatted yet. Lacking the magic number at the start of the super block, it fails the sanity check which is executed every time we load a <code>bfs</code> disk image and attempt to do something with it. Now that we have a disk image with some things on it, we can poke around a bit using <code>xxd</code>. For instance, here is the super block: <pre>00000000: 2af5 5bbf 0004 0000 0800 0000 0500 0000 *.[............. 00000010: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000020: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000030: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000040: 0000 0000 0000 0000 0000 0000 0000 0000 ................ ...</pre> Here is the beginning of the block chain table (which begins at address 1024 or <code>0x400</code> in hexadecimal. We can get there in <code>less</code> by typing <code>/</code> followed by <code>0400:</code> and pressing enter. Learn to search for greater debugging! Here’s what we see: <pre>00000400: ffff ffff 0200 0000 0300 0000 0400 0000 ................ 00000410: ffff ffff ffff ffff 0700 0000 0800 0000 ................ 00000420: ffff ffff 0000 0000 0000 0000 0000 0000 ................ 00000430: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000440: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000450: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000460: 0000 0000 0000 0000 0000 0000 0000 0000 ................</pre> Can you see the structure? Our little 1MB disk has block 0 set aside for the super block, which is marked with <code>BFS_EOC</code> in the first 32 bits (8 bytes) of the BCT. Then the BCT begins at block 1, as seen at address <code>0x404</code>. We have a link to block 2, followed by a link to block 4. The <code>dblock</code> begins at block 5, as shown in the super block. We also see that block 5 is the end of its chain. It looks like there is a file that starts on block 6 and spans block 7 and 8 where it terminates. How can we find out for sure where the file is? We need to have a look at the <code>dblock</code>! The <code>dblock</code> begins at byte <code>5 * 1024 = 5,120</code> which is <code>0x1400</code> in hexadecimal: <pre>00001400: 0600 0000 1d0a 0000 6673 7479 7065 732e ........fstypes. 00001410: 6800 0400 0000 0000 82e0 0400 0000 0001 h............... 00001420: 0900 0000 360e 0000 6673 2e68 0000 0000 ....6...fs.h.... 00001430: 60ec 1f00 0000 0000 60fc 1f00 0000 0000 `.......`....... 00001440: 60fc 1f00 0000 0000 684a 0000 0000 0000 `.......hJ...... 00001450: 3021 0100 0000 0000 0010 0000 0000 0000 0!.............. 00001460: 0200 0000 0000 0000 4019 2000 0000 0000 ........@. ..... 00001470: 4029 2000 0000 0000 4029 2000 0000 0000 @) .....@) ..... 00001480: 4002 0000 0000 0000 4002 0000 0000 0000 @.......@....... 00001490: 0800 0000 0000 0000 0400 0000 0400 0000 ................ 000014a0: 5003 0000 0000 0000 5003 0000 0000 0000 P.......P....... ...</pre> We can see from this that the file <code>fstypes.h</code> begins at block 6. We can also see the remnants of the record that was deleted. <code>fs.h</code> is still listed, but close inspection of its fields will show you that it has been marked as not in use, and its blocks are all marked as free in the BCT. Let’s round this out by having a look at block 6, which is at address <code>0x1800</code>: <pre>00001800: 2369 666e 6465 6620 4653 5459 5045 535f #ifndef FSTYPES_ 00001810: 480a 2364 6566 696e 6520 4653 5459 5045 H.#define FSTYPE 00001820: 535f 480a 0a23 6465 6669 6e65 2042 5349 S_H..#define BSI 00001830: 5a45 2020 2020 2020 2020 2020 3130 3234 ZE 1024 00001840: 0a23 6465 6669 6e65 2042 4653 5f45 4e54 .#define BFS_ENT 00001850: 5259 5f53 495a 4520 3332 0a23 6465 6669 RY_SIZE 32.#defi 00001860: 6e65 2042 4653 5f4e 454e 5452 5920 2020 ne BFS_NENTRY 00001870: 2020 2842 5349 5a45 202f 2042 4653 5f45 (BSIZE / BFS_E 00001880: 4e54 5259 5f53 495a 4529 0a23 6465 6669 NTRY_SIZE).#defi 00001890: 6e65 2042 4653 5f42 4e4f 5349 5a45 2020 ne BFS_BNOSIZE 000018a0: 2020 340a 2364 6566 696e 6520 4246 535f 4.#define BFS_ 000018b0: 4e43 5442 4c4f 434b 5320 2028 4253 495a NCTBLOCKS (BSIZ 000018c0: 4520 2f20 4246 535f 424e 4f53 495a 4529 E / BFS_BNOSIZE) 000018d0: 0a23 6465 6669 6e65 2042 4653 5f46 5245 .#define BFS_FRE 000018e0: 4520 2020 2020 2020 3078 3030 0a23 6465 E 0x00.#de 000018f0: 6669 6e65 2042 4653 5f45 4f43 2020 2020 fine BFS_EOC 00001900: 2020 2020 3078 4646 4646 4646 4646 0a23 0xFFFFFFFF.# 00001910: 6465 6669 6e65 2042 4653 5f4d 4147 4943 define BFS_MAGIC 00001920: 2020 2020 2020 3078 4246 3542 4635 3241 0xBF5BF52A</pre> Here we see the beginning of the file, hanging out in our disk file system. <span id="testing-bfs"></span> == Testing BFS == There is a built in <code>bfs</code> test which you can run to verify your program. You can do this by running <code>make fstest</code>: <pre>$ make fstest utils/fstest.sh Running format test ========================================== /workspaces/hawx-private/utils/mkdisk disk.img 1024; /workspaces/hawx-private/utils/bfs disk.img format 2&gt;&amp;1 /workspaces/hawx-private/utils/mkdisk disk.img 2048; /workspaces/hawx-private/utils/bfs disk.img format 2&gt;&amp;1 /workspaces/hawx-private/utils/mkdisk disk.img 4096; /workspaces/hawx-private/utils/bfs disk.img format 2&gt;&amp;1 format test.....PASSED Running empty directory test ========================================== Creating disk image Disk blocks: 2048 used: 9 free: 2039 Disk blocks: 2048 used: 9 free: 2039 /workspaces/hawx-private/utils/bfs disk.img info 2&gt;&amp;1 empty directory test.....PASSED Running small write test ========================================== Creating disk image Disk blocks: 2048 used: 9 free: 2039 /workspaces/hawx-private/utils/bfs disk.img cp small . 2&gt;&amp;1 small write test.....PASSED Running small read test ========================================== Disk blocks: 2048 used: 10 free: 2038 small read test.....PASSED Running large write test ========================================== Creating disk image Disk blocks: 2048 used: 9 free: 2039 /workspaces/hawx-private/utils/bfs disk.img cp large . 2&gt;&amp;1 large write test.....PASSED Running large read test ========================================== Disk blocks: 2048 used: 18 free: 2030 large read test.....PASSED Running directory test ========================================== Creating disk image Disk blocks: 2048 used: 9 free: 2039 Adding files 1 2 3 4 5 6 7 8 9 10 ... 191 192 193 194 195 196 197 198 199 200 Disk blocks: 2048 used: 1815 free: 233 /workspaces/hawx-private/utils/bfs disk.img info 2&gt;&amp;1 directory test.....PASSED</pre> If any test fails, the program will halt on the failed test. (You can read the script that does the testing by looking at <code>utils/fstest.sh</code>. The final test creates 200 files which span multiple blocks, thus forcing your directory to grow. This is a stress test on the system as it will use up most of a 2MB disk image. You’ll see the numbered files as they are written, and after they are written, they are read back out to make sure your file system works. Once you get that final <code>PASSED</code> on the directory test, you should be very proud of yourself. You’ve now implemented a file system! Now that wasn’t so bad, was it? 3xcvwrfnxbe76ouzpmk6t2enao4si0t 2804201 2804200 2026-04-10T20:46:36Z Pngwen 3025274 Corrected images and added repository link for starter files. 2804201 wikitext text/x-wiki '''GitHub Repository / Starter Files''': https://github.com/utm-lowe/hawx-bfs == Introduction == In this assignment, you will be implementing the brittle file system. BFS is designed to work with the HAWX kernel where the filesystem will run as a user space daemon. We also need to have a utility which will allow us to create and populate an initial disk image which will be used by our system. So really, this system will see two types of usage: # In a linux utility used to build the disk image. # In the user space daemon, running under HAWX. To provide this level of portability, we are going to implement the file system as a library, which will work in both scenarios. There is a small abstraction present in that the library will interface with the disk exclusively through two functions, and these functions will be supplied by the program using the library. We’ll discuss these abstractions in the implementation portion of this assignment. First, we will discuss the layout and functioning of the Brittle File System. <span id="the-brittle-file-system"></span> == The Brittle File System == The Brittle File System (BFS) is a simplified version of the FAT filesystem. It deviates in several significant ways in order to make it easier to create and manage. This comes at the cost of reliability, but since these disk images will only exist for short periods of time, that’s ok. We want to learn how to put a file system together, and this one is a rather simple example. The basic unit of measurement in BFS is the ''block''. A block is 1024 bytes long, and each block can be allocated or free. The overall concept is that we manage blocks via a block chain table (BCT), which creates a linked list of blocks which comprise the files and directory of the system. Note that in BFS, the “directory” is singular, there is only one. This is what’s called a flat file system. It would be possible to add subdirectories, but then that would only make the assignment longer. Feel free to add that extension if you like. <span id="volume-layout"></span> === Volume Layout === [[File:BFS Volume Layout.svg|alt=BFS Volume Layout|thumb|A Brittle File System (BFS) volume consists of a super block, block chain table, and a data area.]] The first block of the BFS file system (block 0) contains the super block, which contains information about the file system. The block chain table begins at block 1, and is large enough to contain one 4-byte entry per volume block. The first block of the directory <code>dblock</code> follows the block chain table, and then the data blocks begin at <code>dblock + 1</code>. Data blocks are allocated as needed, forming chains of file which span the disk in block chain order. Subsequent blocks of the directory also reside in this area.<span id="super-block"></span> === Super Block === [[File:BFS Superblock.svg|alt=BFS Superblock Structure|thumb|The BFS super block contains metadata about the file system.]] The super block contains a magic number to verify the system and then 3 pieces of meta data. The fields of the super block are: # '''magic''' (4 bytes) <code>0xBF5BF52A</code> - This is used to verify that the volume is, in fact, a BFS file system. # '''size''' (4 bytes) - The volume size in blocks # '''used''' (4 bytes) - The number of blocks that have been allocated # '''dblock''' (4 bytes) - The block which contains the first block of the directory. The rest of the super block is left blank. Or at least, it does not matter what is placed in the rest of the block. <span id="block-chain-table"></span> === Block Chain Table === [[File:BFS Block Chain Table.svg|alt=BFS Block Chain Table|thumb|The BFS block chain table (BCT) contains a mapping of every block on the filesystem. It is used to build chains of blocks to form files or expand the directory.]] The block chain table (BCT) is the heart of the brittle file system. Each block on disk has a corresponding 32-bit (4 byte) entry on this table. All blocks on the disk, include those used by the super block and BCT, are accounted for by these entries. The entry numbers have the following meanings: # <code>#define BFS_EOC 0xFFFFFFFF</code> - End of chain. This is the indicates that this block is the end of a block chain. # <code>#define BFS_FREE 0x00000000</code> - Free Block. This indicates that this block is available for use. # ''next'' - Any value other than those mentions above is the number of the next block in the chain. The BCT shown above is the beginning of a block chain table right after formatting and with the addition of a single file. We have the super block, which is a 1 block chain, indicated by an immediate EOC. Then we have blocks 1 - 9 forming an 9 block BCT. This means the <code>dblock</code> is located at block 10, and the data blocks begin at block 11. We also have a 2-block file which begins at 11 and has a second block at 15. If you can understand how to read this table and how you can build it, then you can build the file system. <span id="bfs-directory"></span> === BFS Directory === [[File:BFS Directory.svg|alt=BFS Directory and Entries|thumb|Each block of the directory contains 32 entries which are 32 bytes each. These contain metadata and location information of the files.]] A BFS directory block contains a 32 entries which are 32 bytes in size. (32 x 32 = 1,024, so it all works out.) The entries contain the following information in this order: # <code>fblock</code> (4 bytes) — The first block of the file # <code>size</code> (4 bytes) — The size of the file in bytes. # <code>name</code> (23 bytes) — A null-terminated file name string. (File names can be a maximum of 22 bytes long, and yes you can use spaces.) # <code>inuse</code> (1 byte) — 0=free, 1=used <span id="implementing-the-brittle-file-system"></span> == Implementing the Brittle File System == Your objective in this assignment is to implement the brittle file system. This assignment is a bit different as you will be working in your native Linux environment. The files to observe in this assignment are: # <code>fs/fs.h</code> - Definitions of the file system functions. # <code>fs/fstypes</code> - Types and constants for file system interaction. # <code>fs/fs.c</code> - The implementation file of the file system. All of your work will be done here. # <code>utils/mkdisk.c</code> - A small utility which makes a binary disk image for a specified number of blocks. # <code>utils/bfs.c</code> - A utility which allows you to work with a disk image to create and manipulate a brittle file system. You should read through all of the files in the <code>fs</code> directory, and definitely have a look at the <code>utils/bfs.c</code> as well because this will show you how the file system is intended to be used. <code>utils/mkdisk</code> is pretty simple, it just writes a bunch of binary zeros to a file, but feel free to have a look in there as well. This library will be the only implementation of the brittle file system. It will be used by both the utilities in this assignment, and the daemon you will write in the next one. This is accomplished by adding an abstraction layer for the disk. In the <code>fs/fs.h</code> file, there are two function prototypes: <pre>// Write the data block to the disk // block - block number // data - A data buffer of BSIZE bytes void disk_write(bfs_blockno block, void *data); // Read the data block from the disk // block - block number // data - A data buffer of BSIZE bytes void disk_read(bfs_blockno block, void *data);</pre> These functions are not implemented in the <code>fs/fs.c</code> file. Instead, they are implemented in the <code>utils/bfs.c</code> file. When you write the daemon, you will provide a different version of these functions. Any time the bfs library interacts with the disk, it will do so through these functions. This time around, these functions work with a file. In the next assignment, you’ll write versions of these functions which work with the port system to accomplish the same task. All of the code you need to write is in <code>fs/fs.c</code>. As always, there are a set of function stubs for you to look at and fill in, along with hints about what the function needs to do. There are some definite things you should do before attempting to fill in these functions: 1. Make sure you understand what each of the structures in <code>fs/fstype.h</code> are doing. In particular, make sure you have a look at the disk structures. These are packed in a way that their byte order matches their corresponding structures on disk. 2. Make sure you understand how the disk abstraction works. You need to think in terms of blocks, and sometimes that means you’ll need to create an array of <code>BSIZE</code> bytes to act as a buffer. 3. Do not use functions such as <code>malloc</code> or <code>free</code>. You may use the functions that are defined in <code>string.h</code>, however, because we have those in our OS too. 4. Look over each of the constants and macros in <code>fs/fstype.h</code> and make sure you understand what they are telling you. 5. Think about how you would accomplish each of the following: 1. Adding a file 2. Overwriting a file 3. Delete a file 4. Growing the directory 6. Familiarize yourself with the behavior of the static helper functions. Implement those functions first. 7. Write the remaining functions in terms of the static helper functions. <span id="building-and-running-the-brittle-file-system"></span> == Building and Running the Brittle File System == When you run <code>make</code> on this project, this will simply build the two utilities <code>utils/mkdisk</code> and <code>utils/bfs</code>: <pre>$ make gcc -Wall -o utils/mkdisk utils/mkdisk.c gcc -Ifs -Iutils -Wall -o utils/bfs.o -c utils/bfs.c gcc -g -Ifs -Iutils -Wall -o utils/fs.o -c fs/fs.c gcc -g -Wall -o utils/bfs utils/bfs.o utils/fs.o $ </pre> To create a disk image, use <code>utils/bfs</code>. The following shows you how to see the usage text for the utility, and then use the utility to create a 1MB disk image: <pre>$ utils/mkdisk Usage: mkdisk &lt;diskname&gt; &lt;blocks&gt; $ utils/mkdisk disk.img 1024 $ ls -lh disk.img -rw-rw-rw- 1 codespace codespace 1.0M Apr 10 18:49 disk.img</pre> Something that might be useful at this stage is to use <code>xxd</code> linux utility to display the contents of the image in hexadecimal. This is handy for debugging. Piping <code>xxd</code>’s output through <code>less</code> will enable you to search back and forth within the image: <pre>$ xxd disk.img | less 00000000: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000010: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000020: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000030: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000040: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000050: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000060: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000070: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000080: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000090: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 000000a0: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 000000b0: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 000000c0: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 000000d0: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 000000e0: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 000000f0: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000100: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000110: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000120: 0000 0000 0000 0000 0000 0000 0000 0000 ................ ...</pre> What this shows you is a listing of the file with an address column, followed by 16 bytes of information in hexadecimal, followed by a column displaying the text rendering of those 16 bytes. Note that if a byte does not contain a printable character, you will see a <code>.</code> in this column. As mentioned before, <code>utils/mkdisk</code> simply fills the disk with <code>0x00</code>, and so we just see a bunch of zeroes and dots. The <code>utils/bfs</code> utility allows you to do several useful things with the file system. Here is a sample run showing the formatting of the disk and copying a few files into the disk: <pre>$ utils/bfs Usage: utils/bfs disk-image &lt;command&gt; [args] Commands ============ help This message format Initialize a blank file system ls List the BFS directory contents. cp src dest Add src file to the BFS file system under name dest. cat filename Dump a BFS file to stdout. del filename Delete the file from the file system. info Display disk information $ utils/mkdisk disk.img 1024 $ utils/bfs disk.img info No valid filesystem found on image $ utils/bfs disk.img format Disk blocks: 1024 used: 5 free: 1019 $ utils/bfs disk.img cp fs/fstypes.h fstypes.h Disk blocks: 1024 used: 8 free: 1016 $ utils/bfs disk.img cp fs/fs.h fs.h Disk blocks: 1024 used: 12 free: 1012 $ utils/bfs disk.img info Disk blocks: 1024 used: 12 free: 1012 $ utils/bfs disk.img ls fstypes.h fs.h Disk blocks: 1024 used: 12 free: 1012 $ utils/bfs disk.img del fs.h fs.h deleted successfully. Disk blocks: 1024 used: 8 free: 1016 $ utils/bfs disk.img del fs.h fs.h failed to delete Disk blocks: 1024 used: 8 free: 1016 $ utils/bfs disk.img cat fstypes.h #ifndef FSTYPES_H #define FSTYPES_H #define BSIZE 1024 #define BFS_ENTRY_SIZE 32 #define BFS_NENTRY (BSIZE / BFS_ENTRY_SIZE) #define BFS_BNOSIZE 4 #define BFS_NCTBLOCKS (BSIZE / BFS_BNOSIZE) #define BFS_FREE 0x00 #define BFS_EOC 0xFFFFFFFF #define BFS_MAGIC 0xBF5BF52A ...</pre> Note that the first <code>bfs</code> info command fails because the disk has not been formatted yet. Lacking the magic number at the start of the super block, it fails the sanity check which is executed every time we load a <code>bfs</code> disk image and attempt to do something with it. Now that we have a disk image with some things on it, we can poke around a bit using <code>xxd</code>. For instance, here is the super block: <pre>00000000: 2af5 5bbf 0004 0000 0800 0000 0500 0000 *.[............. 00000010: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000020: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000030: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000040: 0000 0000 0000 0000 0000 0000 0000 0000 ................ ...</pre> Here is the beginning of the block chain table (which begins at address 1024 or <code>0x400</code> in hexadecimal. We can get there in <code>less</code> by typing <code>/</code> followed by <code>0400:</code> and pressing enter. Learn to search for greater debugging! Here’s what we see: <pre>00000400: ffff ffff 0200 0000 0300 0000 0400 0000 ................ 00000410: ffff ffff ffff ffff 0700 0000 0800 0000 ................ 00000420: ffff ffff 0000 0000 0000 0000 0000 0000 ................ 00000430: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000440: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000450: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000460: 0000 0000 0000 0000 0000 0000 0000 0000 ................</pre> Can you see the structure? Our little 1MB disk has block 0 set aside for the super block, which is marked with <code>BFS_EOC</code> in the first 32 bits (8 bytes) of the BCT. Then the BCT begins at block 1, as seen at address <code>0x404</code>. We have a link to block 2, followed by a link to block 4. The <code>dblock</code> begins at block 5, as shown in the super block. We also see that block 5 is the end of its chain. It looks like there is a file that starts on block 6 and spans block 7 and 8 where it terminates. How can we find out for sure where the file is? We need to have a look at the <code>dblock</code>! The <code>dblock</code> begins at byte <code>5 * 1024 = 5,120</code> which is <code>0x1400</code> in hexadecimal: <pre>00001400: 0600 0000 1d0a 0000 6673 7479 7065 732e ........fstypes. 00001410: 6800 0400 0000 0000 82e0 0400 0000 0001 h............... 00001420: 0900 0000 360e 0000 6673 2e68 0000 0000 ....6...fs.h.... 00001430: 60ec 1f00 0000 0000 60fc 1f00 0000 0000 `.......`....... 00001440: 60fc 1f00 0000 0000 684a 0000 0000 0000 `.......hJ...... 00001450: 3021 0100 0000 0000 0010 0000 0000 0000 0!.............. 00001460: 0200 0000 0000 0000 4019 2000 0000 0000 ........@. ..... 00001470: 4029 2000 0000 0000 4029 2000 0000 0000 @) .....@) ..... 00001480: 4002 0000 0000 0000 4002 0000 0000 0000 @.......@....... 00001490: 0800 0000 0000 0000 0400 0000 0400 0000 ................ 000014a0: 5003 0000 0000 0000 5003 0000 0000 0000 P.......P....... ...</pre> We can see from this that the file <code>fstypes.h</code> begins at block 6. We can also see the remnants of the record that was deleted. <code>fs.h</code> is still listed, but close inspection of its fields will show you that it has been marked as not in use, and its blocks are all marked as free in the BCT. Let’s round this out by having a look at block 6, which is at address <code>0x1800</code>: <pre>00001800: 2369 666e 6465 6620 4653 5459 5045 535f #ifndef FSTYPES_ 00001810: 480a 2364 6566 696e 6520 4653 5459 5045 H.#define FSTYPE 00001820: 535f 480a 0a23 6465 6669 6e65 2042 5349 S_H..#define BSI 00001830: 5a45 2020 2020 2020 2020 2020 3130 3234 ZE 1024 00001840: 0a23 6465 6669 6e65 2042 4653 5f45 4e54 .#define BFS_ENT 00001850: 5259 5f53 495a 4520 3332 0a23 6465 6669 RY_SIZE 32.#defi 00001860: 6e65 2042 4653 5f4e 454e 5452 5920 2020 ne BFS_NENTRY 00001870: 2020 2842 5349 5a45 202f 2042 4653 5f45 (BSIZE / BFS_E 00001880: 4e54 5259 5f53 495a 4529 0a23 6465 6669 NTRY_SIZE).#defi 00001890: 6e65 2042 4653 5f42 4e4f 5349 5a45 2020 ne BFS_BNOSIZE 000018a0: 2020 340a 2364 6566 696e 6520 4246 535f 4.#define BFS_ 000018b0: 4e43 5442 4c4f 434b 5320 2028 4253 495a NCTBLOCKS (BSIZ 000018c0: 4520 2f20 4246 535f 424e 4f53 495a 4529 E / BFS_BNOSIZE) 000018d0: 0a23 6465 6669 6e65 2042 4653 5f46 5245 .#define BFS_FRE 000018e0: 4520 2020 2020 2020 3078 3030 0a23 6465 E 0x00.#de 000018f0: 6669 6e65 2042 4653 5f45 4f43 2020 2020 fine BFS_EOC 00001900: 2020 2020 3078 4646 4646 4646 4646 0a23 0xFFFFFFFF.# 00001910: 6465 6669 6e65 2042 4653 5f4d 4147 4943 define BFS_MAGIC 00001920: 2020 2020 2020 3078 4246 3542 4635 3241 0xBF5BF52A</pre> Here we see the beginning of the file, hanging out in our disk file system. <span id="testing-bfs"></span> == Testing BFS == There is a built in <code>bfs</code> test which you can run to verify your program. You can do this by running <code>make fstest</code>: <pre>$ make fstest utils/fstest.sh Running format test ========================================== /workspaces/hawx-private/utils/mkdisk disk.img 1024; /workspaces/hawx-private/utils/bfs disk.img format 2&gt;&amp;1 /workspaces/hawx-private/utils/mkdisk disk.img 2048; /workspaces/hawx-private/utils/bfs disk.img format 2&gt;&amp;1 /workspaces/hawx-private/utils/mkdisk disk.img 4096; /workspaces/hawx-private/utils/bfs disk.img format 2&gt;&amp;1 format test.....PASSED Running empty directory test ========================================== Creating disk image Disk blocks: 2048 used: 9 free: 2039 Disk blocks: 2048 used: 9 free: 2039 /workspaces/hawx-private/utils/bfs disk.img info 2&gt;&amp;1 empty directory test.....PASSED Running small write test ========================================== Creating disk image Disk blocks: 2048 used: 9 free: 2039 /workspaces/hawx-private/utils/bfs disk.img cp small . 2&gt;&amp;1 small write test.....PASSED Running small read test ========================================== Disk blocks: 2048 used: 10 free: 2038 small read test.....PASSED Running large write test ========================================== Creating disk image Disk blocks: 2048 used: 9 free: 2039 /workspaces/hawx-private/utils/bfs disk.img cp large . 2&gt;&amp;1 large write test.....PASSED Running large read test ========================================== Disk blocks: 2048 used: 18 free: 2030 large read test.....PASSED Running directory test ========================================== Creating disk image Disk blocks: 2048 used: 9 free: 2039 Adding files 1 2 3 4 5 6 7 8 9 10 ... 191 192 193 194 195 196 197 198 199 200 Disk blocks: 2048 used: 1815 free: 233 /workspaces/hawx-private/utils/bfs disk.img info 2&gt;&amp;1 directory test.....PASSED</pre> If any test fails, the program will halt on the failed test. (You can read the script that does the testing by looking at <code>utils/fstest.sh</code>. The final test creates 200 files which span multiple blocks, thus forcing your directory to grow. This is a stress test on the system as it will use up most of a 2MB disk image. You’ll see the numbered files as they are written, and after they are written, they are read back out to make sure your file system works. Once you get that final <code>PASSED</code> on the directory test, you should be very proud of yourself. You’ve now implemented a file system! Now that wasn’t so bad, was it? 60uxn1aazs181tr25wfb0lk74et4ihq 2804203 2804201 2026-04-10T20:50:54Z Pngwen 3025274 Pngwen moved page [[HAWX - Brittle File System/]] to [[Operating Systems (Hands-On)/Introduction to File Systems/HAWX - Brittle File System]]: Accidentally created it at the root when this is a subpage 2804201 wikitext text/x-wiki '''GitHub Repository / Starter Files''': https://github.com/utm-lowe/hawx-bfs == Introduction == In this assignment, you will be implementing the brittle file system. BFS is designed to work with the HAWX kernel where the filesystem will run as a user space daemon. We also need to have a utility which will allow us to create and populate an initial disk image which will be used by our system. So really, this system will see two types of usage: # In a linux utility used to build the disk image. # In the user space daemon, running under HAWX. To provide this level of portability, we are going to implement the file system as a library, which will work in both scenarios. There is a small abstraction present in that the library will interface with the disk exclusively through two functions, and these functions will be supplied by the program using the library. We’ll discuss these abstractions in the implementation portion of this assignment. First, we will discuss the layout and functioning of the Brittle File System. <span id="the-brittle-file-system"></span> == The Brittle File System == The Brittle File System (BFS) is a simplified version of the FAT filesystem. It deviates in several significant ways in order to make it easier to create and manage. This comes at the cost of reliability, but since these disk images will only exist for short periods of time, that’s ok. We want to learn how to put a file system together, and this one is a rather simple example. The basic unit of measurement in BFS is the ''block''. A block is 1024 bytes long, and each block can be allocated or free. The overall concept is that we manage blocks via a block chain table (BCT), which creates a linked list of blocks which comprise the files and directory of the system. Note that in BFS, the “directory” is singular, there is only one. This is what’s called a flat file system. It would be possible to add subdirectories, but then that would only make the assignment longer. Feel free to add that extension if you like. <span id="volume-layout"></span> === Volume Layout === [[File:BFS Volume Layout.svg|alt=BFS Volume Layout|thumb|A Brittle File System (BFS) volume consists of a super block, block chain table, and a data area.]] The first block of the BFS file system (block 0) contains the super block, which contains information about the file system. The block chain table begins at block 1, and is large enough to contain one 4-byte entry per volume block. The first block of the directory <code>dblock</code> follows the block chain table, and then the data blocks begin at <code>dblock + 1</code>. Data blocks are allocated as needed, forming chains of file which span the disk in block chain order. Subsequent blocks of the directory also reside in this area.<span id="super-block"></span> === Super Block === [[File:BFS Superblock.svg|alt=BFS Superblock Structure|thumb|The BFS super block contains metadata about the file system.]] The super block contains a magic number to verify the system and then 3 pieces of meta data. The fields of the super block are: # '''magic''' (4 bytes) <code>0xBF5BF52A</code> - This is used to verify that the volume is, in fact, a BFS file system. # '''size''' (4 bytes) - The volume size in blocks # '''used''' (4 bytes) - The number of blocks that have been allocated # '''dblock''' (4 bytes) - The block which contains the first block of the directory. The rest of the super block is left blank. Or at least, it does not matter what is placed in the rest of the block. <span id="block-chain-table"></span> === Block Chain Table === [[File:BFS Block Chain Table.svg|alt=BFS Block Chain Table|thumb|The BFS block chain table (BCT) contains a mapping of every block on the filesystem. It is used to build chains of blocks to form files or expand the directory.]] The block chain table (BCT) is the heart of the brittle file system. Each block on disk has a corresponding 32-bit (4 byte) entry on this table. All blocks on the disk, include those used by the super block and BCT, are accounted for by these entries. The entry numbers have the following meanings: # <code>#define BFS_EOC 0xFFFFFFFF</code> - End of chain. This is the indicates that this block is the end of a block chain. # <code>#define BFS_FREE 0x00000000</code> - Free Block. This indicates that this block is available for use. # ''next'' - Any value other than those mentions above is the number of the next block in the chain. The BCT shown above is the beginning of a block chain table right after formatting and with the addition of a single file. We have the super block, which is a 1 block chain, indicated by an immediate EOC. Then we have blocks 1 - 9 forming an 9 block BCT. This means the <code>dblock</code> is located at block 10, and the data blocks begin at block 11. We also have a 2-block file which begins at 11 and has a second block at 15. If you can understand how to read this table and how you can build it, then you can build the file system. <span id="bfs-directory"></span> === BFS Directory === [[File:BFS Directory.svg|alt=BFS Directory and Entries|thumb|Each block of the directory contains 32 entries which are 32 bytes each. These contain metadata and location information of the files.]] A BFS directory block contains a 32 entries which are 32 bytes in size. (32 x 32 = 1,024, so it all works out.) The entries contain the following information in this order: # <code>fblock</code> (4 bytes) — The first block of the file # <code>size</code> (4 bytes) — The size of the file in bytes. # <code>name</code> (23 bytes) — A null-terminated file name string. (File names can be a maximum of 22 bytes long, and yes you can use spaces.) # <code>inuse</code> (1 byte) — 0=free, 1=used <span id="implementing-the-brittle-file-system"></span> == Implementing the Brittle File System == Your objective in this assignment is to implement the brittle file system. This assignment is a bit different as you will be working in your native Linux environment. The files to observe in this assignment are: # <code>fs/fs.h</code> - Definitions of the file system functions. # <code>fs/fstypes</code> - Types and constants for file system interaction. # <code>fs/fs.c</code> - The implementation file of the file system. All of your work will be done here. # <code>utils/mkdisk.c</code> - A small utility which makes a binary disk image for a specified number of blocks. # <code>utils/bfs.c</code> - A utility which allows you to work with a disk image to create and manipulate a brittle file system. You should read through all of the files in the <code>fs</code> directory, and definitely have a look at the <code>utils/bfs.c</code> as well because this will show you how the file system is intended to be used. <code>utils/mkdisk</code> is pretty simple, it just writes a bunch of binary zeros to a file, but feel free to have a look in there as well. This library will be the only implementation of the brittle file system. It will be used by both the utilities in this assignment, and the daemon you will write in the next one. This is accomplished by adding an abstraction layer for the disk. In the <code>fs/fs.h</code> file, there are two function prototypes: <pre>// Write the data block to the disk // block - block number // data - A data buffer of BSIZE bytes void disk_write(bfs_blockno block, void *data); // Read the data block from the disk // block - block number // data - A data buffer of BSIZE bytes void disk_read(bfs_blockno block, void *data);</pre> These functions are not implemented in the <code>fs/fs.c</code> file. Instead, they are implemented in the <code>utils/bfs.c</code> file. When you write the daemon, you will provide a different version of these functions. Any time the bfs library interacts with the disk, it will do so through these functions. This time around, these functions work with a file. In the next assignment, you’ll write versions of these functions which work with the port system to accomplish the same task. All of the code you need to write is in <code>fs/fs.c</code>. As always, there are a set of function stubs for you to look at and fill in, along with hints about what the function needs to do. There are some definite things you should do before attempting to fill in these functions: 1. Make sure you understand what each of the structures in <code>fs/fstype.h</code> are doing. In particular, make sure you have a look at the disk structures. These are packed in a way that their byte order matches their corresponding structures on disk. 2. Make sure you understand how the disk abstraction works. You need to think in terms of blocks, and sometimes that means you’ll need to create an array of <code>BSIZE</code> bytes to act as a buffer. 3. Do not use functions such as <code>malloc</code> or <code>free</code>. You may use the functions that are defined in <code>string.h</code>, however, because we have those in our OS too. 4. Look over each of the constants and macros in <code>fs/fstype.h</code> and make sure you understand what they are telling you. 5. Think about how you would accomplish each of the following: 1. Adding a file 2. Overwriting a file 3. Delete a file 4. Growing the directory 6. Familiarize yourself with the behavior of the static helper functions. Implement those functions first. 7. Write the remaining functions in terms of the static helper functions. <span id="building-and-running-the-brittle-file-system"></span> == Building and Running the Brittle File System == When you run <code>make</code> on this project, this will simply build the two utilities <code>utils/mkdisk</code> and <code>utils/bfs</code>: <pre>$ make gcc -Wall -o utils/mkdisk utils/mkdisk.c gcc -Ifs -Iutils -Wall -o utils/bfs.o -c utils/bfs.c gcc -g -Ifs -Iutils -Wall -o utils/fs.o -c fs/fs.c gcc -g -Wall -o utils/bfs utils/bfs.o utils/fs.o $ </pre> To create a disk image, use <code>utils/bfs</code>. The following shows you how to see the usage text for the utility, and then use the utility to create a 1MB disk image: <pre>$ utils/mkdisk Usage: mkdisk &lt;diskname&gt; &lt;blocks&gt; $ utils/mkdisk disk.img 1024 $ ls -lh disk.img -rw-rw-rw- 1 codespace codespace 1.0M Apr 10 18:49 disk.img</pre> Something that might be useful at this stage is to use <code>xxd</code> linux utility to display the contents of the image in hexadecimal. This is handy for debugging. Piping <code>xxd</code>’s output through <code>less</code> will enable you to search back and forth within the image: <pre>$ xxd disk.img | less 00000000: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000010: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000020: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000030: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000040: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000050: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000060: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000070: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000080: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000090: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 000000a0: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 000000b0: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 000000c0: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 000000d0: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 000000e0: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 000000f0: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000100: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000110: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000120: 0000 0000 0000 0000 0000 0000 0000 0000 ................ ...</pre> What this shows you is a listing of the file with an address column, followed by 16 bytes of information in hexadecimal, followed by a column displaying the text rendering of those 16 bytes. Note that if a byte does not contain a printable character, you will see a <code>.</code> in this column. As mentioned before, <code>utils/mkdisk</code> simply fills the disk with <code>0x00</code>, and so we just see a bunch of zeroes and dots. The <code>utils/bfs</code> utility allows you to do several useful things with the file system. Here is a sample run showing the formatting of the disk and copying a few files into the disk: <pre>$ utils/bfs Usage: utils/bfs disk-image &lt;command&gt; [args] Commands ============ help This message format Initialize a blank file system ls List the BFS directory contents. cp src dest Add src file to the BFS file system under name dest. cat filename Dump a BFS file to stdout. del filename Delete the file from the file system. info Display disk information $ utils/mkdisk disk.img 1024 $ utils/bfs disk.img info No valid filesystem found on image $ utils/bfs disk.img format Disk blocks: 1024 used: 5 free: 1019 $ utils/bfs disk.img cp fs/fstypes.h fstypes.h Disk blocks: 1024 used: 8 free: 1016 $ utils/bfs disk.img cp fs/fs.h fs.h Disk blocks: 1024 used: 12 free: 1012 $ utils/bfs disk.img info Disk blocks: 1024 used: 12 free: 1012 $ utils/bfs disk.img ls fstypes.h fs.h Disk blocks: 1024 used: 12 free: 1012 $ utils/bfs disk.img del fs.h fs.h deleted successfully. Disk blocks: 1024 used: 8 free: 1016 $ utils/bfs disk.img del fs.h fs.h failed to delete Disk blocks: 1024 used: 8 free: 1016 $ utils/bfs disk.img cat fstypes.h #ifndef FSTYPES_H #define FSTYPES_H #define BSIZE 1024 #define BFS_ENTRY_SIZE 32 #define BFS_NENTRY (BSIZE / BFS_ENTRY_SIZE) #define BFS_BNOSIZE 4 #define BFS_NCTBLOCKS (BSIZE / BFS_BNOSIZE) #define BFS_FREE 0x00 #define BFS_EOC 0xFFFFFFFF #define BFS_MAGIC 0xBF5BF52A ...</pre> Note that the first <code>bfs</code> info command fails because the disk has not been formatted yet. Lacking the magic number at the start of the super block, it fails the sanity check which is executed every time we load a <code>bfs</code> disk image and attempt to do something with it. Now that we have a disk image with some things on it, we can poke around a bit using <code>xxd</code>. For instance, here is the super block: <pre>00000000: 2af5 5bbf 0004 0000 0800 0000 0500 0000 *.[............. 00000010: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000020: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000030: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000040: 0000 0000 0000 0000 0000 0000 0000 0000 ................ ...</pre> Here is the beginning of the block chain table (which begins at address 1024 or <code>0x400</code> in hexadecimal. We can get there in <code>less</code> by typing <code>/</code> followed by <code>0400:</code> and pressing enter. Learn to search for greater debugging! Here’s what we see: <pre>00000400: ffff ffff 0200 0000 0300 0000 0400 0000 ................ 00000410: ffff ffff ffff ffff 0700 0000 0800 0000 ................ 00000420: ffff ffff 0000 0000 0000 0000 0000 0000 ................ 00000430: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000440: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000450: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000460: 0000 0000 0000 0000 0000 0000 0000 0000 ................</pre> Can you see the structure? Our little 1MB disk has block 0 set aside for the super block, which is marked with <code>BFS_EOC</code> in the first 32 bits (8 bytes) of the BCT. Then the BCT begins at block 1, as seen at address <code>0x404</code>. We have a link to block 2, followed by a link to block 4. The <code>dblock</code> begins at block 5, as shown in the super block. We also see that block 5 is the end of its chain. It looks like there is a file that starts on block 6 and spans block 7 and 8 where it terminates. How can we find out for sure where the file is? We need to have a look at the <code>dblock</code>! The <code>dblock</code> begins at byte <code>5 * 1024 = 5,120</code> which is <code>0x1400</code> in hexadecimal: <pre>00001400: 0600 0000 1d0a 0000 6673 7479 7065 732e ........fstypes. 00001410: 6800 0400 0000 0000 82e0 0400 0000 0001 h............... 00001420: 0900 0000 360e 0000 6673 2e68 0000 0000 ....6...fs.h.... 00001430: 60ec 1f00 0000 0000 60fc 1f00 0000 0000 `.......`....... 00001440: 60fc 1f00 0000 0000 684a 0000 0000 0000 `.......hJ...... 00001450: 3021 0100 0000 0000 0010 0000 0000 0000 0!.............. 00001460: 0200 0000 0000 0000 4019 2000 0000 0000 ........@. ..... 00001470: 4029 2000 0000 0000 4029 2000 0000 0000 @) .....@) ..... 00001480: 4002 0000 0000 0000 4002 0000 0000 0000 @.......@....... 00001490: 0800 0000 0000 0000 0400 0000 0400 0000 ................ 000014a0: 5003 0000 0000 0000 5003 0000 0000 0000 P.......P....... ...</pre> We can see from this that the file <code>fstypes.h</code> begins at block 6. We can also see the remnants of the record that was deleted. <code>fs.h</code> is still listed, but close inspection of its fields will show you that it has been marked as not in use, and its blocks are all marked as free in the BCT. Let’s round this out by having a look at block 6, which is at address <code>0x1800</code>: <pre>00001800: 2369 666e 6465 6620 4653 5459 5045 535f #ifndef FSTYPES_ 00001810: 480a 2364 6566 696e 6520 4653 5459 5045 H.#define FSTYPE 00001820: 535f 480a 0a23 6465 6669 6e65 2042 5349 S_H..#define BSI 00001830: 5a45 2020 2020 2020 2020 2020 3130 3234 ZE 1024 00001840: 0a23 6465 6669 6e65 2042 4653 5f45 4e54 .#define BFS_ENT 00001850: 5259 5f53 495a 4520 3332 0a23 6465 6669 RY_SIZE 32.#defi 00001860: 6e65 2042 4653 5f4e 454e 5452 5920 2020 ne BFS_NENTRY 00001870: 2020 2842 5349 5a45 202f 2042 4653 5f45 (BSIZE / BFS_E 00001880: 4e54 5259 5f53 495a 4529 0a23 6465 6669 NTRY_SIZE).#defi 00001890: 6e65 2042 4653 5f42 4e4f 5349 5a45 2020 ne BFS_BNOSIZE 000018a0: 2020 340a 2364 6566 696e 6520 4246 535f 4.#define BFS_ 000018b0: 4e43 5442 4c4f 434b 5320 2028 4253 495a NCTBLOCKS (BSIZ 000018c0: 4520 2f20 4246 535f 424e 4f53 495a 4529 E / BFS_BNOSIZE) 000018d0: 0a23 6465 6669 6e65 2042 4653 5f46 5245 .#define BFS_FRE 000018e0: 4520 2020 2020 2020 3078 3030 0a23 6465 E 0x00.#de 000018f0: 6669 6e65 2042 4653 5f45 4f43 2020 2020 fine BFS_EOC 00001900: 2020 2020 3078 4646 4646 4646 4646 0a23 0xFFFFFFFF.# 00001910: 6465 6669 6e65 2042 4653 5f4d 4147 4943 define BFS_MAGIC 00001920: 2020 2020 2020 3078 4246 3542 4635 3241 0xBF5BF52A</pre> Here we see the beginning of the file, hanging out in our disk file system. <span id="testing-bfs"></span> == Testing BFS == There is a built in <code>bfs</code> test which you can run to verify your program. You can do this by running <code>make fstest</code>: <pre>$ make fstest utils/fstest.sh Running format test ========================================== /workspaces/hawx-private/utils/mkdisk disk.img 1024; /workspaces/hawx-private/utils/bfs disk.img format 2&gt;&amp;1 /workspaces/hawx-private/utils/mkdisk disk.img 2048; /workspaces/hawx-private/utils/bfs disk.img format 2&gt;&amp;1 /workspaces/hawx-private/utils/mkdisk disk.img 4096; /workspaces/hawx-private/utils/bfs disk.img format 2&gt;&amp;1 format test.....PASSED Running empty directory test ========================================== Creating disk image Disk blocks: 2048 used: 9 free: 2039 Disk blocks: 2048 used: 9 free: 2039 /workspaces/hawx-private/utils/bfs disk.img info 2&gt;&amp;1 empty directory test.....PASSED Running small write test ========================================== Creating disk image Disk blocks: 2048 used: 9 free: 2039 /workspaces/hawx-private/utils/bfs disk.img cp small . 2&gt;&amp;1 small write test.....PASSED Running small read test ========================================== Disk blocks: 2048 used: 10 free: 2038 small read test.....PASSED Running large write test ========================================== Creating disk image Disk blocks: 2048 used: 9 free: 2039 /workspaces/hawx-private/utils/bfs disk.img cp large . 2&gt;&amp;1 large write test.....PASSED Running large read test ========================================== Disk blocks: 2048 used: 18 free: 2030 large read test.....PASSED Running directory test ========================================== Creating disk image Disk blocks: 2048 used: 9 free: 2039 Adding files 1 2 3 4 5 6 7 8 9 10 ... 191 192 193 194 195 196 197 198 199 200 Disk blocks: 2048 used: 1815 free: 233 /workspaces/hawx-private/utils/bfs disk.img info 2&gt;&amp;1 directory test.....PASSED</pre> If any test fails, the program will halt on the failed test. (You can read the script that does the testing by looking at <code>utils/fstest.sh</code>. The final test creates 200 files which span multiple blocks, thus forcing your directory to grow. This is a stress test on the system as it will use up most of a 2MB disk image. You’ll see the numbered files as they are written, and after they are written, they are read back out to make sure your file system works. Once you get that final <code>PASSED</code> on the directory test, you should be very proud of yourself. You’ve now implemented a file system! Now that wasn’t so bad, was it? 60uxn1aazs181tr25wfb0lk74et4ihq 2804207 2804203 2026-04-10T21:16:24Z Pngwen 3025274 /* Introduction */ 2804207 wikitext text/x-wiki '''GitHub Repository / Starter Files''': https://github.com/utm-lowe/hawx-bfs == Introduction == In this assignment, you will be implementing the brittle file system. BFS is designed to work with the HAWX kernel where the filesystem will run as a user space daemon. We also need to have a utility which will allow us to create and populate an initial disk image which will be used by our system. So really, this system will see two types of usage: # In a linux utility used to build the disk image. # In the user space daemon, running under HAWX. To provide this level of portability, we are going to implement the file system as a library, which will work in both scenarios. There is a small abstraction present in the library which will interface with the disk exclusively through two functions, and these functions will be supplied by the program using the library. We’ll discuss these abstractions in the implementation portion of this assignment. First, we will discuss the layout and functioning of the Brittle File System. <span id="the-brittle-file-system"></span> == The Brittle File System == The Brittle File System (BFS) is a simplified version of the FAT filesystem. It deviates in several significant ways in order to make it easier to create and manage. This comes at the cost of reliability, but since these disk images will only exist for short periods of time, that’s ok. We want to learn how to put a file system together, and this one is a rather simple example. The basic unit of measurement in BFS is the ''block''. A block is 1024 bytes long, and each block can be allocated or free. The overall concept is that we manage blocks via a block chain table (BCT), which creates a linked list of blocks which comprise the files and directory of the system. Note that in BFS, the “directory” is singular, there is only one. This is what’s called a flat file system. It would be possible to add subdirectories, but then that would only make the assignment longer. Feel free to add that extension if you like. <span id="volume-layout"></span> === Volume Layout === [[File:BFS Volume Layout.svg|alt=BFS Volume Layout|thumb|A Brittle File System (BFS) volume consists of a super block, block chain table, and a data area.]] The first block of the BFS file system (block 0) contains the super block, which contains information about the file system. The block chain table begins at block 1, and is large enough to contain one 4-byte entry per volume block. The first block of the directory <code>dblock</code> follows the block chain table, and then the data blocks begin at <code>dblock + 1</code>. Data blocks are allocated as needed, forming chains of file which span the disk in block chain order. Subsequent blocks of the directory also reside in this area.<span id="super-block"></span> === Super Block === [[File:BFS Superblock.svg|alt=BFS Superblock Structure|thumb|The BFS super block contains metadata about the file system.]] The super block contains a magic number to verify the system and then 3 pieces of meta data. The fields of the super block are: # '''magic''' (4 bytes) <code>0xBF5BF52A</code> - This is used to verify that the volume is, in fact, a BFS file system. # '''size''' (4 bytes) - The volume size in blocks # '''used''' (4 bytes) - The number of blocks that have been allocated # '''dblock''' (4 bytes) - The block which contains the first block of the directory. The rest of the super block is left blank. Or at least, it does not matter what is placed in the rest of the block. <span id="block-chain-table"></span> === Block Chain Table === [[File:BFS Block Chain Table.svg|alt=BFS Block Chain Table|thumb|The BFS block chain table (BCT) contains a mapping of every block on the filesystem. It is used to build chains of blocks to form files or expand the directory.]] The block chain table (BCT) is the heart of the brittle file system. Each block on disk has a corresponding 32-bit (4 byte) entry on this table. All blocks on the disk, include those used by the super block and BCT, are accounted for by these entries. The entry numbers have the following meanings: # <code>#define BFS_EOC 0xFFFFFFFF</code> - End of chain. This is the indicates that this block is the end of a block chain. # <code>#define BFS_FREE 0x00000000</code> - Free Block. This indicates that this block is available for use. # ''next'' - Any value other than those mentions above is the number of the next block in the chain. The BCT shown above is the beginning of a block chain table right after formatting and with the addition of a single file. We have the super block, which is a 1 block chain, indicated by an immediate EOC. Then we have blocks 1 - 9 forming an 9 block BCT. This means the <code>dblock</code> is located at block 10, and the data blocks begin at block 11. We also have a 2-block file which begins at 11 and has a second block at 15. If you can understand how to read this table and how you can build it, then you can build the file system. <span id="bfs-directory"></span> === BFS Directory === [[File:BFS Directory.svg|alt=BFS Directory and Entries|thumb|Each block of the directory contains 32 entries which are 32 bytes each. These contain metadata and location information of the files.]] A BFS directory block contains a 32 entries which are 32 bytes in size. (32 x 32 = 1,024, so it all works out.) The entries contain the following information in this order: # <code>fblock</code> (4 bytes) — The first block of the file # <code>size</code> (4 bytes) — The size of the file in bytes. # <code>name</code> (23 bytes) — A null-terminated file name string. (File names can be a maximum of 22 bytes long, and yes you can use spaces.) # <code>inuse</code> (1 byte) — 0=free, 1=used <span id="implementing-the-brittle-file-system"></span> == Implementing the Brittle File System == Your objective in this assignment is to implement the brittle file system. This assignment is a bit different as you will be working in your native Linux environment. The files to observe in this assignment are: # <code>fs/fs.h</code> - Definitions of the file system functions. # <code>fs/fstypes</code> - Types and constants for file system interaction. # <code>fs/fs.c</code> - The implementation file of the file system. All of your work will be done here. # <code>utils/mkdisk.c</code> - A small utility which makes a binary disk image for a specified number of blocks. # <code>utils/bfs.c</code> - A utility which allows you to work with a disk image to create and manipulate a brittle file system. You should read through all of the files in the <code>fs</code> directory, and definitely have a look at the <code>utils/bfs.c</code> as well because this will show you how the file system is intended to be used. <code>utils/mkdisk</code> is pretty simple, it just writes a bunch of binary zeros to a file, but feel free to have a look in there as well. This library will be the only implementation of the brittle file system. It will be used by both the utilities in this assignment, and the daemon you will write in the next one. This is accomplished by adding an abstraction layer for the disk. In the <code>fs/fs.h</code> file, there are two function prototypes: <pre>// Write the data block to the disk // block - block number // data - A data buffer of BSIZE bytes void disk_write(bfs_blockno block, void *data); // Read the data block from the disk // block - block number // data - A data buffer of BSIZE bytes void disk_read(bfs_blockno block, void *data);</pre> These functions are not implemented in the <code>fs/fs.c</code> file. Instead, they are implemented in the <code>utils/bfs.c</code> file. When you write the daemon, you will provide a different version of these functions. Any time the bfs library interacts with the disk, it will do so through these functions. This time around, these functions work with a file. In the next assignment, you’ll write versions of these functions which work with the port system to accomplish the same task. All of the code you need to write is in <code>fs/fs.c</code>. As always, there are a set of function stubs for you to look at and fill in, along with hints about what the function needs to do. There are some definite things you should do before attempting to fill in these functions: 1. Make sure you understand what each of the structures in <code>fs/fstype.h</code> are doing. In particular, make sure you have a look at the disk structures. These are packed in a way that their byte order matches their corresponding structures on disk. 2. Make sure you understand how the disk abstraction works. You need to think in terms of blocks, and sometimes that means you’ll need to create an array of <code>BSIZE</code> bytes to act as a buffer. 3. Do not use functions such as <code>malloc</code> or <code>free</code>. You may use the functions that are defined in <code>string.h</code>, however, because we have those in our OS too. 4. Look over each of the constants and macros in <code>fs/fstype.h</code> and make sure you understand what they are telling you. 5. Think about how you would accomplish each of the following: 1. Adding a file 2. Overwriting a file 3. Delete a file 4. Growing the directory 6. Familiarize yourself with the behavior of the static helper functions. Implement those functions first. 7. Write the remaining functions in terms of the static helper functions. <span id="building-and-running-the-brittle-file-system"></span> == Building and Running the Brittle File System == When you run <code>make</code> on this project, this will simply build the two utilities <code>utils/mkdisk</code> and <code>utils/bfs</code>: <pre>$ make gcc -Wall -o utils/mkdisk utils/mkdisk.c gcc -Ifs -Iutils -Wall -o utils/bfs.o -c utils/bfs.c gcc -g -Ifs -Iutils -Wall -o utils/fs.o -c fs/fs.c gcc -g -Wall -o utils/bfs utils/bfs.o utils/fs.o $ </pre> To create a disk image, use <code>utils/bfs</code>. The following shows you how to see the usage text for the utility, and then use the utility to create a 1MB disk image: <pre>$ utils/mkdisk Usage: mkdisk &lt;diskname&gt; &lt;blocks&gt; $ utils/mkdisk disk.img 1024 $ ls -lh disk.img -rw-rw-rw- 1 codespace codespace 1.0M Apr 10 18:49 disk.img</pre> Something that might be useful at this stage is to use <code>xxd</code> linux utility to display the contents of the image in hexadecimal. This is handy for debugging. Piping <code>xxd</code>’s output through <code>less</code> will enable you to search back and forth within the image: <pre>$ xxd disk.img | less 00000000: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000010: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000020: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000030: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000040: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000050: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000060: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000070: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000080: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000090: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 000000a0: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 000000b0: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 000000c0: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 000000d0: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 000000e0: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 000000f0: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000100: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000110: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000120: 0000 0000 0000 0000 0000 0000 0000 0000 ................ ...</pre> What this shows you is a listing of the file with an address column, followed by 16 bytes of information in hexadecimal, followed by a column displaying the text rendering of those 16 bytes. Note that if a byte does not contain a printable character, you will see a <code>.</code> in this column. As mentioned before, <code>utils/mkdisk</code> simply fills the disk with <code>0x00</code>, and so we just see a bunch of zeroes and dots. The <code>utils/bfs</code> utility allows you to do several useful things with the file system. Here is a sample run showing the formatting of the disk and copying a few files into the disk: <pre>$ utils/bfs Usage: utils/bfs disk-image &lt;command&gt; [args] Commands ============ help This message format Initialize a blank file system ls List the BFS directory contents. cp src dest Add src file to the BFS file system under name dest. cat filename Dump a BFS file to stdout. del filename Delete the file from the file system. info Display disk information $ utils/mkdisk disk.img 1024 $ utils/bfs disk.img info No valid filesystem found on image $ utils/bfs disk.img format Disk blocks: 1024 used: 5 free: 1019 $ utils/bfs disk.img cp fs/fstypes.h fstypes.h Disk blocks: 1024 used: 8 free: 1016 $ utils/bfs disk.img cp fs/fs.h fs.h Disk blocks: 1024 used: 12 free: 1012 $ utils/bfs disk.img info Disk blocks: 1024 used: 12 free: 1012 $ utils/bfs disk.img ls fstypes.h fs.h Disk blocks: 1024 used: 12 free: 1012 $ utils/bfs disk.img del fs.h fs.h deleted successfully. Disk blocks: 1024 used: 8 free: 1016 $ utils/bfs disk.img del fs.h fs.h failed to delete Disk blocks: 1024 used: 8 free: 1016 $ utils/bfs disk.img cat fstypes.h #ifndef FSTYPES_H #define FSTYPES_H #define BSIZE 1024 #define BFS_ENTRY_SIZE 32 #define BFS_NENTRY (BSIZE / BFS_ENTRY_SIZE) #define BFS_BNOSIZE 4 #define BFS_NCTBLOCKS (BSIZE / BFS_BNOSIZE) #define BFS_FREE 0x00 #define BFS_EOC 0xFFFFFFFF #define BFS_MAGIC 0xBF5BF52A ...</pre> Note that the first <code>bfs</code> info command fails because the disk has not been formatted yet. Lacking the magic number at the start of the super block, it fails the sanity check which is executed every time we load a <code>bfs</code> disk image and attempt to do something with it. Now that we have a disk image with some things on it, we can poke around a bit using <code>xxd</code>. For instance, here is the super block: <pre>00000000: 2af5 5bbf 0004 0000 0800 0000 0500 0000 *.[............. 00000010: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000020: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000030: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000040: 0000 0000 0000 0000 0000 0000 0000 0000 ................ ...</pre> Here is the beginning of the block chain table (which begins at address 1024 or <code>0x400</code> in hexadecimal. We can get there in <code>less</code> by typing <code>/</code> followed by <code>0400:</code> and pressing enter. Learn to search for greater debugging! Here’s what we see: <pre>00000400: ffff ffff 0200 0000 0300 0000 0400 0000 ................ 00000410: ffff ffff ffff ffff 0700 0000 0800 0000 ................ 00000420: ffff ffff 0000 0000 0000 0000 0000 0000 ................ 00000430: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000440: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000450: 0000 0000 0000 0000 0000 0000 0000 0000 ................ 00000460: 0000 0000 0000 0000 0000 0000 0000 0000 ................</pre> Can you see the structure? Our little 1MB disk has block 0 set aside for the super block, which is marked with <code>BFS_EOC</code> in the first 32 bits (8 bytes) of the BCT. Then the BCT begins at block 1, as seen at address <code>0x404</code>. We have a link to block 2, followed by a link to block 4. The <code>dblock</code> begins at block 5, as shown in the super block. We also see that block 5 is the end of its chain. It looks like there is a file that starts on block 6 and spans block 7 and 8 where it terminates. How can we find out for sure where the file is? We need to have a look at the <code>dblock</code>! The <code>dblock</code> begins at byte <code>5 * 1024 = 5,120</code> which is <code>0x1400</code> in hexadecimal: <pre>00001400: 0600 0000 1d0a 0000 6673 7479 7065 732e ........fstypes. 00001410: 6800 0400 0000 0000 82e0 0400 0000 0001 h............... 00001420: 0900 0000 360e 0000 6673 2e68 0000 0000 ....6...fs.h.... 00001430: 60ec 1f00 0000 0000 60fc 1f00 0000 0000 `.......`....... 00001440: 60fc 1f00 0000 0000 684a 0000 0000 0000 `.......hJ...... 00001450: 3021 0100 0000 0000 0010 0000 0000 0000 0!.............. 00001460: 0200 0000 0000 0000 4019 2000 0000 0000 ........@. ..... 00001470: 4029 2000 0000 0000 4029 2000 0000 0000 @) .....@) ..... 00001480: 4002 0000 0000 0000 4002 0000 0000 0000 @.......@....... 00001490: 0800 0000 0000 0000 0400 0000 0400 0000 ................ 000014a0: 5003 0000 0000 0000 5003 0000 0000 0000 P.......P....... ...</pre> We can see from this that the file <code>fstypes.h</code> begins at block 6. We can also see the remnants of the record that was deleted. <code>fs.h</code> is still listed, but close inspection of its fields will show you that it has been marked as not in use, and its blocks are all marked as free in the BCT. Let’s round this out by having a look at block 6, which is at address <code>0x1800</code>: <pre>00001800: 2369 666e 6465 6620 4653 5459 5045 535f #ifndef FSTYPES_ 00001810: 480a 2364 6566 696e 6520 4653 5459 5045 H.#define FSTYPE 00001820: 535f 480a 0a23 6465 6669 6e65 2042 5349 S_H..#define BSI 00001830: 5a45 2020 2020 2020 2020 2020 3130 3234 ZE 1024 00001840: 0a23 6465 6669 6e65 2042 4653 5f45 4e54 .#define BFS_ENT 00001850: 5259 5f53 495a 4520 3332 0a23 6465 6669 RY_SIZE 32.#defi 00001860: 6e65 2042 4653 5f4e 454e 5452 5920 2020 ne BFS_NENTRY 00001870: 2020 2842 5349 5a45 202f 2042 4653 5f45 (BSIZE / BFS_E 00001880: 4e54 5259 5f53 495a 4529 0a23 6465 6669 NTRY_SIZE).#defi 00001890: 6e65 2042 4653 5f42 4e4f 5349 5a45 2020 ne BFS_BNOSIZE 000018a0: 2020 340a 2364 6566 696e 6520 4246 535f 4.#define BFS_ 000018b0: 4e43 5442 4c4f 434b 5320 2028 4253 495a NCTBLOCKS (BSIZ 000018c0: 4520 2f20 4246 535f 424e 4f53 495a 4529 E / BFS_BNOSIZE) 000018d0: 0a23 6465 6669 6e65 2042 4653 5f46 5245 .#define BFS_FRE 000018e0: 4520 2020 2020 2020 3078 3030 0a23 6465 E 0x00.#de 000018f0: 6669 6e65 2042 4653 5f45 4f43 2020 2020 fine BFS_EOC 00001900: 2020 2020 3078 4646 4646 4646 4646 0a23 0xFFFFFFFF.# 00001910: 6465 6669 6e65 2042 4653 5f4d 4147 4943 define BFS_MAGIC 00001920: 2020 2020 2020 3078 4246 3542 4635 3241 0xBF5BF52A</pre> Here we see the beginning of the file, hanging out in our disk file system. <span id="testing-bfs"></span> == Testing BFS == There is a built in <code>bfs</code> test which you can run to verify your program. You can do this by running <code>make fstest</code>: <pre>$ make fstest utils/fstest.sh Running format test ========================================== /workspaces/hawx-private/utils/mkdisk disk.img 1024; /workspaces/hawx-private/utils/bfs disk.img format 2&gt;&amp;1 /workspaces/hawx-private/utils/mkdisk disk.img 2048; /workspaces/hawx-private/utils/bfs disk.img format 2&gt;&amp;1 /workspaces/hawx-private/utils/mkdisk disk.img 4096; /workspaces/hawx-private/utils/bfs disk.img format 2&gt;&amp;1 format test.....PASSED Running empty directory test ========================================== Creating disk image Disk blocks: 2048 used: 9 free: 2039 Disk blocks: 2048 used: 9 free: 2039 /workspaces/hawx-private/utils/bfs disk.img info 2&gt;&amp;1 empty directory test.....PASSED Running small write test ========================================== Creating disk image Disk blocks: 2048 used: 9 free: 2039 /workspaces/hawx-private/utils/bfs disk.img cp small . 2&gt;&amp;1 small write test.....PASSED Running small read test ========================================== Disk blocks: 2048 used: 10 free: 2038 small read test.....PASSED Running large write test ========================================== Creating disk image Disk blocks: 2048 used: 9 free: 2039 /workspaces/hawx-private/utils/bfs disk.img cp large . 2&gt;&amp;1 large write test.....PASSED Running large read test ========================================== Disk blocks: 2048 used: 18 free: 2030 large read test.....PASSED Running directory test ========================================== Creating disk image Disk blocks: 2048 used: 9 free: 2039 Adding files 1 2 3 4 5 6 7 8 9 10 ... 191 192 193 194 195 196 197 198 199 200 Disk blocks: 2048 used: 1815 free: 233 /workspaces/hawx-private/utils/bfs disk.img info 2&gt;&amp;1 directory test.....PASSED</pre> If any test fails, the program will halt on the failed test. (You can read the script that does the testing by looking at <code>utils/fstest.sh</code>. The final test creates 200 files which span multiple blocks, thus forcing your directory to grow. This is a stress test on the system as it will use up most of a 2MB disk image. You’ll see the numbered files as they are written, and after they are written, they are read back out to make sure your file system works. Once you get that final <code>PASSED</code> on the directory test, you should be very proud of yourself. You’ve now implemented a file system! Now that wasn’t so bad, was it? owat0np54e4ymii00o4aohj3jpmwcqi 0 329002 2804204 2026-04-10T20:50:54Z Pngwen 3025274 Pngwen moved page [[HAWX - Brittle File System/]] to [[Operating Systems (Hands-On)/Introduction to File Systems/HAWX - Brittle File System]]: Accidentally created it at the root when this is a subpage 2804204 wikitext text/x-wiki #REDIRECT [[Operating Systems (Hands-On)/Introduction to File Systems/HAWX - Brittle File System]] pwh7xy3mjdy2selecwaa264mpkrn9fq 0 329003 2804205 2026-04-10T20:53:29Z Pngwen 3025274 Created page with "== File Systems Review Quiz == <quiz display=simple shuffleanswers=true> { Which of the following correctly describes the three regions of a FAT 32 volume, in order? | type="()"} + Reserved Sectors, FAT Region, Data Region - Boot Sector, Cluster Map, File Entries - Superblock, Inode Table, Data Blocks - Header, Allocation Bitmap, Root Directory { What is the primary purpose of the FAT cluster chain map? | type="()"} + It serves as both a disk cluster allocator and..." 2804205 wikitext text/x-wiki == File Systems Review Quiz == <quiz display=simple shuffleanswers=true> { Which of the following correctly describes the three regions of a FAT 32 volume, in order? | type="()"} + Reserved Sectors, FAT Region, Data Region - Boot Sector, Cluster Map, File Entries - Superblock, Inode Table, Data Blocks - Header, Allocation Bitmap, Root Directory { What is the primary purpose of the FAT cluster chain map? | type="()"} + It serves as both a disk cluster allocator and a mechanism for grouping clusters into meaningful chains. - It stores the names and sizes of all files on the volume. - It provides a backup copy of the boot sector in case of corruption. - It maps file names to their physical track and sector addresses. { In FAT 32, what value in the cluster chain map indicates the end of a file's cluster chain? | type="()"} + 0x0FFFFFFF - 0x00000000 - 0x0FFFFFF7 - 0xDEADBEEF { What does a FAT 32 cluster chain map entry of 0x00000000 indicate? | type="()"} + The cluster is free and available for allocation. - The cluster is the last in a file's chain. - The cluster has been physically damaged and should not be used. - The cluster belongs to the root directory. { In FAT 32, where is the first cluster of the root directory always located? | type="()"} + Cluster 2 - Cluster 0 - Cluster 1 - Cluster 42 { What is the purpose of Long File Name (LFN) entries in FAT 32? | type="()"} + They allow file names longer than the traditional 8.3 format by preceding the standard file entry with up to two LFN records containing 26 additional characters. - They replace the standard file entry entirely for files with names longer than 8 characters. - They store Unicode metadata about files for internationalization purposes. - They provide checksums to verify the integrity of file names on disk. { When FAT deletes a file, what actually happens on disk? | type="()"} + The first character of the file name is replaced with a special marker, while the cluster chain and file contents remain intact until the space is needed. - The file's clusters are immediately marked free and the directory entry is erased. - The file is moved to a hidden recovery partition on the volume. - The file entry is encrypted and flagged for deferred deletion. { What makes the FAT file system particularly fragile with respect to data integrity? | type="()"} + Nearly all information about file location and structure is encoded solely in the cluster chain table, so corruption of that table can render the entire volume unreadable or cause chains to merge. - FAT does not support any form of backup or redundancy for its data structures. - FAT uses fixed-size clusters which cannot be resized if the volume becomes fragmented. - FAT stores directory entries in the boot sector, making them vulnerable to boot failures. { Which of the following correctly describes a key structural difference between BFS and FAT 32? | type="()"} + BFS uses a flat single-directory structure and catalogs individual blocks rather than clusters, with file system metadata stored in a superblock at block zero. - BFS supports subdirectories but limits nesting to two levels to reduce complexity. - BFS mirrors its block chain table for redundancy, improving on FAT's single-table design. - BFS uses 64-bit block chain entries to support larger disk volumes than FAT 32. { What is the significance of the magic number 0xBF5BF52A in the BFS superblock? | type="()"} + It is a unique identifier that allows BFS to verify that a disk image contains a valid BFS volume. - It encodes the total number of blocks available in the BFS volume. - It stores the version number of the BFS specification used to format the disk. - It is the default file permissions mask applied to newly created files. </quiz> rxtqqt4ducwshnvgxkb0d7ej2hup469 2804206 2804205 2026-04-10T20:54:33Z Pngwen 3025274 /* File Systems Review Quiz */ 2804206 wikitext text/x-wiki == File Systems Review Quiz == <quiz display=simple shuffleanswers=true> { Which of the following correctly describes the three regions of a FAT 32 volume, in order? |type="()"} + Reserved Sectors, FAT Region, Data Region - Boot Sector, Cluster Map, File Entries - Superblock, Inode Table, Data Blocks - Header, Allocation Bitmap, Root Directory { What is the primary purpose of the FAT cluster chain map? | type="()"} + It serves as both a disk cluster allocator and a mechanism for grouping clusters into meaningful chains. - It stores the names and sizes of all files on the volume. - It provides a backup copy of the boot sector in case of corruption. - It maps file names to their physical track and sector addresses. { In FAT 32, what value in the cluster chain map indicates the end of a file's cluster chain? | type="()"} + 0x0FFFFFFF - 0x00000000 - 0x0FFFFFF7 - 0xDEADBEEF { What does a FAT 32 cluster chain map entry of 0x00000000 indicate? | type="()"} + The cluster is free and available for allocation. - The cluster is the last in a file's chain. - The cluster has been physically damaged and should not be used. - The cluster belongs to the root directory. { In FAT 32, where is the first cluster of the root directory always located? | type="()"} + Cluster 2 - Cluster 0 - Cluster 1 - Cluster 42 { What is the purpose of Long File Name (LFN) entries in FAT 32? | type="()"} + They allow file names longer than the traditional 8.3 format by preceding the standard file entry with up to two LFN records containing 26 additional characters. - They replace the standard file entry entirely for files with names longer than 8 characters. - They store Unicode metadata about files for internationalization purposes. - They provide checksums to verify the integrity of file names on disk. { When FAT deletes a file, what actually happens on disk? | type="()"} + The first character of the file name is replaced with a special marker, while the cluster chain and file contents remain intact until the space is needed. - The file's clusters are immediately marked free and the directory entry is erased. - The file is moved to a hidden recovery partition on the volume. - The file entry is encrypted and flagged for deferred deletion. { What makes the FAT file system particularly fragile with respect to data integrity? | type="()"} + Nearly all information about file location and structure is encoded solely in the cluster chain table, so corruption of that table can render the entire volume unreadable or cause chains to merge. - FAT does not support any form of backup or redundancy for its data structures. - FAT uses fixed-size clusters which cannot be resized if the volume becomes fragmented. - FAT stores directory entries in the boot sector, making them vulnerable to boot failures. { Which of the following correctly describes a key structural difference between BFS and FAT 32? | type="()"} + BFS uses a flat single-directory structure and catalogs individual blocks rather than clusters, with file system metadata stored in a superblock at block zero. - BFS supports subdirectories but limits nesting to two levels to reduce complexity. - BFS mirrors its block chain table for redundancy, improving on FAT's single-table design. - BFS uses 64-bit block chain entries to support larger disk volumes than FAT 32. { What is the significance of the magic number 0xBF5BF52A in the BFS superblock? | type="()"} + It is a unique identifier that allows BFS to verify that a disk image contains a valid BFS volume. - It encodes the total number of blocks available in the BFS volume. - It stores the version number of the BFS specification used to format the disk. - It is the default file permissions mask applied to newly created files. </quiz> 96s2yqrdrao054mqf3cferl65r3ik0n 2804240 2804206 2026-04-11T01:06:51Z MathXplore 2888076 added [[Category:Operating systems]] using [[Help:Gadget-HotCat|HotCat]] 2804240 wikitext text/x-wiki == File Systems Review Quiz == <quiz display=simple shuffleanswers=true> { Which of the following correctly describes the three regions of a FAT 32 volume, in order? |type="()"} + Reserved Sectors, FAT Region, Data Region - Boot Sector, Cluster Map, File Entries - Superblock, Inode Table, Data Blocks - Header, Allocation Bitmap, Root Directory { What is the primary purpose of the FAT cluster chain map? | type="()"} + It serves as both a disk cluster allocator and a mechanism for grouping clusters into meaningful chains. - It stores the names and sizes of all files on the volume. - It provides a backup copy of the boot sector in case of corruption. - It maps file names to their physical track and sector addresses. { In FAT 32, what value in the cluster chain map indicates the end of a file's cluster chain? | type="()"} + 0x0FFFFFFF - 0x00000000 - 0x0FFFFFF7 - 0xDEADBEEF { What does a FAT 32 cluster chain map entry of 0x00000000 indicate? | type="()"} + The cluster is free and available for allocation. - The cluster is the last in a file's chain. - The cluster has been physically damaged and should not be used. - The cluster belongs to the root directory. { In FAT 32, where is the first cluster of the root directory always located? | type="()"} + Cluster 2 - Cluster 0 - Cluster 1 - Cluster 42 { What is the purpose of Long File Name (LFN) entries in FAT 32? | type="()"} + They allow file names longer than the traditional 8.3 format by preceding the standard file entry with up to two LFN records containing 26 additional characters. - They replace the standard file entry entirely for files with names longer than 8 characters. - They store Unicode metadata about files for internationalization purposes. - They provide checksums to verify the integrity of file names on disk. { When FAT deletes a file, what actually happens on disk? | type="()"} + The first character of the file name is replaced with a special marker, while the cluster chain and file contents remain intact until the space is needed. - The file's clusters are immediately marked free and the directory entry is erased. - The file is moved to a hidden recovery partition on the volume. - The file entry is encrypted and flagged for deferred deletion. { What makes the FAT file system particularly fragile with respect to data integrity? | type="()"} + Nearly all information about file location and structure is encoded solely in the cluster chain table, so corruption of that table can render the entire volume unreadable or cause chains to merge. - FAT does not support any form of backup or redundancy for its data structures. - FAT uses fixed-size clusters which cannot be resized if the volume becomes fragmented. - FAT stores directory entries in the boot sector, making them vulnerable to boot failures. { Which of the following correctly describes a key structural difference between BFS and FAT 32? | type="()"} + BFS uses a flat single-directory structure and catalogs individual blocks rather than clusters, with file system metadata stored in a superblock at block zero. - BFS supports subdirectories but limits nesting to two levels to reduce complexity. - BFS mirrors its block chain table for redundancy, improving on FAT's single-table design. - BFS uses 64-bit block chain entries to support larger disk volumes than FAT 32. { What is the significance of the magic number 0xBF5BF52A in the BFS superblock? | type="()"} + It is a unique identifier that allows BFS to verify that a disk image contains a valid BFS volume. - It encodes the total number of blocks available in the BFS volume. - It stores the version number of the BFS specification used to format the disk. - It is the default file permissions mask applied to newly created files. </quiz> [[Category:Operating systems]] fqpymnjo6sh5c2sirjmb3srl1hn9n1c 2804241 2804240 2026-04-11T01:07:03Z MathXplore 2888076 added [[Category:Quiz]] using [[Help:Gadget-HotCat|HotCat]] 2804241 wikitext text/x-wiki == File Systems Review Quiz == <quiz display=simple shuffleanswers=true> { Which of the following correctly describes the three regions of a FAT 32 volume, in order? |type="()"} + Reserved Sectors, FAT Region, Data Region - Boot Sector, Cluster Map, File Entries - Superblock, Inode Table, Data Blocks - Header, Allocation Bitmap, Root Directory { What is the primary purpose of the FAT cluster chain map? | type="()"} + It serves as both a disk cluster allocator and a mechanism for grouping clusters into meaningful chains. - It stores the names and sizes of all files on the volume. - It provides a backup copy of the boot sector in case of corruption. - It maps file names to their physical track and sector addresses. { In FAT 32, what value in the cluster chain map indicates the end of a file's cluster chain? | type="()"} + 0x0FFFFFFF - 0x00000000 - 0x0FFFFFF7 - 0xDEADBEEF { What does a FAT 32 cluster chain map entry of 0x00000000 indicate? | type="()"} + The cluster is free and available for allocation. - The cluster is the last in a file's chain. - The cluster has been physically damaged and should not be used. - The cluster belongs to the root directory. { In FAT 32, where is the first cluster of the root directory always located? | type="()"} + Cluster 2 - Cluster 0 - Cluster 1 - Cluster 42 { What is the purpose of Long File Name (LFN) entries in FAT 32? | type="()"} + They allow file names longer than the traditional 8.3 format by preceding the standard file entry with up to two LFN records containing 26 additional characters. - They replace the standard file entry entirely for files with names longer than 8 characters. - They store Unicode metadata about files for internationalization purposes. - They provide checksums to verify the integrity of file names on disk. { When FAT deletes a file, what actually happens on disk? | type="()"} + The first character of the file name is replaced with a special marker, while the cluster chain and file contents remain intact until the space is needed. - The file's clusters are immediately marked free and the directory entry is erased. - The file is moved to a hidden recovery partition on the volume. - The file entry is encrypted and flagged for deferred deletion. { What makes the FAT file system particularly fragile with respect to data integrity? | type="()"} + Nearly all information about file location and structure is encoded solely in the cluster chain table, so corruption of that table can render the entire volume unreadable or cause chains to merge. - FAT does not support any form of backup or redundancy for its data structures. - FAT uses fixed-size clusters which cannot be resized if the volume becomes fragmented. - FAT stores directory entries in the boot sector, making them vulnerable to boot failures. { Which of the following correctly describes a key structural difference between BFS and FAT 32? | type="()"} + BFS uses a flat single-directory structure and catalogs individual blocks rather than clusters, with file system metadata stored in a superblock at block zero. - BFS supports subdirectories but limits nesting to two levels to reduce complexity. - BFS mirrors its block chain table for redundancy, improving on FAT's single-table design. - BFS uses 64-bit block chain entries to support larger disk volumes than FAT 32. { What is the significance of the magic number 0xBF5BF52A in the BFS superblock? | type="()"} + It is a unique identifier that allows BFS to verify that a disk image contains a valid BFS volume. - It encodes the total number of blocks available in the BFS volume. - It stores the version number of the BFS specification used to format the disk. - It is the default file permissions mask applied to newly created files. </quiz> [[Category:Operating systems]] [[Category:Quiz]] 8i3bbttspfpl01ime7crelyv00ew2e9 104 329011 2804285 2026-04-11T11:57:23Z CarlessParking 3064444 Created page with "* [[User:CarlessParking|Karl Ian Basallote]]" 2804285 wikitext text/x-wiki * [[User:CarlessParking|Karl Ian Basallote]] 019lhshzpahaxykcxxbp55ona2z0oci 2 329012 2804286 2026-04-11T11:58:10Z CarlessParking 3064444 Created page with "I'm a Bicolano from Bicol Region specifically from the province of Albay." 2804286 wikitext text/x-wiki I'm a Bicolano from Bicol Region specifically from the province of Albay. 22bbii9w1infljsui1389z8fne2lwn7