Wikiversity enwikiversity https://en.wikiversity.org/wiki/Wikiversity:Main_Page MediaWiki 1.47.0-wmf.15 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 1558 2822540 2822504 2026-08-17T13:36:12Z MathXplore 2888076 Restored revision 2821380 by [[Special:Contributions/MathXplore|MathXplore]] ([[en:w:User:BrandonXLF/Restorer|Restorer]]) 2822540 wikitext text/x-wiki {{Please leave this line alone (sandbox heading)}} <quiz> 12-1=11 90+10=100 </quiz> final work t49w361rlhgoddctfz4se0c8ncfivba 4 1791 2822566 2821963 2026-08-17T20:22:58Z Mu301 3705 /* Legacy computer networks */ Reply 2822566 wikitext text/x-wiki {{/header}} == [[Legacy computer networks]] == Undeveloped resource since the 2010s. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 15:43, 13 August 2026 (UTC) :'''delete''' abandoned resource, contains no useful information, unlikely to be further developed. [[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:22, 17 August 2026 (UTC) o3mahhyxpa0vsfnh2onxnedrgrbbgom 2822577 2822566 2026-08-17T21:45:32Z Jtneill 10242 /* Legacy computer networks */ reply: '''delete''' per nom and Mu301 (-) ([[mw:c:Special:MyLanguage/User:JWBTH/CD|CD]]) 2822577 wikitext text/x-wiki {{/header}} == [[Legacy computer networks]] == Undeveloped resource since the 2010s. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 15:43, 13 August 2026 (UTC) :'''delete''' abandoned resource, contains no useful information, unlikely to be further developed. [[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:22, 17 August 2026 (UTC) : '''delete''' per nom and Mu301 -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 21:45, 17 August 2026 (UTC) 1umk7kn2dm8d7eoe9mkx1alfv637cd4 2822607 2822577 2026-08-18T00:24:49Z Koavf 147 /* Legacy computer networks */ Reply 2822607 wikitext text/x-wiki {{/header}} == [[Legacy computer networks]] == Undeveloped resource since the 2010s. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 15:43, 13 August 2026 (UTC) :'''delete''' abandoned resource, contains no useful information, unlikely to be further developed. [[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:22, 17 August 2026 (UTC) : '''delete''' per nom and Mu301 -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 21:45, 17 August 2026 (UTC) :'''Delete''' per above. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 00:24, 18 August 2026 (UTC) k2ryu8kjqm217igh2sh9mq7bo22q0yq 2822620 2822607 2026-08-18T02:55:17Z Mu301 3705 /* Legacy computer networks */ done 2822620 wikitext text/x-wiki {{/header}} == [[Legacy computer networks]] == Undeveloped resource since the 2010s. —[[User:Atcovi|Atcovi]] [[User talk:Atcovi|(Talk]] - [[Special:Contributions/Atcovi|Contribs)]] 15:43, 13 August 2026 (UTC) :'''delete''' abandoned resource, contains no useful information, unlikely to be further developed. [[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:22, 17 August 2026 (UTC) : '''delete''' per nom and Mu301 -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 21:45, 17 August 2026 (UTC) :'''Delete''' per above. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 00:24, 18 August 2026 (UTC) ::{{done}} enough support --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 02:55, 18 August 2026 (UTC) mr7z3ue11d14nmqrahf1nypdhakku37 3 4866 2822621 2814820 2026-08-18T03:17:12Z Mu301 3705 /* tl:No thanks */ new section 2822621 wikitext text/x-wiki {| style="border-spacing:8px;margin:0px -8px" width="100%" |class="MainPageBG" style="width: 55%; border:1px solid #084080; background-color:#F5FFFA; vertical-align:top;color:#000000;font-size: 85%"| {| width="100%" cellpadding="2" cellspacing="5" style="vertical-align:top; background-color:#F5FFFA" ! <div style="margin: 0; background-color:#CEF2E0; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #084080; text-align:left; color:#082840; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;"> '''Hello Koavf! [[Wikiversity:Welcome, newcomers|Welcome]] to [[Wikiversity:What is Wikiversity?|Wikiversity]]!''' If you decide that you need help, check out [[Wikiversity:Help desk]], ask the [[Wikiversity:Support staff|support staff]], or ask me on my talk page. Please remember to [[Wikiversity:Sign your posts on talk pages|sign your name]] on talk pages using four tildes (~&#126;~~); this will automatically produce your name and the date. Below are some recommended guidelines to facilitate your involvement. Happy Editing! -- [[User:Trevor MacInnis|Trevor MacInnis]] 22:28, 4 September 2006 (UTC)</div> |} {| style="border-spacing:8px;margin:0px -8px" width="100%" |class="MainPageBG" style="width: 55%; border:1px solid #FFFFFF; background-color:#F5FFFA; vertical-align:top"| {| width="100%" cellpadding="2" cellspacing="5" style="vertical-align:top; background-color:#F5FFFA" ! <div style="margin: 0; background-color:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #CEF2E0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting Started</div> |- |style="color:#000"| * [[Wikiversity:Guided tour|Take a guided tour]] * [[Help:Editing|How to edit a page]] * [[Wikiversity:Be bold|Be bold in editing]] * [[Portal:Learning Projects|Learning Projects]] * [[Wikiversity:What Wikiversity is not|What Wikiversity is not]] |- ! <div style="margin: 0; background:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #cef2e0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting your info out there</div> |- | style="color:#000"| * [[Wikiversity:Cite sources|Cite your sources]] * [[Wikiversity:Disclosures|Neutral Point of View]] * [[Wikiversity:Verifiability|Verifiability]] |- ! <div style="margin: 0; background:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #cef2e0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting more Wikiversity rules</div> |- | style="color:#000"| * [[Wikiversity:Policies|Policy Library]] |- |} |class="MainPageBG" style="width: 55%; border:1px solid #FFFFFF; background-color:#F5FFFA; vertical-align:top"| {| width="100%" cellpadding="2" cellspacing="5" style="vertical-align:top; background-color:#F5FFFA" ! <div style="margin: 0; background-color:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #CEF2E0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting Help</div> |- |style="color:#000"| * [[Wikiversity:Research|Research guidelines]] * [[Wikiversity:Help desk|Help Desk]] |- ! <div style="margin: 0; background-color:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #cef2e0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting along</div> |- |style="color:#000"| * [[Wikiversity:Civility|Civility]] * [[Wikiversity:Sign your posts on talk pages|Sign your posts]] * [[Wikiversity:Scholarly ethics|Scholarly ethics]] |- ! <div style="margin: 0; background-color:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #cef2e0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting technical</div> |- |style="color:#000"| [[Image:Wikimedia Foundation RGB logo with text.svg|60px|right]] * [[Wikiversity:Colloquium|Colloquium]] |- |} |} |} == wikitravel == Hi. You removed links to Wikitravel. Why? --[[User:Abd|Abd]] ([[User talk:Abd|discuss]] • [[Special:Contributions/Abd|contribs]]) 12:44, 24 October 2013 (UTC) :'''Wikitravel links''' Per discussion at [[w:Template:Wikitravel|en.wp]] as well as [[m:Interwiki map|Meta]] to remove links at those projects. If you want to keep links and references here at en.v, I guess that's fine. —[[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> 18:28, 24 October 2013 (UTC) == Thanks. == I see you got it before I explained. Wikiversity is disconcerting to those familiar with the encyclopedia projects, and the other content-oriented projects. While we do have a content mission, we ''also'' have a "learning by doing" mission, which is about ''people.'' Our product is not just content, it is education, and there is no education without users who are educated, and sophisticated education is always about process and people skills and the rest. I would argue that the encyclopedia projects also need to be welcoming, if the full mission is to be fulfilled, but ... they developed with a very narrow focus and absent the realization that an environment that was easily seen as hostile would damage the mission. The 20th century saw the development of systems and skills and process for maximizing consensus, and the only reliable measure of neutrality is level of consensus. (I.e., if everyone involved agrees, 100% consensus, while what they agree upon only might possibly turn out, in the end, to be defective or invalid, there is no better measure!). So to the extent that there is exclusion, to that extent, the assessment of neutrality can be warped. Obviously, compromises are necessary, but "compromise" requires tolerating a level of damage, and that is easily forgotten. When the importance of consensus being as broad as possible is realized, a community will find ways to keep conversation open, on some level, in some place, otherwise the community becomes locked into what I call the "tyranny of the past." There is a children's song that was part of a therapeutic response to Reactive Attachment Disorder: :'''There is always something you can do, do, do''' :'''When you're getting in a stew, stew, stew.''' Mostly, it involves simmering down, dropping upset and reactive response, and, when calm, communicating. While this kind of work has been done on Wikipedia, often in user space -- it's what I did, successfully mediating disputes, such that users at each other's throats became cooperative ''with each other'' -- this was mumbo-jumbo nonsense to too many on Wikipedia. For example, see [https://en.wikipedia.org/wiki/Wikipedia:Miscellany_for_deletion/Abd_user_pages], which included many pages of historical function, including evidence presented to ArbCom. I found it very strange that ArbCom did not care that evidence used in a case was being deleted, but ArbCom consists of too many elevated beyond their competence by popularity (as well as many other highly-experienced and thoughtful user; but the system tends to burn them out and they become less attentive.) [[w:User:Abd/Dispute over thermoeconomics]] was particularly educational. In that mediation, a professor was revert warring with Randy from Boise, so to speak, and one or both were about to be blocked. It took very little to develop cooperation, mostly just sitting them down together with some support. Hmmm... I'm thinking of asking that these pages be transwikied to Wikiversity, precisely for historical study. Looking for the link to that, I came across [https://en.wikipedia.org/wiki/Wikipedia:Miscellany_for_deletion/User:UBX/Esperanza_returns this]. It shows a quick and major clue to what happened on en.wiki. Two three-letter users with a conflict. One was an administrator taken to ArbCom by the other, and the administrator was trout-slapped by ArbCom and then, it is obvious, revenge was exacted, by the admin and his friends. This was long-continued and, while not unnoticed, never sanctioned. Admins can be hostile, this one was more than hostile, he was highly insulting at times, using obscene language, and using tools while involved, was reprimanded, made small adjustments to his behavior, but continued pretty much unimpeded. And, as you know, this is not uncommon. He is even a likeable Guy. I consider this all the responsibility ''of the community.'' Blaming people for what comes naturally for them is not productive. Such people generally will modify behavior in a functional community. Notice the irony. The userbox was "Esperanza returns," referring to the project designed to foster civility and welcome and cooperation. Esperanza, of course, means Hope. So the nominator was saying, "Hope will never return." Esperanza was crushed when it temporarily was inactive. Instead of improving the governance, which was easily possible, it was crushed with ''vehemence,'' see the [[w:Wikipedia:Miscellany_for_deletion/Wikipedia:Esperanza|MfD]]. Why? To any serious student of human organizational structure, it's obvious. Wikiversity is the slim thread of hope, and if it is not protected and defended, hope will break. Thanks again. --[[User:Abd|Abd]] ([[User talk:Abd|discuss]] • [[Special:Contributions/Abd|contribs]]) 15:17, 7 August 2015 (UTC) == Curator == Hi! I've noticed and appreciated your recent efforts on behalf of Wikiversity. Do you have any interest in becoming a [[Wikiversity:Curators|Wikiversity curator]]? It would give you additional tools to make some clean-up easier. I'd be happy to nominate/support you if you are interested. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 17:11, 19 October 2016 (UTC) :{{Ping|Dave Braunschweig}} I'd be delited and honored. I started editing here as soon as it was founded and I've always wanted to collaborate more on philosophy. If I had some more tools here, I think I'd be more active as well. Thanks for the invitation. —[[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> 17:16, 19 October 2016 (UTC) ::Thanks! And thanks for creating the nomination page. I was in the process, but you beat me to it. :-) -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 18:01, 19 October 2016 (UTC) :::Congratulations! Let me know if you have any questions. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 02:47, 21 October 2016 (UTC) ::::{{Ping|Dave Braunschweig}} Definitely. Thank you again. —[[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> 03:19, 21 October 2016 (UTC) == Welcome == There's also {{tlx|welcomeip}}. Thanks! -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 00:25, 24 February 2017 (UTC) :{{Ping|Dave Braunschweig}} Brilliant. Thanks. —[[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> 00:44, 24 February 2017 (UTC) == Deletion request == Hey Justin, I was wondering if you could delete [[Module:Color contrast‎]], a page I've created accidentally. I was switching between tabs with the intention of creating the page at Beta Wikiversity, and you know the rest. :) Thanks in advance. Best, [[User:Vito Genovese|{{font|color=#008000|'''Vito Genovese'''}}]] 23:10, 12 March 2017 (UTC) :{{Ping|Vito Genovese}} No problem--accidents happen. Happy to help, Vito. —[[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> 23:13, 12 March 2017 (UTC) == Do humans have free will? == Hi Koavf! The Wikidebate [[Do humans have free will?]] appears to be well-developed and ready for learners! Would you like to have it announced on our Main Page News? --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 16:12, 4 July 2017 (UTC) :{{Ping|Marshallsumter}} It's certainly a good start. Go for it. —[[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> 16:14, 4 July 2017 (UTC) == Does everything happen for a sufficient reason? == Hi Koavf! [[Does everything happen for a sufficient reason?]] also appears well-developed! Would you like to have it announced on our Main Page News? --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 16:32, 4 July 2017 (UTC) :{{Ping|Marshallsumter}} Go for it. —[[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> 18:26, 4 July 2017 (UTC) == New wikidebate syntax == Hi Justin! Just wanted to let you know that I made a new improvement to the software and syntax. It's now even cleaner and more compatible with the visual editor. Hope you like it, cheers! --[[User:Sophivorus|Felipe]] ([[User talk:Sophivorus|discuss]] • [[Special:Contributions/Sophivorus|contribs]]) 23:58, 5 July 2017 (UTC) == Learning bass guitar with Joseph Patrick Moore == Hi Koavf! Your course [[Learning bass guitar with Joseph Patrick Moore]] appears well-developed and ready for learners! Would you like to have it announced on our Main Page News? --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 00:18, 19 February 2018 (UTC) :{{Ping|Marshallsumter}} Not yet, please. I'm still uploading videos and fleshing out the text portion. I'd be delighted for it to be featured soon, tho. I'll ping you when I'm done-ish. —[[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> 01:30, 19 February 2018 (UTC) == User:Beogradbulevar == Most posts relating to boxing or chess are from globally banned user George Reeves Person. Typical attacks come when he gets off work between 2 and 5 p.m. CST, and occasionally later, particularly on Fridays or Saturdays. He uses public libraries for Internet access, and typically doesn't post after 9 p.m. CST. It's unfortunate, but we really have to watch who posts what in the mid-to-late afternoons and be vigilant in blocking the content and not welcoming the user. See [[Wikiversity:Community Review/Marshallsumter]] for the damage it causes. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 14:25, 5 November 2019 (UTC) :{{Ping|Dave Braunschweig}} Wow. Thanks. —[[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> 16:54, 5 November 2019 (UTC) == CU == I closed the CU nomination due to the low number of recent additions to the discussion. It just seemed like we wouldn't meet the criteria in a reasonable time. Thanks for offering to help with this and perhaps we can try again in the future. We appreciate your contributions. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 19:45, 29 January 2020 (UTC) :{{Ping|Mu301}} For sure. Thanks yourself. —[[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> 20:21, 29 January 2020 (UTC) == history of covid in the usa == Hi {{PAGENAME}} I was idly surfing the wsj and suddenly realized all articles I was looking at had a video posted right at the top.(example:https://www.wsj.com/articles/some-covid-19-patients-show-signs-of-heart-damage-months-later-11600866000). The video section is 8:06 minutes long and is a short version of the history of pandemic in the usa. I don't know how to get the url of the video itself. Can you help? Thanks in advance, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 15:57, 2 November 2020 (UTC) :{{Ping|Ottawahitech}} Load the page in your browser and use the networking console--you can usually get this to display by pressing F12. You'll find that this video is served up as a playlist of several bits with the URI https://oms.dowjoneson.com/b/ss/djglobal/1/JS-2.17.0/s04078897862906?AQB=1&ndh=1&pf=1&t=2%2F10%2F2020%2013%3A6%3A8%201%20300&mid=71630168209780702446627362471898499848&ce=UTF-8&pageName=WSJLive_Video_How%20Coronavirus%20Spread%20Across%20the%20U.S.%20to%20Reach%20200%2C000%20Deaths_372&g=https%3A%2F%2Fwww.wsj.com%2Farticles%2Fsome-covid-19-patients-show-signs-of-heart-damage-months-later-11600866000&c.&a.&media.&friendlyName=How%20Coronavirus%20Spread%20Across%20the%20U.S.%20to%20Reach%20200%2C000%20Deaths&length=486&name=AE28508C-C7DF-406E-814F-69C8FAAD1A86&playerName=Web&channel=WSJ&show=Feature%20Explainer&originator=cmccall&genre=WSJ_News_U.S.%20News&digitalDate=original_2020-09-22%2011%3A58_current_2020-09-22%2011%3A58&feed=video&network=115&format=user%20initiated&streamType=video&view=true&vsid=160434036774097779839&.media&contentType=vod&.a&page.&content.&type=Article&.content&full.&url=https%3A%2F%2Fwww.wsj.com%2Farticles%2Fsome-covid-19-patients-show-signs-of-heart-damage-months-later-11600866000&.full&site=Online%20Journal&.page&video.&player.&type=Web&technology=html%203.41.2.205&.player&keywords=CORONAVIRUS%20RESPONSE%7CCORONAVIRUS%20TESTING%7CCOVID-19%20TESTING%7CDANIELA%20HERNANDEZ%7CPANDEMIC%7CTESTING%20SITES&base.&url=https%3A%2F%2Fwww.wsj.com%2Farticles%2Fsome-covid-19-patients-show-signs-of-heart-damage-months-later-11600866000&.base&.video&article.&id=SB11126288623532913915004586647794135594296&author=Sarah%20Toy&publish=2020-09-23%2013%3A00&publish.&orig=2020-09-23%2013%3A00&.publish&.article&ad.&blank.&start=false&.blank&disabled=true&catastrophic.&blocker=false&.catastrophic&.ad&.c&pe=ms_s&pev3=video&s=1600x900&c=24&j=1.6&v=N&k=Y&bw=781&bh=776&mcorgid=CB68E4BA55144CAA0A4C98A5%40AdobeOrg&AQE=1 or somesuch (it may not be identical for you). If you open this in VLC Player, you can save playlists as videos. —[[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> 18:09, 2 November 2020 (UTC) ==Custodianship== Welcome to en.wv custodianship [[User:Koavf]]. Thanks for helping. Sincerely, James -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 23:04, 8 September 2023 (UTC) :Merci, James. I hope I'm an asset to the community. —[[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> 23:50, 8 September 2023 (UTC) == Bowling article == Hey there Koavf! I've created that [[Bowling Fundamentals|bowling article]] we discussed at the Colloquium. Do you have any advice on how I can further improve it? [[User:Contributor 118,784|Contributor 118,784]] ([[User talk:Contributor 118,784|discuss]] • [[Special:Contributions/Contributor 118,784|contribs]]) 01:20, 26 September 2023 (UTC) :Nice. I don't have any particular feedback other than what I mentioned there. I'm pretty ignorant about bowling. —[[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> 02:26, 26 September 2023 (UTC) ::Fair, thank you! [[User:Contributor 118,784|Contributor 118,784]] ([[User talk:Contributor 118,784|discuss]] • [[Special:Contributions/Contributor 118,784|contribs]]) 09:18, 26 September 2023 (UTC) == RCA talkback (January 2024) == {{talkback|WV:RCA|User:50.118.222.66 has been flooding our abuse filter log with spam}} [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 02:31, 2 January 2024 (UTC) == 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]]) 17:54, 15 February 2024 (UTC) == RCA talkback == {{tb|Wikiversity:Request_custodian_action#Induced_stem_cells_copyright_issues}} [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 02:02, 24 May 2024 (UTC) == Report == Hello, I would like to report this user, who has a COI: [[Special:Contributions/Oluwadarasimi Morayo]] Thank you. [[User:Ternera|Ternera]] ([[User talk:Ternera|discuss]] • [[Special:Contributions/Ternera|contribs]]) 14:51, 24 May 2024 (UTC) :Thanks. It's best to leave these at a board like [[Wikiversity:Request custodian action]], but this was obvious spam. Cheers. —[[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> 15:19, 24 May 2024 (UTC) == Files == Hello! Thank you for deleting files once again! You made a comment about "all local uploads". Fair-use is not allowed on Commons so the 2,712 files in [[:Category:All non-free media]] can't go to Commons. But as I understand [[Wikiversity:Requests_for_Deletion#Deleting_ALL_non-free_uploads_by_User:Marshallsumter]] the files uploaded by Marshallsumter could be deleted. That would eliminate 1,126 files. Since [[Wikiversity:Uploading_files#Exemption_Doctrine_Policy]] allow fair use it would require a vote/discussion to change that. Young1lim uploads many pdf-files and as far as I know Commons generally do not like pdf-files. Except when it is scans of old books etc. So I do not think those files should go to Commons right now. There are still many files in [[Special:UnusedFiles]]. Right now 1,422 but some are uploaded by Young1lim. But the latest deletion request ended with delete so I think there is concensus to delete files. But some were also found good and moved to Commons. So the question is if we need another discussion about the files or if someone (you?) could just go through the files when you have a little time and either move to Commons or delete. If you think we could make one final discussion about all the files and ask for a go to the "any admin that want to can check the files and either move to Commons or delete". Then noone can come later and complain that you or another admin just deleted a file without warning. If there are 40k files in total. Perhaps 22k are pdf uploaded by Young1lim. 3k are non-free. 1.5k are unused. That would leave around 13.5k free files in use. That is a lot of files to check. I do not think there are many users that are willing to spend much time checking those files. But it would help if no more free files are uploaded (except pdf). There is allready a text on the top of [[Special:Upload]] suggesting commons. But it could perhaps be made more clear. And perhaps some of the options on [[MediaWiki:Licenses]] could be removed. --[[User:MGA73|MGA73]] ([[User talk:MGA73|discuss]] • [[Special:Contributions/MGA73|contribs]]) 18:01, 27 July 2024 (UTC) :Yeah, to be clear, I appreciate that sister projects like e.g. Wikibooks allow a lot of free-use files because they allow video game strategy guides and there is substantial value in screenshots or Wikipedia allows album covers and film posters as identifying media. I'm not proposing any change to policy and I accept that there are reasons for fair use, so I apologize for that sloppy wording. That said, I definitely think we should have minimal fair use if any at all. :As for PDFs, there are plenty at Commons: I have uploaded dozens and dozens of books, scientific articles, etc. It's not a problem, but it's just not optimal for many kinds of files, such as maps or something. :I'm happy to help and slog thru the uplaods if you start a conversation. Just ping 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> 18:49, 27 July 2024 (UTC) :: Yes fair use have some benefits. But If we/someone is going to make a cleanup it could perhaps be a good idea to first have a discussion about it. So I will start a post about fair use on wikiversity. :: And about unused files I will start a deletion discussion (again) just to be sure. :: If you feel like deleting files you could kill the files uploaded by Marshallsumter. :-) --[[User:MGA73|MGA73]] ([[User talk:MGA73|discuss]] • [[Special:Contributions/MGA73|contribs]]) 09:25, 29 July 2024 (UTC) ::: I started a discussion at [[Wikiversity:Colloquium#Fair_use_on_Wikiversity]]. Lets see what happens. --[[User:MGA73|MGA73]] ([[User talk:MGA73|discuss]] • [[Special:Contributions/MGA73|contribs]]) 21:23, 29 July 2024 (UTC) :::: With the files of Marshallsumter gone that really helped a lot! Lets see what everyone thinks about the rest of the files. It will probably take weeks the get enough comments. But thats okay. It is summer and vacation time and if the files have been around for years they can easily wait a little longer. --[[User:MGA73|MGA73]] ([[User talk:MGA73|discuss]] • [[Special:Contributions/MGA73|contribs]]) 19:20, 31 July 2024 (UTC) Hello! Some files have been moved to Commons if you would like to have. Look 😊 --[[User:MGA73|MGA73]] ([[User talk:MGA73|discuss]] • [[Special:Contributions/MGA73|contribs]]) 19:35, 3 March 2025 (UTC) :1,587<2,712, that's for sure. I'll try to keep chipping away at these. Thanks for the reminder. —[[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> 20:06, 3 March 2025 (UTC) == Revert? == Why did you revert this argument? I wanted (humorously) to make the observation that the guilty party at the end of a suicide is dead but is the only one that can be punished. Attempted and assisted suicide wasn't included. [[Special:Contributions/176.0.152.191|176.0.152.191]] ([[User talk:176.0.152.191|discuss]]) 22:27, 15 September 2024 (UTC) :It's not really a venue for hilarious jokes about killing. —[[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> 22:44, 15 September 2024 (UTC) ::but I remember there was really some law along that line. With a similar explanation. Some king (could be from a fairy tale, but I don't believe so) wanted to outlaw suicide and his advisers had this idea. The judge (or the king himself) would speak the verdict and justice was already done. So the king was famous for his his fair and swift justice. You see I don't remember too clearly, therefore I wanted to compress the essence of this into an argument. I didn't think it was that hilarious, so sorry for injured sensitivity. Now that you know what I wanted to do, could you please formulate an accordingly compressed argument, in the appropriate tone? [[Special:Contributions/176.0.152.191|176.0.152.191]] ([[User talk:176.0.152.191|discuss]]) 00:52, 16 September 2024 (UTC) :::I think you can. —[[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> 00:56, 16 September 2024 (UTC) ::::I'm not a native speaker. And that you found it hilarious, where I targeted a slightly levied tone shows me that I can't really do it. [[Special:Contributions/176.0.152.191|176.0.152.191]] ([[User talk:176.0.152.191|discuss]]) 01:05, 16 September 2024 (UTC) :::::I believe in you. —[[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> 01:10, 16 September 2024 (UTC) == Wrong import == Hi, template:Languages does not work properly and I think its because even you states that you have importated Module which this template use from BetaWikiversity, you actually imported it from Commons, so the template is than calling non-existent function subpates. Compare: <nowiki>*</nowiki>[[Module:Languages|en.wv module Languages]] <nowiki>*</nowiki>[[commons:Module:Languages]] <nowiki>*</nowiki>[[betawikiversity:Module:Languages|betaversity]] So I dont know if removing incorect revisions and importing corect ones will fix it, but the error message is probably delivered because of this mismatch. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 13:25, 19 August 2025 (UTC) :Weird, I thought I reverted that. Let me delete that rev. So sorry. —[[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> 14:10, 19 August 2025 (UTC) == A barnstar for you! == {| style="border: 1px solid gray; background-color: #ffffff;" |rowspan="2" valign="middle" | [[File:Resilient Barnstar.png|100px]] |rowspan="2" | |style="font-size: x-large; padding: 0; vertical-align: middle; height: 1.1em;" | '''The Silver Barnstar''' |- |style="vertical-align: middle; border-top: 1px solid gray;" | Thanks for contributing to Wikiversity for a very long time. You are the best. —[[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>]]} 19:55, 9 September 2025 (UTC) |} :How kind. I'm appreciate of your additions and ideas as well. Thanks so much. —[[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> 20:29, 9 September 2025 (UTC) == Deleting all unused templates == You seem to have been deleting many templates with the summary "unused template". One qualm I have with this is that, in general, deleting all unused templates is likely to lead to some revision histories (those that used the templates) becoming illegible. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:21, 19 September 2025 (UTC) :Yeah, maybe. Probably not a big deal, tho. —[[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> 05:22, 19 September 2025 (UTC) :: In the English Wikiversity, that is plausible enough. On the other hand, in the English Wiktionary, deleting the once widely used [[wikt: T: term]] as unused would cause massive harm as for legibility, for no appreciable benefit. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:24, 19 September 2025 (UTC) :::Any examples that really matter can be undeleted or something if really necessary. —[[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> 05:25, 19 September 2025 (UTC) :::: I have not been long enough around the English Wikiversity to know which of the many (over 100?) deleted templates were once widely used. :::: Background: In the English Wiktionary, I noticed that someone made the thesarus revision histories completely illegible. There is too much disregard for legibility of revision histories going around. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:33, 19 September 2025 (UTC) :::::It is a concern of some regard, granted. —[[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> 05:44, 19 September 2025 (UTC) ::::Hi Koavf; as follow-up for this issue, I wanted to mention the [[Template:Convert links]]. This is far from being unused, since it's a fundamental tool in importing Wikipedia articles to Wikiversity, e.g. for all the Wikijournals - see step 4 of [[WikiJournal_User_Group/Editorial_guidelines#Importing_from_Wikipedia]]. ::::I just bumped into this issue myself, and I presume it will be relevant for several other users in the future. As far as I know, there are no other ways to convert those links (beside doing it manually one by one). Could you therefore please undelete that template? [[User:Francesco Cattafi|Francesco Cattafi]] ([[User talk:Francesco Cattafi|discuss]] • [[Special:Contributions/Francesco Cattafi|contribs]]) 07:56, 22 September 2025 (UTC) :::::Of course. My apologies for causing problems. —[[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> 08:01, 22 September 2025 (UTC) ::::::Perfect, thanks a lot! [[User:Francesco Cattafi|Francesco Cattafi]] ([[User talk:Francesco Cattafi|discuss]] • [[Special:Contributions/Francesco Cattafi|contribs]]) 08:04, 22 September 2025 (UTC) I was not aware, that unused templates can be deleted without any notice. I think nothing (except obvious spam and vandalism) should be deleted without warning and time to respond.<br> [[Wikiversity:Requests_for_Deletion#Please_restore_my_templates|Please restore 61 of them.]] --[[User:Watchduck|Watchduck]] <small>([[User talk:Watchduck|quack]])</small> 15:00, 7 October 2025 (UTC) :I undeleted two templates that you asked for above, but one of them is [[Template:Studies of Euler diagrams/tamino NP table]], which is just unused. Why do these need to be 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> 15:01, 7 October 2025 (UTC) == Restoring Template:Copyrighted == Can you please restore [[:Template:Copyrighted]]? It is clear why this template would be unused: it is only used when some page is tagged as a possible copyright violation. I guess there should be a way to tag templates as unused-but-needed, and this would be one of then. These would then be excluded from a clean-up action like yours. On the other hand, the template is linked from [[:Wikiversity:Copyright issues]], so while it is perhaps unused in the sense of ''not invoked'', it is ''linked to''. And a clean-up should ideally not delete pages that are linked to, or consider them on a careful case-to-case basis, no? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 04:06, 8 October 2025 (UTC) :{{Done}} and agreed that if they have links that aren't from an old talk archive or a userspace or something more trivial, then there should at least be some appropriate action to not leave a redlink. The goal was to go back over those reports the next week or two once they've refreshed to also see wanted templates or wanted pages and try to clear those, so that two-pass system <em>should</em> catch errors like this, but not always. Thanks. —[[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> 16:46, 8 October 2025 (UTC) == Manual numbering == My use of manual numbering in the discussion that you modified (RFD) was intentional. One can find documents using such an approach, I think. I would therefore prefer that you leave it as is next time. I am not going to revert it this time; it's not really a big deal. And thank you for correcting my misspeling of suspition to suspicion; my being a non-native speaker showed here. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:13, 9 October 2025 (UTC) :Good deal. Thanks. —[[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> 05:15, 9 October 2025 (UTC) == Draft namespace move == Hello Justin, Do you think it is alright to move [[User:RailwayEnthusiast2025/Basic Scratch Coding]] and subpages to Draft namespace<s>.</s>? Because I <s>H</s>haven't fully completed it and would appreciate it if other contributors in the community would like to help out. Thanks, RE —[[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>]]} 18:27, 26 October 2025 (UTC) :I certainly think so, but honestly, I think the draft namespace is kind of a joke anyway. But I totally support you doing it. —[[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> 20:39, 26 October 2025 (UTC) == Article Info - Related item == In the Lints was [[:User:Octfx/sandbox2]]. This was throwing a stripped Small , which I can't currently trace, Suggesting the earlier fix whilst mostly stable, has a very specfic interaction. Perhaps you can take a look and resolve this for robustness? [[User:ShakespeareFan00|ShakespeareFan00]] ([[User talk:ShakespeareFan00|discuss]] • [[Special:Contributions/ShakespeareFan00|contribs]]) 23:33, 31 October 2025 (UTC) :Diagnosing it would be optimal, but to resolve the issue, I just [https://en.wikiversity.org/w/index.php?title=User%3AOctfx%2Fsandbox2&diff=2765037&oldid=2425963 commented it out]. The page hasn't been edited in years, nor has that editor edited in years, so I just don't have the bandwidth to investigate. :/ —[[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> 23:39, 31 October 2025 (UTC) == Possible copyvio == Can you please look at [[User:Harold Foppele/sandbox-2]] to see whether there is a copyvio, and if there is one, delete the page? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 18:45, 6 November 2025 (UTC) :@[[User:Koavf|Koavf]] Since you are a custodian, can you please put a stop to this? To me it seems like a personal vendetta that should not belong here. As for the page [[User:Harold Foppele/sandbox-2]] i asked [[user:Jtneill|Jtneill]] for advice some 12 hours ago. Since he is in Australia there is minimum a 12 hour delay in response. Would you maybe willing to help me? Kind regards, [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 18:58, 6 November 2025 (UTC) ::I don't know what the deal is between you and Dan, but I saw the earlier post he made to the curator's noticeboard and haven't had time to investigate. Since it seems that the two of you have some kind of friction, it may be best for you two to just generally avoid interaction in the immediate term. —[[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> 23:03, 6 November 2025 (UTC) :This [https://archive.org/details/Caltech-ES23.5.1960/page/2/mode/2up was published in the United States with a copyright notice, all rights reserved], so if it's in the public domain is a question of [[:c:Commons:Copyright rules by territory/United States|if the registration was renewed in a timely manner]]. Unfortunately, there is no single database of all renewals, so we can't know for sure if it <em>wasn't/t</em> renewed. We should probably err on the side of assuming that it's a copyright violation. —[[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> 23:02, 6 November 2025 (UTC) ::I made a request, just to make sure to:: cmgworldwide.com to obtain a license to use it in Wikiversity. As it looks for now i can get the license and will know that end next week. Thanks [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 23:23, 6 November 2025 (UTC) :::I am going to delete it for now. It can be undeleted as necessary. —[[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> 07:49, 7 November 2025 (UTC) ::::👍 [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 09:07, 7 November 2025 (UTC) == Chess by Wikiversitans == I made a short setup for the page [[Chess/Play with other Wikiversitans]]. Is that the way you would like it to go? Do you by anychance play chess yoursef? [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 19:21, 6 November 2025 (UTC) :Great questions. I made that page years ago and [[User:Mu301]] erroneously deleted it. I restored the old revs. As for how it should look, it's all wide open, so I have no objections. I think the notion of somehow playing here on site is actually intriguing. Maybe we could make that work... —[[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> 23:05, 6 November 2025 (UTC) ::Help is needed from a specialist in the heart of Wiki. If you look at or know Lichess.org its very complex. However starting a Wikiversitans team there is a piece of cake. Just how do we invite our "members" here? Ideas welcome :) [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 23:49, 6 November 2025 (UTC) :::Would love to play chess with you. Find me at [[Chess/Play with other Wikiversitans]] in Lichess.org or Chess.com. Leave a message or email if you want to play. Cheers [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 11:46, 7 November 2025 (UTC) ::::Thanks. I saw your invite in my inbox, but I'm a little distracted now and recently started a new job, so I didn't want to agree until I had time to actually play. —[[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> 11:48, 7 November 2025 (UTC) :::::No problem. just say "When" :) [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 11:51, 7 November 2025 (UTC) ::::::[[Chess/Board Configurations]] I think you'll like it. [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 13:56, 7 November 2025 (UTC) :::::::There is also a Wikiversity chess team <span style="background-color: #aaffaa;">created at [https://lichess.org/team/wikiversity Lichess.org].</span> [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 12:58, 8 November 2025 (UTC) ::::::::Oh dip. Thanks for the heads up. I'm glad to see you taking initiative about this. If only I had more time myself. :/ —[[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> 22:22, 8 November 2025 (UTC) == Importing template == {{Ping|Koavf}} I would like to change the [[Template:Quantum mechanics]] to look more like [[W:Template:Quantum mechanics]] since the template at WV has almost no contence I could edit that, but better ask you instead of doing it. Btw we should play chess sometime :) Cheers [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 10:54, 14 November 2025 (UTC) == Night mode unaware lint.. == Thanks for the edits to self. Do you plan to proceed on updating other high-use templates? like {{tl|information}}, and {{tl|article info}}, where I should ideally have resolved the Night mode unaware lint as the same time as the other fixes in the sandbox version you swapped in :(. [[User:ShakespeareFan00|ShakespeareFan00]] ([[User talk:ShakespeareFan00|discuss]] • [[Special:Contributions/ShakespeareFan00|contribs]]) 08:42, 18 November 2025 (UTC) Please also check my contributions on talk pages for {{tl|edit protected}} requests. [[User:ShakespeareFan00|ShakespeareFan00]] ([[User talk:ShakespeareFan00|discuss]] • [[Special:Contributions/ShakespeareFan00|contribs]]) 08:42, 18 November 2025 (UTC) :In principle, yes, I do. When will I find the time??? Note that a lot of those edit request were up for months or a year+. :/ —[[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> 08:43, 18 November 2025 (UTC) : An obvious group to update would be {{tl|Projectbox}} and {{tl|Robelbox}} families, although I would strongly suggest migrating these to use template styles over the current inline approach. [[User:ShakespeareFan00|ShakespeareFan00]] ([[User talk:ShakespeareFan00|discuss]] • [[Special:Contributions/ShakespeareFan00|contribs]]) 08:49, 18 November 2025 (UTC) ::These are good ideas, but I just don't know when I'll have time to implement them. :/ —[[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> 12:40, 19 November 2025 (UTC) == Wikidebate form == Hi, hope you're doing good! I just noticed some months ago you deleted [[Template:Form/wikidebate]]. The template was indeed unused (and probably undocumented too) but it did serve a purpose, namely to be ''substituted'' when creating a new wikidebate via [[Wikidebate/New]]. As a consequence, [[Is hate is an ineffective and or selfish emotion?|this happened]] and could happen again. Could you restore it, please? If you can do that, I'll document it properly and tag it with <nowiki>__EXPECTUNUSEDTEMPLATE__</nowiki> to avoid further confusion. Thanks! [[User:Sophivorus|Sophivorus]] ([[User talk:Sophivorus|discusión]] • [[Special:Contributions/Sophivorus|contribs.]]) 14:39, 23 December 2025 (UTC) :Of course. Thanks for your understanding. —[[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> 17:34, 23 December 2025 (UTC) == [[:Category:Wikiversity fully protected templates]] == I am creating semi/full protection categories for various namespace pages, so can you undelete [[:Category:Wikiversity fully protected templates]]? Thanks. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:57, 14 April 2026 (UTC) :{{done}} —[[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> 17:09, 14 April 2026 (UTC) == Different way to display talk pages for easier reading? == On [[Wikiversity:Colloquium]] when many people reply to the same thing all their posts are jumbled together into one big paragraph. Is this a well known problem? Is there a gadget I could use/activate to make readability/accessibility greater on Wikiversity or are we still working on that? Can I do anything obvious in order to help in this regard? ie. manually editing talk pages and adding proper wikitext or edit my own common.js? With the recent activation of a javascript that got up on the news...is there a way I can safely test my own common.js code that I ask an LLM to generate for me? I have a Qubes OS computer where I have access to disposable VMs which I can also turn off the internet on so even if the code goes haywire it won't affect my computer or the internet connection. [[User:ThinkingScience|ThinkingScience]] ([[User talk:ThinkingScience|discuss]] • [[Special:Contributions/ThinkingScience|contribs]]) 11:45, 27 April 2026 (UTC) :It's kind of surprising that you would write that, since this wiki has CSS with pretty bold background colors to differentiate comments based on how they are indented. Which skin are you using? —[[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> 14:23, 27 April 2026 (UTC) == Need of IAs == I am reading at [[Wikiversity:Interface administrators]], that "Wikiversity does not have a need for permanent or long term interface administrators". So why you think otherwice? What task should be done? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:12, 10 May 2026 (UTC) :I don't know that we need them as such, I just think that if we had <var>x</var> IAs then when things come up (which is inevitable), someone can request or fix it directly instead of having a discussion, then getting a bureaucrat to give someone the rights, and then fix it. I'm just concerned about the overhead. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:43, 10 May 2026 (UTC) ::Well, yeah. But custodians/curators can just request. No need or discussion. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:59, 10 May 2026 (UTC) ::: That's why I suggested we either keep the current policy, allow custodians to request temporary IA permissions (to amend it), or to have a minimum of 2 permanent interface administrators. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:27, 11 May 2026 (UTC) == Wikiversity:Candidates for Bureaucratship/Koavf == RE: [[Wikiversity:Candidates for Bureaucratship/Koavf]] I have closed this nomination as successful. Congrats! See [https://en.wikiversity.org/w/index.php?title=Wikiversity:Candidates_for_Bureaucratship/Koavf&oldid=2812177] and [https://en.wikiversity.org/w/index.php?title=Special:Log&logid=3549039]. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 19:14, 30 May 2026 (UTC) :Thanks, kindly. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 19:18, 30 May 2026 (UTC) ::Congratulations Justin. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 06:10, 9 June 2026 (UTC) :::Thanks also to you. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:13, 9 June 2026 (UTC) == tl:No thanks == I noticed that you deleted the {{tl|No thanks}} template. This is called by the active {{tl|Copyrighted}} template which instructs folks to notify others with a <nowiki>{{subst:no thanks}}</nowiki>. See [[Introduction to thermodynamics/Extensive and intensive properties]] for an example of usage. We should probably update those instructions. [[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 03:17, 18 August 2026 (UTC) r856o03xwgj60bp4ugy9ws4u65i68bp 2822622 2822621 2026-08-18T03:20:09Z Koavf 147 /* tl:No thanks */ Reply 2822622 wikitext text/x-wiki {| style="border-spacing:8px;margin:0px -8px" width="100%" |class="MainPageBG" style="width: 55%; border:1px solid #084080; background-color:#F5FFFA; vertical-align:top;color:#000000;font-size: 85%"| {| width="100%" cellpadding="2" cellspacing="5" style="vertical-align:top; background-color:#F5FFFA" ! <div style="margin: 0; background-color:#CEF2E0; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #084080; text-align:left; color:#082840; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;"> '''Hello Koavf! [[Wikiversity:Welcome, newcomers|Welcome]] to [[Wikiversity:What is Wikiversity?|Wikiversity]]!''' If you decide that you need help, check out [[Wikiversity:Help desk]], ask the [[Wikiversity:Support staff|support staff]], or ask me on my talk page. Please remember to [[Wikiversity:Sign your posts on talk pages|sign your name]] on talk pages using four tildes (~&#126;~~); this will automatically produce your name and the date. Below are some recommended guidelines to facilitate your involvement. Happy Editing! -- [[User:Trevor MacInnis|Trevor MacInnis]] 22:28, 4 September 2006 (UTC)</div> |} {| style="border-spacing:8px;margin:0px -8px" width="100%" |class="MainPageBG" style="width: 55%; border:1px solid #FFFFFF; background-color:#F5FFFA; vertical-align:top"| {| width="100%" cellpadding="2" cellspacing="5" style="vertical-align:top; background-color:#F5FFFA" ! <div style="margin: 0; background-color:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #CEF2E0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting Started</div> |- |style="color:#000"| * [[Wikiversity:Guided tour|Take a guided tour]] * [[Help:Editing|How to edit a page]] * [[Wikiversity:Be bold|Be bold in editing]] * [[Portal:Learning Projects|Learning Projects]] * [[Wikiversity:What Wikiversity is not|What Wikiversity is not]] |- ! <div style="margin: 0; background:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #cef2e0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting your info out there</div> |- | style="color:#000"| * [[Wikiversity:Cite sources|Cite your sources]] * [[Wikiversity:Disclosures|Neutral Point of View]] * [[Wikiversity:Verifiability|Verifiability]] |- ! <div style="margin: 0; background:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #cef2e0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting more Wikiversity rules</div> |- | style="color:#000"| * [[Wikiversity:Policies|Policy Library]] |- |} |class="MainPageBG" style="width: 55%; border:1px solid #FFFFFF; background-color:#F5FFFA; vertical-align:top"| {| width="100%" cellpadding="2" cellspacing="5" style="vertical-align:top; background-color:#F5FFFA" ! <div style="margin: 0; background-color:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #CEF2E0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting Help</div> |- |style="color:#000"| * [[Wikiversity:Research|Research guidelines]] * [[Wikiversity:Help desk|Help Desk]] |- ! <div style="margin: 0; background-color:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #cef2e0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting along</div> |- |style="color:#000"| * [[Wikiversity:Civility|Civility]] * [[Wikiversity:Sign your posts on talk pages|Sign your posts]] * [[Wikiversity:Scholarly ethics|Scholarly ethics]] |- ! <div style="margin: 0; background-color:#084080; font-family: sans-serif; font-size:120%; font-weight:bold; border:1px solid #cef2e0; text-align:left; color:#FFC000; padding-left:0.4em; padding-top: 0.2em; padding-bottom: 0.2em;">Getting technical</div> |- |style="color:#000"| [[Image:Wikimedia Foundation RGB logo with text.svg|60px|right]] * [[Wikiversity:Colloquium|Colloquium]] |- |} |} |} == wikitravel == Hi. You removed links to Wikitravel. Why? --[[User:Abd|Abd]] ([[User talk:Abd|discuss]] • [[Special:Contributions/Abd|contribs]]) 12:44, 24 October 2013 (UTC) :'''Wikitravel links''' Per discussion at [[w:Template:Wikitravel|en.wp]] as well as [[m:Interwiki map|Meta]] to remove links at those projects. If you want to keep links and references here at en.v, I guess that's fine. —[[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> 18:28, 24 October 2013 (UTC) == Thanks. == I see you got it before I explained. Wikiversity is disconcerting to those familiar with the encyclopedia projects, and the other content-oriented projects. While we do have a content mission, we ''also'' have a "learning by doing" mission, which is about ''people.'' Our product is not just content, it is education, and there is no education without users who are educated, and sophisticated education is always about process and people skills and the rest. I would argue that the encyclopedia projects also need to be welcoming, if the full mission is to be fulfilled, but ... they developed with a very narrow focus and absent the realization that an environment that was easily seen as hostile would damage the mission. The 20th century saw the development of systems and skills and process for maximizing consensus, and the only reliable measure of neutrality is level of consensus. (I.e., if everyone involved agrees, 100% consensus, while what they agree upon only might possibly turn out, in the end, to be defective or invalid, there is no better measure!). So to the extent that there is exclusion, to that extent, the assessment of neutrality can be warped. Obviously, compromises are necessary, but "compromise" requires tolerating a level of damage, and that is easily forgotten. When the importance of consensus being as broad as possible is realized, a community will find ways to keep conversation open, on some level, in some place, otherwise the community becomes locked into what I call the "tyranny of the past." There is a children's song that was part of a therapeutic response to Reactive Attachment Disorder: :'''There is always something you can do, do, do''' :'''When you're getting in a stew, stew, stew.''' Mostly, it involves simmering down, dropping upset and reactive response, and, when calm, communicating. While this kind of work has been done on Wikipedia, often in user space -- it's what I did, successfully mediating disputes, such that users at each other's throats became cooperative ''with each other'' -- this was mumbo-jumbo nonsense to too many on Wikipedia. For example, see [https://en.wikipedia.org/wiki/Wikipedia:Miscellany_for_deletion/Abd_user_pages], which included many pages of historical function, including evidence presented to ArbCom. I found it very strange that ArbCom did not care that evidence used in a case was being deleted, but ArbCom consists of too many elevated beyond their competence by popularity (as well as many other highly-experienced and thoughtful user; but the system tends to burn them out and they become less attentive.) [[w:User:Abd/Dispute over thermoeconomics]] was particularly educational. In that mediation, a professor was revert warring with Randy from Boise, so to speak, and one or both were about to be blocked. It took very little to develop cooperation, mostly just sitting them down together with some support. Hmmm... I'm thinking of asking that these pages be transwikied to Wikiversity, precisely for historical study. Looking for the link to that, I came across [https://en.wikipedia.org/wiki/Wikipedia:Miscellany_for_deletion/User:UBX/Esperanza_returns this]. It shows a quick and major clue to what happened on en.wiki. Two three-letter users with a conflict. One was an administrator taken to ArbCom by the other, and the administrator was trout-slapped by ArbCom and then, it is obvious, revenge was exacted, by the admin and his friends. This was long-continued and, while not unnoticed, never sanctioned. Admins can be hostile, this one was more than hostile, he was highly insulting at times, using obscene language, and using tools while involved, was reprimanded, made small adjustments to his behavior, but continued pretty much unimpeded. And, as you know, this is not uncommon. He is even a likeable Guy. I consider this all the responsibility ''of the community.'' Blaming people for what comes naturally for them is not productive. Such people generally will modify behavior in a functional community. Notice the irony. The userbox was "Esperanza returns," referring to the project designed to foster civility and welcome and cooperation. Esperanza, of course, means Hope. So the nominator was saying, "Hope will never return." Esperanza was crushed when it temporarily was inactive. Instead of improving the governance, which was easily possible, it was crushed with ''vehemence,'' see the [[w:Wikipedia:Miscellany_for_deletion/Wikipedia:Esperanza|MfD]]. Why? To any serious student of human organizational structure, it's obvious. Wikiversity is the slim thread of hope, and if it is not protected and defended, hope will break. Thanks again. --[[User:Abd|Abd]] ([[User talk:Abd|discuss]] • [[Special:Contributions/Abd|contribs]]) 15:17, 7 August 2015 (UTC) == Curator == Hi! I've noticed and appreciated your recent efforts on behalf of Wikiversity. Do you have any interest in becoming a [[Wikiversity:Curators|Wikiversity curator]]? It would give you additional tools to make some clean-up easier. I'd be happy to nominate/support you if you are interested. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 17:11, 19 October 2016 (UTC) :{{Ping|Dave Braunschweig}} I'd be delited and honored. I started editing here as soon as it was founded and I've always wanted to collaborate more on philosophy. If I had some more tools here, I think I'd be more active as well. Thanks for the invitation. —[[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> 17:16, 19 October 2016 (UTC) ::Thanks! And thanks for creating the nomination page. I was in the process, but you beat me to it. :-) -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 18:01, 19 October 2016 (UTC) :::Congratulations! Let me know if you have any questions. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 02:47, 21 October 2016 (UTC) ::::{{Ping|Dave Braunschweig}} Definitely. Thank you again. —[[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> 03:19, 21 October 2016 (UTC) == Welcome == There's also {{tlx|welcomeip}}. Thanks! -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 00:25, 24 February 2017 (UTC) :{{Ping|Dave Braunschweig}} Brilliant. Thanks. —[[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> 00:44, 24 February 2017 (UTC) == Deletion request == Hey Justin, I was wondering if you could delete [[Module:Color contrast‎]], a page I've created accidentally. I was switching between tabs with the intention of creating the page at Beta Wikiversity, and you know the rest. :) Thanks in advance. Best, [[User:Vito Genovese|{{font|color=#008000|'''Vito Genovese'''}}]] 23:10, 12 March 2017 (UTC) :{{Ping|Vito Genovese}} No problem--accidents happen. Happy to help, Vito. —[[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> 23:13, 12 March 2017 (UTC) == Do humans have free will? == Hi Koavf! The Wikidebate [[Do humans have free will?]] appears to be well-developed and ready for learners! Would you like to have it announced on our Main Page News? --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 16:12, 4 July 2017 (UTC) :{{Ping|Marshallsumter}} It's certainly a good start. Go for it. —[[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> 16:14, 4 July 2017 (UTC) == Does everything happen for a sufficient reason? == Hi Koavf! [[Does everything happen for a sufficient reason?]] also appears well-developed! Would you like to have it announced on our Main Page News? --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 16:32, 4 July 2017 (UTC) :{{Ping|Marshallsumter}} Go for it. —[[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> 18:26, 4 July 2017 (UTC) == New wikidebate syntax == Hi Justin! Just wanted to let you know that I made a new improvement to the software and syntax. It's now even cleaner and more compatible with the visual editor. Hope you like it, cheers! --[[User:Sophivorus|Felipe]] ([[User talk:Sophivorus|discuss]] • [[Special:Contributions/Sophivorus|contribs]]) 23:58, 5 July 2017 (UTC) == Learning bass guitar with Joseph Patrick Moore == Hi Koavf! Your course [[Learning bass guitar with Joseph Patrick Moore]] appears well-developed and ready for learners! Would you like to have it announced on our Main Page News? --[[User:Marshallsumter|Marshallsumter]] ([[User talk:Marshallsumter|discuss]] • [[Special:Contributions/Marshallsumter|contribs]]) 00:18, 19 February 2018 (UTC) :{{Ping|Marshallsumter}} Not yet, please. I'm still uploading videos and fleshing out the text portion. I'd be delighted for it to be featured soon, tho. I'll ping you when I'm done-ish. —[[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> 01:30, 19 February 2018 (UTC) == User:Beogradbulevar == Most posts relating to boxing or chess are from globally banned user George Reeves Person. Typical attacks come when he gets off work between 2 and 5 p.m. CST, and occasionally later, particularly on Fridays or Saturdays. He uses public libraries for Internet access, and typically doesn't post after 9 p.m. CST. It's unfortunate, but we really have to watch who posts what in the mid-to-late afternoons and be vigilant in blocking the content and not welcoming the user. See [[Wikiversity:Community Review/Marshallsumter]] for the damage it causes. -- [[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 14:25, 5 November 2019 (UTC) :{{Ping|Dave Braunschweig}} Wow. Thanks. —[[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> 16:54, 5 November 2019 (UTC) == CU == I closed the CU nomination due to the low number of recent additions to the discussion. It just seemed like we wouldn't meet the criteria in a reasonable time. Thanks for offering to help with this and perhaps we can try again in the future. We appreciate your contributions. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 19:45, 29 January 2020 (UTC) :{{Ping|Mu301}} For sure. Thanks yourself. —[[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> 20:21, 29 January 2020 (UTC) == history of covid in the usa == Hi {{PAGENAME}} I was idly surfing the wsj and suddenly realized all articles I was looking at had a video posted right at the top.(example:https://www.wsj.com/articles/some-covid-19-patients-show-signs-of-heart-damage-months-later-11600866000). The video section is 8:06 minutes long and is a short version of the history of pandemic in the usa. I don't know how to get the url of the video itself. Can you help? Thanks in advance, [[User:Ottawahitech|Ottawahitech]] ([[User talk:Ottawahitech|discuss]] • [[Special:Contributions/Ottawahitech|contribs]]) 15:57, 2 November 2020 (UTC) :{{Ping|Ottawahitech}} Load the page in your browser and use the networking console--you can usually get this to display by pressing F12. You'll find that this video is served up as a playlist of several bits with the URI https://oms.dowjoneson.com/b/ss/djglobal/1/JS-2.17.0/s04078897862906?AQB=1&ndh=1&pf=1&t=2%2F10%2F2020%2013%3A6%3A8%201%20300&mid=71630168209780702446627362471898499848&ce=UTF-8&pageName=WSJLive_Video_How%20Coronavirus%20Spread%20Across%20the%20U.S.%20to%20Reach%20200%2C000%20Deaths_372&g=https%3A%2F%2Fwww.wsj.com%2Farticles%2Fsome-covid-19-patients-show-signs-of-heart-damage-months-later-11600866000&c.&a.&media.&friendlyName=How%20Coronavirus%20Spread%20Across%20the%20U.S.%20to%20Reach%20200%2C000%20Deaths&length=486&name=AE28508C-C7DF-406E-814F-69C8FAAD1A86&playerName=Web&channel=WSJ&show=Feature%20Explainer&originator=cmccall&genre=WSJ_News_U.S.%20News&digitalDate=original_2020-09-22%2011%3A58_current_2020-09-22%2011%3A58&feed=video&network=115&format=user%20initiated&streamType=video&view=true&vsid=160434036774097779839&.media&contentType=vod&.a&page.&content.&type=Article&.content&full.&url=https%3A%2F%2Fwww.wsj.com%2Farticles%2Fsome-covid-19-patients-show-signs-of-heart-damage-months-later-11600866000&.full&site=Online%20Journal&.page&video.&player.&type=Web&technology=html%203.41.2.205&.player&keywords=CORONAVIRUS%20RESPONSE%7CCORONAVIRUS%20TESTING%7CCOVID-19%20TESTING%7CDANIELA%20HERNANDEZ%7CPANDEMIC%7CTESTING%20SITES&base.&url=https%3A%2F%2Fwww.wsj.com%2Farticles%2Fsome-covid-19-patients-show-signs-of-heart-damage-months-later-11600866000&.base&.video&article.&id=SB11126288623532913915004586647794135594296&author=Sarah%20Toy&publish=2020-09-23%2013%3A00&publish.&orig=2020-09-23%2013%3A00&.publish&.article&ad.&blank.&start=false&.blank&disabled=true&catastrophic.&blocker=false&.catastrophic&.ad&.c&pe=ms_s&pev3=video&s=1600x900&c=24&j=1.6&v=N&k=Y&bw=781&bh=776&mcorgid=CB68E4BA55144CAA0A4C98A5%40AdobeOrg&AQE=1 or somesuch (it may not be identical for you). If you open this in VLC Player, you can save playlists as videos. —[[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> 18:09, 2 November 2020 (UTC) ==Custodianship== Welcome to en.wv custodianship [[User:Koavf]]. Thanks for helping. Sincerely, James -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 23:04, 8 September 2023 (UTC) :Merci, James. I hope I'm an asset to the community. —[[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> 23:50, 8 September 2023 (UTC) == Bowling article == Hey there Koavf! I've created that [[Bowling Fundamentals|bowling article]] we discussed at the Colloquium. Do you have any advice on how I can further improve it? [[User:Contributor 118,784|Contributor 118,784]] ([[User talk:Contributor 118,784|discuss]] • [[Special:Contributions/Contributor 118,784|contribs]]) 01:20, 26 September 2023 (UTC) :Nice. I don't have any particular feedback other than what I mentioned there. I'm pretty ignorant about bowling. —[[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> 02:26, 26 September 2023 (UTC) ::Fair, thank you! [[User:Contributor 118,784|Contributor 118,784]] ([[User talk:Contributor 118,784|discuss]] • [[Special:Contributions/Contributor 118,784|contribs]]) 09:18, 26 September 2023 (UTC) == RCA talkback (January 2024) == {{talkback|WV:RCA|User:50.118.222.66 has been flooding our abuse filter log with spam}} [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 02:31, 2 January 2024 (UTC) == 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]]) 17:54, 15 February 2024 (UTC) == RCA talkback == {{tb|Wikiversity:Request_custodian_action#Induced_stem_cells_copyright_issues}} [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 02:02, 24 May 2024 (UTC) == Report == Hello, I would like to report this user, who has a COI: [[Special:Contributions/Oluwadarasimi Morayo]] Thank you. [[User:Ternera|Ternera]] ([[User talk:Ternera|discuss]] • [[Special:Contributions/Ternera|contribs]]) 14:51, 24 May 2024 (UTC) :Thanks. It's best to leave these at a board like [[Wikiversity:Request custodian action]], but this was obvious spam. Cheers. —[[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> 15:19, 24 May 2024 (UTC) == Files == Hello! Thank you for deleting files once again! You made a comment about "all local uploads". Fair-use is not allowed on Commons so the 2,712 files in [[:Category:All non-free media]] can't go to Commons. But as I understand [[Wikiversity:Requests_for_Deletion#Deleting_ALL_non-free_uploads_by_User:Marshallsumter]] the files uploaded by Marshallsumter could be deleted. That would eliminate 1,126 files. Since [[Wikiversity:Uploading_files#Exemption_Doctrine_Policy]] allow fair use it would require a vote/discussion to change that. Young1lim uploads many pdf-files and as far as I know Commons generally do not like pdf-files. Except when it is scans of old books etc. So I do not think those files should go to Commons right now. There are still many files in [[Special:UnusedFiles]]. Right now 1,422 but some are uploaded by Young1lim. But the latest deletion request ended with delete so I think there is concensus to delete files. But some were also found good and moved to Commons. So the question is if we need another discussion about the files or if someone (you?) could just go through the files when you have a little time and either move to Commons or delete. If you think we could make one final discussion about all the files and ask for a go to the "any admin that want to can check the files and either move to Commons or delete". Then noone can come later and complain that you or another admin just deleted a file without warning. If there are 40k files in total. Perhaps 22k are pdf uploaded by Young1lim. 3k are non-free. 1.5k are unused. That would leave around 13.5k free files in use. That is a lot of files to check. I do not think there are many users that are willing to spend much time checking those files. But it would help if no more free files are uploaded (except pdf). There is allready a text on the top of [[Special:Upload]] suggesting commons. But it could perhaps be made more clear. And perhaps some of the options on [[MediaWiki:Licenses]] could be removed. --[[User:MGA73|MGA73]] ([[User talk:MGA73|discuss]] • [[Special:Contributions/MGA73|contribs]]) 18:01, 27 July 2024 (UTC) :Yeah, to be clear, I appreciate that sister projects like e.g. Wikibooks allow a lot of free-use files because they allow video game strategy guides and there is substantial value in screenshots or Wikipedia allows album covers and film posters as identifying media. I'm not proposing any change to policy and I accept that there are reasons for fair use, so I apologize for that sloppy wording. That said, I definitely think we should have minimal fair use if any at all. :As for PDFs, there are plenty at Commons: I have uploaded dozens and dozens of books, scientific articles, etc. It's not a problem, but it's just not optimal for many kinds of files, such as maps or something. :I'm happy to help and slog thru the uplaods if you start a conversation. Just ping 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> 18:49, 27 July 2024 (UTC) :: Yes fair use have some benefits. But If we/someone is going to make a cleanup it could perhaps be a good idea to first have a discussion about it. So I will start a post about fair use on wikiversity. :: And about unused files I will start a deletion discussion (again) just to be sure. :: If you feel like deleting files you could kill the files uploaded by Marshallsumter. :-) --[[User:MGA73|MGA73]] ([[User talk:MGA73|discuss]] • [[Special:Contributions/MGA73|contribs]]) 09:25, 29 July 2024 (UTC) ::: I started a discussion at [[Wikiversity:Colloquium#Fair_use_on_Wikiversity]]. Lets see what happens. --[[User:MGA73|MGA73]] ([[User talk:MGA73|discuss]] • [[Special:Contributions/MGA73|contribs]]) 21:23, 29 July 2024 (UTC) :::: With the files of Marshallsumter gone that really helped a lot! Lets see what everyone thinks about the rest of the files. It will probably take weeks the get enough comments. But thats okay. It is summer and vacation time and if the files have been around for years they can easily wait a little longer. --[[User:MGA73|MGA73]] ([[User talk:MGA73|discuss]] • [[Special:Contributions/MGA73|contribs]]) 19:20, 31 July 2024 (UTC) Hello! Some files have been moved to Commons if you would like to have. Look 😊 --[[User:MGA73|MGA73]] ([[User talk:MGA73|discuss]] • [[Special:Contributions/MGA73|contribs]]) 19:35, 3 March 2025 (UTC) :1,587<2,712, that's for sure. I'll try to keep chipping away at these. Thanks for the reminder. —[[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> 20:06, 3 March 2025 (UTC) == Revert? == Why did you revert this argument? I wanted (humorously) to make the observation that the guilty party at the end of a suicide is dead but is the only one that can be punished. Attempted and assisted suicide wasn't included. [[Special:Contributions/176.0.152.191|176.0.152.191]] ([[User talk:176.0.152.191|discuss]]) 22:27, 15 September 2024 (UTC) :It's not really a venue for hilarious jokes about killing. —[[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> 22:44, 15 September 2024 (UTC) ::but I remember there was really some law along that line. With a similar explanation. Some king (could be from a fairy tale, but I don't believe so) wanted to outlaw suicide and his advisers had this idea. The judge (or the king himself) would speak the verdict and justice was already done. So the king was famous for his his fair and swift justice. You see I don't remember too clearly, therefore I wanted to compress the essence of this into an argument. I didn't think it was that hilarious, so sorry for injured sensitivity. Now that you know what I wanted to do, could you please formulate an accordingly compressed argument, in the appropriate tone? [[Special:Contributions/176.0.152.191|176.0.152.191]] ([[User talk:176.0.152.191|discuss]]) 00:52, 16 September 2024 (UTC) :::I think you can. —[[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> 00:56, 16 September 2024 (UTC) ::::I'm not a native speaker. And that you found it hilarious, where I targeted a slightly levied tone shows me that I can't really do it. [[Special:Contributions/176.0.152.191|176.0.152.191]] ([[User talk:176.0.152.191|discuss]]) 01:05, 16 September 2024 (UTC) :::::I believe in you. —[[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> 01:10, 16 September 2024 (UTC) == Wrong import == Hi, template:Languages does not work properly and I think its because even you states that you have importated Module which this template use from BetaWikiversity, you actually imported it from Commons, so the template is than calling non-existent function subpates. Compare: <nowiki>*</nowiki>[[Module:Languages|en.wv module Languages]] <nowiki>*</nowiki>[[commons:Module:Languages]] <nowiki>*</nowiki>[[betawikiversity:Module:Languages|betaversity]] So I dont know if removing incorect revisions and importing corect ones will fix it, but the error message is probably delivered because of this mismatch. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 13:25, 19 August 2025 (UTC) :Weird, I thought I reverted that. Let me delete that rev. So sorry. —[[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> 14:10, 19 August 2025 (UTC) == A barnstar for you! == {| style="border: 1px solid gray; background-color: #ffffff;" |rowspan="2" valign="middle" | [[File:Resilient Barnstar.png|100px]] |rowspan="2" | |style="font-size: x-large; padding: 0; vertical-align: middle; height: 1.1em;" | '''The Silver Barnstar''' |- |style="vertical-align: middle; border-top: 1px solid gray;" | Thanks for contributing to Wikiversity for a very long time. You are the best. —[[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>]]} 19:55, 9 September 2025 (UTC) |} :How kind. I'm appreciate of your additions and ideas as well. Thanks so much. —[[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> 20:29, 9 September 2025 (UTC) == Deleting all unused templates == You seem to have been deleting many templates with the summary "unused template". One qualm I have with this is that, in general, deleting all unused templates is likely to lead to some revision histories (those that used the templates) becoming illegible. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:21, 19 September 2025 (UTC) :Yeah, maybe. Probably not a big deal, tho. —[[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> 05:22, 19 September 2025 (UTC) :: In the English Wikiversity, that is plausible enough. On the other hand, in the English Wiktionary, deleting the once widely used [[wikt: T: term]] as unused would cause massive harm as for legibility, for no appreciable benefit. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:24, 19 September 2025 (UTC) :::Any examples that really matter can be undeleted or something if really necessary. —[[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> 05:25, 19 September 2025 (UTC) :::: I have not been long enough around the English Wikiversity to know which of the many (over 100?) deleted templates were once widely used. :::: Background: In the English Wiktionary, I noticed that someone made the thesarus revision histories completely illegible. There is too much disregard for legibility of revision histories going around. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:33, 19 September 2025 (UTC) :::::It is a concern of some regard, granted. —[[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> 05:44, 19 September 2025 (UTC) ::::Hi Koavf; as follow-up for this issue, I wanted to mention the [[Template:Convert links]]. This is far from being unused, since it's a fundamental tool in importing Wikipedia articles to Wikiversity, e.g. for all the Wikijournals - see step 4 of [[WikiJournal_User_Group/Editorial_guidelines#Importing_from_Wikipedia]]. ::::I just bumped into this issue myself, and I presume it will be relevant for several other users in the future. As far as I know, there are no other ways to convert those links (beside doing it manually one by one). Could you therefore please undelete that template? [[User:Francesco Cattafi|Francesco Cattafi]] ([[User talk:Francesco Cattafi|discuss]] • [[Special:Contributions/Francesco Cattafi|contribs]]) 07:56, 22 September 2025 (UTC) :::::Of course. My apologies for causing problems. —[[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> 08:01, 22 September 2025 (UTC) ::::::Perfect, thanks a lot! [[User:Francesco Cattafi|Francesco Cattafi]] ([[User talk:Francesco Cattafi|discuss]] • [[Special:Contributions/Francesco Cattafi|contribs]]) 08:04, 22 September 2025 (UTC) I was not aware, that unused templates can be deleted without any notice. I think nothing (except obvious spam and vandalism) should be deleted without warning and time to respond.<br> [[Wikiversity:Requests_for_Deletion#Please_restore_my_templates|Please restore 61 of them.]] --[[User:Watchduck|Watchduck]] <small>([[User talk:Watchduck|quack]])</small> 15:00, 7 October 2025 (UTC) :I undeleted two templates that you asked for above, but one of them is [[Template:Studies of Euler diagrams/tamino NP table]], which is just unused. Why do these need to be 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> 15:01, 7 October 2025 (UTC) == Restoring Template:Copyrighted == Can you please restore [[:Template:Copyrighted]]? It is clear why this template would be unused: it is only used when some page is tagged as a possible copyright violation. I guess there should be a way to tag templates as unused-but-needed, and this would be one of then. These would then be excluded from a clean-up action like yours. On the other hand, the template is linked from [[:Wikiversity:Copyright issues]], so while it is perhaps unused in the sense of ''not invoked'', it is ''linked to''. And a clean-up should ideally not delete pages that are linked to, or consider them on a careful case-to-case basis, no? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 04:06, 8 October 2025 (UTC) :{{Done}} and agreed that if they have links that aren't from an old talk archive or a userspace or something more trivial, then there should at least be some appropriate action to not leave a redlink. The goal was to go back over those reports the next week or two once they've refreshed to also see wanted templates or wanted pages and try to clear those, so that two-pass system <em>should</em> catch errors like this, but not always. Thanks. —[[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> 16:46, 8 October 2025 (UTC) == Manual numbering == My use of manual numbering in the discussion that you modified (RFD) was intentional. One can find documents using such an approach, I think. I would therefore prefer that you leave it as is next time. I am not going to revert it this time; it's not really a big deal. And thank you for correcting my misspeling of suspition to suspicion; my being a non-native speaker showed here. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 05:13, 9 October 2025 (UTC) :Good deal. Thanks. —[[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> 05:15, 9 October 2025 (UTC) == Draft namespace move == Hello Justin, Do you think it is alright to move [[User:RailwayEnthusiast2025/Basic Scratch Coding]] and subpages to Draft namespace<s>.</s>? Because I <s>H</s>haven't fully completed it and would appreciate it if other contributors in the community would like to help out. Thanks, RE —[[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>]]} 18:27, 26 October 2025 (UTC) :I certainly think so, but honestly, I think the draft namespace is kind of a joke anyway. But I totally support you doing it. —[[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> 20:39, 26 October 2025 (UTC) == Article Info - Related item == In the Lints was [[:User:Octfx/sandbox2]]. This was throwing a stripped Small , which I can't currently trace, Suggesting the earlier fix whilst mostly stable, has a very specfic interaction. Perhaps you can take a look and resolve this for robustness? [[User:ShakespeareFan00|ShakespeareFan00]] ([[User talk:ShakespeareFan00|discuss]] • [[Special:Contributions/ShakespeareFan00|contribs]]) 23:33, 31 October 2025 (UTC) :Diagnosing it would be optimal, but to resolve the issue, I just [https://en.wikiversity.org/w/index.php?title=User%3AOctfx%2Fsandbox2&diff=2765037&oldid=2425963 commented it out]. The page hasn't been edited in years, nor has that editor edited in years, so I just don't have the bandwidth to investigate. :/ —[[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> 23:39, 31 October 2025 (UTC) == Possible copyvio == Can you please look at [[User:Harold Foppele/sandbox-2]] to see whether there is a copyvio, and if there is one, delete the page? --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 18:45, 6 November 2025 (UTC) :@[[User:Koavf|Koavf]] Since you are a custodian, can you please put a stop to this? To me it seems like a personal vendetta that should not belong here. As for the page [[User:Harold Foppele/sandbox-2]] i asked [[user:Jtneill|Jtneill]] for advice some 12 hours ago. Since he is in Australia there is minimum a 12 hour delay in response. Would you maybe willing to help me? Kind regards, [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 18:58, 6 November 2025 (UTC) ::I don't know what the deal is between you and Dan, but I saw the earlier post he made to the curator's noticeboard and haven't had time to investigate. Since it seems that the two of you have some kind of friction, it may be best for you two to just generally avoid interaction in the immediate term. —[[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> 23:03, 6 November 2025 (UTC) :This [https://archive.org/details/Caltech-ES23.5.1960/page/2/mode/2up was published in the United States with a copyright notice, all rights reserved], so if it's in the public domain is a question of [[:c:Commons:Copyright rules by territory/United States|if the registration was renewed in a timely manner]]. Unfortunately, there is no single database of all renewals, so we can't know for sure if it <em>wasn't/t</em> renewed. We should probably err on the side of assuming that it's a copyright violation. —[[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> 23:02, 6 November 2025 (UTC) ::I made a request, just to make sure to:: cmgworldwide.com to obtain a license to use it in Wikiversity. As it looks for now i can get the license and will know that end next week. Thanks [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 23:23, 6 November 2025 (UTC) :::I am going to delete it for now. It can be undeleted as necessary. —[[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> 07:49, 7 November 2025 (UTC) ::::👍 [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 09:07, 7 November 2025 (UTC) == Chess by Wikiversitans == I made a short setup for the page [[Chess/Play with other Wikiversitans]]. Is that the way you would like it to go? Do you by anychance play chess yoursef? [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 19:21, 6 November 2025 (UTC) :Great questions. I made that page years ago and [[User:Mu301]] erroneously deleted it. I restored the old revs. As for how it should look, it's all wide open, so I have no objections. I think the notion of somehow playing here on site is actually intriguing. Maybe we could make that work... —[[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> 23:05, 6 November 2025 (UTC) ::Help is needed from a specialist in the heart of Wiki. If you look at or know Lichess.org its very complex. However starting a Wikiversitans team there is a piece of cake. Just how do we invite our "members" here? Ideas welcome :) [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 23:49, 6 November 2025 (UTC) :::Would love to play chess with you. Find me at [[Chess/Play with other Wikiversitans]] in Lichess.org or Chess.com. Leave a message or email if you want to play. Cheers [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 11:46, 7 November 2025 (UTC) ::::Thanks. I saw your invite in my inbox, but I'm a little distracted now and recently started a new job, so I didn't want to agree until I had time to actually play. —[[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> 11:48, 7 November 2025 (UTC) :::::No problem. just say "When" :) [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 11:51, 7 November 2025 (UTC) ::::::[[Chess/Board Configurations]] I think you'll like it. [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 13:56, 7 November 2025 (UTC) :::::::There is also a Wikiversity chess team <span style="background-color: #aaffaa;">created at [https://lichess.org/team/wikiversity Lichess.org].</span> [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 12:58, 8 November 2025 (UTC) ::::::::Oh dip. Thanks for the heads up. I'm glad to see you taking initiative about this. If only I had more time myself. :/ —[[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> 22:22, 8 November 2025 (UTC) == Importing template == {{Ping|Koavf}} I would like to change the [[Template:Quantum mechanics]] to look more like [[W:Template:Quantum mechanics]] since the template at WV has almost no contence I could edit that, but better ask you instead of doing it. Btw we should play chess sometime :) Cheers [[User:Harold Foppele|Harold Foppele]] ([[User talk:Harold Foppele|discuss]] • [[Special:Contributions/Harold Foppele|contribs]]) 10:54, 14 November 2025 (UTC) == Night mode unaware lint.. == Thanks for the edits to self. Do you plan to proceed on updating other high-use templates? like {{tl|information}}, and {{tl|article info}}, where I should ideally have resolved the Night mode unaware lint as the same time as the other fixes in the sandbox version you swapped in :(. [[User:ShakespeareFan00|ShakespeareFan00]] ([[User talk:ShakespeareFan00|discuss]] • [[Special:Contributions/ShakespeareFan00|contribs]]) 08:42, 18 November 2025 (UTC) Please also check my contributions on talk pages for {{tl|edit protected}} requests. [[User:ShakespeareFan00|ShakespeareFan00]] ([[User talk:ShakespeareFan00|discuss]] • [[Special:Contributions/ShakespeareFan00|contribs]]) 08:42, 18 November 2025 (UTC) :In principle, yes, I do. When will I find the time??? Note that a lot of those edit request were up for months or a year+. :/ —[[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> 08:43, 18 November 2025 (UTC) : An obvious group to update would be {{tl|Projectbox}} and {{tl|Robelbox}} families, although I would strongly suggest migrating these to use template styles over the current inline approach. [[User:ShakespeareFan00|ShakespeareFan00]] ([[User talk:ShakespeareFan00|discuss]] • [[Special:Contributions/ShakespeareFan00|contribs]]) 08:49, 18 November 2025 (UTC) ::These are good ideas, but I just don't know when I'll have time to implement them. :/ —[[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> 12:40, 19 November 2025 (UTC) == Wikidebate form == Hi, hope you're doing good! I just noticed some months ago you deleted [[Template:Form/wikidebate]]. The template was indeed unused (and probably undocumented too) but it did serve a purpose, namely to be ''substituted'' when creating a new wikidebate via [[Wikidebate/New]]. As a consequence, [[Is hate is an ineffective and or selfish emotion?|this happened]] and could happen again. Could you restore it, please? If you can do that, I'll document it properly and tag it with <nowiki>__EXPECTUNUSEDTEMPLATE__</nowiki> to avoid further confusion. Thanks! [[User:Sophivorus|Sophivorus]] ([[User talk:Sophivorus|discusión]] • [[Special:Contributions/Sophivorus|contribs.]]) 14:39, 23 December 2025 (UTC) :Of course. Thanks for your understanding. —[[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> 17:34, 23 December 2025 (UTC) == [[:Category:Wikiversity fully protected templates]] == I am creating semi/full protection categories for various namespace pages, so can you undelete [[:Category:Wikiversity fully protected templates]]? Thanks. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 16:57, 14 April 2026 (UTC) :{{done}} —[[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> 17:09, 14 April 2026 (UTC) == Different way to display talk pages for easier reading? == On [[Wikiversity:Colloquium]] when many people reply to the same thing all their posts are jumbled together into one big paragraph. Is this a well known problem? Is there a gadget I could use/activate to make readability/accessibility greater on Wikiversity or are we still working on that? Can I do anything obvious in order to help in this regard? ie. manually editing talk pages and adding proper wikitext or edit my own common.js? With the recent activation of a javascript that got up on the news...is there a way I can safely test my own common.js code that I ask an LLM to generate for me? I have a Qubes OS computer where I have access to disposable VMs which I can also turn off the internet on so even if the code goes haywire it won't affect my computer or the internet connection. [[User:ThinkingScience|ThinkingScience]] ([[User talk:ThinkingScience|discuss]] • [[Special:Contributions/ThinkingScience|contribs]]) 11:45, 27 April 2026 (UTC) :It's kind of surprising that you would write that, since this wiki has CSS with pretty bold background colors to differentiate comments based on how they are indented. Which skin are you using? —[[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> 14:23, 27 April 2026 (UTC) == Need of IAs == I am reading at [[Wikiversity:Interface administrators]], that "Wikiversity does not have a need for permanent or long term interface administrators". So why you think otherwice? What task should be done? [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 08:12, 10 May 2026 (UTC) :I don't know that we need them as such, I just think that if we had <var>x</var> IAs then when things come up (which is inevitable), someone can request or fix it directly instead of having a discussion, then getting a bureaucrat to give someone the rights, and then fix it. I'm just concerned about the overhead. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 17:43, 10 May 2026 (UTC) ::Well, yeah. But custodians/curators can just request. No need or discussion. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 18:59, 10 May 2026 (UTC) ::: That's why I suggested we either keep the current policy, allow custodians to request temporary IA permissions (to amend it), or to have a minimum of 2 permanent interface administrators. [[User:Codename Noreste|Codename Noreste]] ([[User talk:Codename Noreste|discuss]] • [[Special:Contributions/Codename Noreste|contribs]]) 19:27, 11 May 2026 (UTC) == Wikiversity:Candidates for Bureaucratship/Koavf == RE: [[Wikiversity:Candidates for Bureaucratship/Koavf]] I have closed this nomination as successful. Congrats! See [https://en.wikiversity.org/w/index.php?title=Wikiversity:Candidates_for_Bureaucratship/Koavf&oldid=2812177] and [https://en.wikiversity.org/w/index.php?title=Special:Log&logid=3549039]. --[[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 19:14, 30 May 2026 (UTC) :Thanks, kindly. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 19:18, 30 May 2026 (UTC) ::Congratulations Justin. [[User:Juandev|Juandev]] ([[User talk:Juandev|discuss]] • [[Special:Contributions/Juandev|contribs]]) 06:10, 9 June 2026 (UTC) :::Thanks also to you. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 07:13, 9 June 2026 (UTC) == tl:No thanks == I noticed that you deleted the {{tl|No thanks}} template. This is called by the active {{tl|Copyrighted}} template which instructs folks to notify others with a <nowiki>{{subst:no thanks}}</nowiki>. See [[Introduction to thermodynamics/Extensive and intensive properties]] for an example of usage. We should probably update those instructions. [[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 03:17, 18 August 2026 (UTC) :Thanks for notifying me. I've since undeleted it. ―[[User:Koavf|Justin (<span style="color:grey">ko'''a'''<span style="color:black">v</span>f</span>)]]<span style="color:red">❤[[User talk:Koavf|T]]☮[[Special:Contributions/Koavf|C]]☺[[Special:Emailuser/Koavf|M]]☯</span> 03:20, 18 August 2026 (UTC) dkrhczjcn2yyk38kf909ncuwvtt9m1s 2 93783 2822595 552885 2026-08-17T23:11:37Z Mu301 3705 broken category link | Undid revision [[Special:Diff/552885|552885]] by [[Special:Contributions/Djatsvnit|Djatsvnit]] ([[User talk:Djatsvnit|talk]]) 2822595 wikitext text/x-wiki '''Three phase transformer''' It is the three phase system which has been adopted world over to generate, transmit and distribute electrical power. Therefore to change the level of voltages in the system three phase transformers should be used. Three number of identical single phase transformers can be suitably connected for use in a three phase system and such a three phase transformer is called a bank of three phase transformer. Alternatively, a three phase transformer can be constructed as a single unit. 4ykjaho3vxft3nzqajyy76dambs4fmp 0 96387 2822592 2819228 2026-08-17T22:53:17Z Jtneill 10242 /* Examples */ + 2025 examples 2822592 wikitext text/x-wiki {{title|Book chapter — Guidelines}} <div style="text-align: center;">''Collaborative online book chapter authoring'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---><!-- {{countdown |year = 2026 |month = 10 |day = 12 |hour = 0 |event = this assessment is due }} --><!-- {{Motivation and emotion/Assessment/In development}} --> {{/Contents/}}</div> {{TOCright}} ==Overview== * Weight: 50% * Due {{/Due}} * Tasks ** Author an online [[Motivation and emotion/Book|book chapter]] (up to 4,000 words) that explains key psychological theory and research about a unique, specific motivation or emotion topic. ** Develop the chapter by building on the [[Motivation and emotion/Assessment/Topic|topic development]] plan and addressing feedback. ** Contribute to the development of other book chapters (social contribution). * Follow the [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]]. ==Marking and feedback== * Submissions will be marked according to the [[#Marking criteria|marking criteria]] and [https://docs.google.com/document/d/15NXyApC5i6svEcJAnXv9QeRA-cbojy1m8lKReZgBH60/edit?usp=sharing marking rubric]. * Marks will be provided via {{Motivation and emotion/Canvas}} when the university releases unit results (see [https://www.canberra.edu.au/about-uc/key-dates/ Key dates]). * Up to 5 bonus marks will be awarded in exceptional circumstances where social contributions are above and beyond those required for HD-level (see [https://docs.google.com/document/d/15NXyApC5i6svEcJAnXv9QeRA-cbojy1m8lKReZgBH60 rubric]). * Written feedback about how well the chapter addresses the marking criteria will be available via the topic's Wikiversity discussion page. * Follow up with the [[Motivation and emotion/About/Staff|unit convener]] if you have any questions. ==Extensions and late submissions== * Apply for extension using the unit's online Extension Application Form (see {{Motivation and emotion/Canvas}}) with appropriate documentary evidence. * Submissions will be accepted up to 3 days late (-10% per day). * If you don't submit this assessment it is unlikely that you will pass the unit. ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto; vertical-align:top;" |- | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- | style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | style="vertical-align:top;" | Use the most relevant theories and peer-reviewed research to explain a specific motivation or emotion topic. |- | style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | style="vertical-align:top;" | Explain how psychological science can be applied to a specific motivation or emotion topic. Use figures, examples, and/or other interactive learning features to illustrate how this knowledge can apply to understanding human behaviour in everyday life. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- ! style="width:20%;" | Category ! style="width:20%;" | Graduate attribute ! style="width:60%;" | Assessment task |- | rowspan="4" style="vertical-align:top;" | '''Be professional''' | style="vertical-align:top;" | Communicate effectively | style="vertical-align:top;" | Review scholarly knowledge in an open, online environment and address feedback. |- | style="vertical-align:top;" | Display initiative and drive | style="vertical-align:top;" | Produce an online book chapter about a novel motivation or emotion topic. |- | style="vertical-align:top;" | Up-to-date knowledge and skills | style="vertical-align:top;" | Utilise the most relevant psychological theory and research to address a practical question. |- | style="vertical-align:top;" | Solve problems via thinking | style="vertical-align:top;" | Use critical thinking to explain how psychological science can address real-world problems. |- | rowspan="3" style="vertical-align:top;" | '''Be a global citizen''' | style="vertical-align:top;" | Informed and balanced | style="vertical-align:top;" | Provide a balanced, critical chapter which is accessible to a lay audience. |- | style="vertical-align:top;" | Communicate diversely | style="vertical-align:top;" | Collaborate with peers to communicate knowledge openly with a global audience. |- | style="vertical-align:top;" | Creative use of technology | style="vertical-align:top;" | Learn how to collaborate using wiki technology. |- | rowspan="2" style="vertical-align:top;" | '''Be a lifelong learner''' | style="vertical-align:top;" | Engage in new ideas | style="vertical-align:top;" | Engage in a collaborative learning culture by incorporating feedback and suggestions. |- | style="vertical-align:top;" | Evaluate and adopt new technology | style="vertical-align:top;" | Experience project work in a collaborative, online editing environment. |} ==Instructions== The following instructions should be used to guide the development of the book chapter. ===Theme=== * Chapters should fit the book theme which is "understanding and improving our motivational and emotional lives using psychological science" ===Audience=== * The target audience is a general (non-topic-expert) reader interested in personal growth and development based on knowledge in psychological science (theory and research). This is a [[w:science communication|science communication]] exercise. ===Wikiversity=== * Present the chapter as a single page on the [[Main Page|English Wikiversity]] website. A link to the chapter should appear in the [[Motivation and emotion/Book|table of contents]] along with the lead author's Wikiversity user name ===Topic=== * The title and sub-title must be approved by the [[Motivation and emotion/About/Staff|unit convener]] ===Collaboration and feedback=== * Chapters should be independently developed and written primarily by the lead author, but collaboration is strongly encouraged (e.g., by incorporating useful edits and feedback from others) * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * Lead authors are encouraged to seek feedback about the chapter during the drafting process (e.g., start a {{Motivation and emotion/Canvas}} discussion thread<!-- (use the chapter title and subtitle in the subject line and include a clickable hyperlink to the chapter in the message)-->) * Feedback is usually best placed on the chapter's wiki discussion page * Feedback on the [[Motivation and emotion/Assessment/Topic|topic development]] (chapter plan) will be provided by the [[Motivation and emotion/About/Staff|unit convener]] ===Length (word count)=== {{Anchor|Wordcount}}{{Anchor|Word count}} * There is no minimum length * Maximum 4,000 words ** There is no additional 10% allowance ** Words beyond the maximum will not be considered for marking purposes ** Count everything from top to bottom of the editable page (in view mode, not edit mode): *** Include the title, subtitle, headings, text, tables, figures, references, see also, and external links ** Use this [https://chromewebstore.google.com/detail/word-counter/cbjddaobmdfhbfgdgjocbhklpmclcboe Word Counter] (Google Chrome Extension) or paste the URL into [https://hsuper.tools/web-page-word-counter Webpage Word Counter] (it will overcount by ~100 words) or cut and paste into a word processor * If you are having difficulties complying with the maximum word count, see [[/Word count|these suggestions]] ===Submission=== * Submit the chapter URL (website address), your Wikiversity user name, and a PDF of the chapter via {{Motivation and emotion/Canvas}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] Book chapters will be marked against the following criteria. ===Overview (5%)=== * Scenario: Provide an engaging scenario or case study in a feature box, with an illustrative figure * Problem statement: Easy to read and understand outline of the key concepts and explanation of practical/real-world problem to be solved * Focus questions: Establish [[/Focus questions|focus questions]] which align with the sub-title and subsequent heading structure ===Theory (20%)=== * Clearly explain the theoretical framework for understanding the topic * Select the most relevant psychological theories/models that apply to the problem. Depending on the topic, this may involve focusing on a single theory or comparing and contrasting two or more theories. * Use at least the best dozen or so peer-reviewed theory references about the topic (e.g., see [[Motivation and emotion/Journals|list of motivation and emotion journals) * Clearly explain and apply the theory(ies) * Include illustrative examples, such as case studies * Demonstrate a critical perspective ===Research (25%)=== * Clearly explain how key, peer-reviewed research findings apply to the problem * Use at least the best dozen or so peer-reviewed research references about the topic (e.g., see [[Motivation and emotion/Journals|list of motivation and emotion journals) * Include relevant major reviews (such as systematic reviews and meta-analyses) * [[w:Critical thinking|Critical analyse]] the key research findings, including limitations and implications ===Integration (10%)=== * Integrate discussion of theory and review of relevant research * Use research to critically inform interpretation and application of the theory(ies) ===Conclusion (5%)=== * Clear and concise communication of key points and take-home messages * Aligned with the subtitle and focus questions, with implications for the [[Motivation and emotion/Book/Theme|book theme]] ===Style (20%)=== * Overall ** Present and illustrate the problem and knowledge in an interesting way, using a logical structure, clear layout, correct spelling and grammar, and [[APA style]] ** [[/Readability|Readable]] for a layperson interested in psychological science ** Address the [[#Theme|book theme]] by providing practical, academically sound, self-improvement information ** Address an international audience (i.e., avoid an overly local or national perspective) ** Use default wiki style for paragraph alignment, font colour, type, and size, and heading styles ** Use Australian spelling (e.g., hypothesise, behaviour, fulfilment) rather than American spelling (e.g., hypothesize, behavior, fulfillment) ** Correct grammar (e.g., see [[/Writing tips|writing tips]]) * Structure ** Use a logical heading structure that aligns with the focus questions ** Use [https://www.masterclass.com/articles/sentence-case-explained sentence casing] throughout, including for headings and sub-headings ** Use the default heading style (e.g., do not add italics and/or bold) ** Sub-headings are optional *** Avoid having sections with a single sub-heading — each section should contain 0 or 2+ sub-headings. *** If sub-headings are used, provides at least 1 introductory paragraph before branching into sub-sections. * Sentences ** [[w:Narration#Narrative point of view|Narrative point of view]][https://www.grammarly.com/blog/first-second-and-third-person/]: In the main text, use [[w:Narration#Third-person|3rd person perspective]] (e.g., "it", "they"). Where [[w:Aside|aside]]s are used, such as examples, case studies, and feature boxes, [[w:First-person narrative|1st person perspective]] (e.g., "I" and "we") and/or [[w:Narration#Second-person|2nd person perspective]] (e.g., "you") can work well. * Paragraphs ** A well-constructed paragraph is generally 3 to 5 sentences (opening sentence, body sentences, and a concluding/linking sentence). Avoid one-sentence paragraphs and overly long paragraphs. ** Paragraphs flow logically * Use APA style (as much as reasonably possible), paying particular attention to: ** citations ** references (especially capitalisation, italicisation, and providing hyperlinked dois) ** table and figure captions ** quotes (include page numbers) * Citations ** Claims need citations using APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style throughout the chapter — don't mix and match. For most psychology students, APA style will be the choice. ** Maximum of 3 citations per point (i.e., avoid 4 or more citations together). * References ** List all cited academic references in APA style or [[w:Wikipedia:Citing_sources|wiki citation style]]. Only use one style. ** Non-academic sources are not used in references. They can be included in the external links section. ===Learning features (5%)=== * Embed interactive learning features such as scenarios/case studies/examples, feature boxes, figures, quizzes, links to relevant Wikipedia and Wikipedia pages, as well as links to key resources via the "See also" and "External links" sections * Case studies ** Include 1 or more examples, scenarios, or case studies ** They can be true (if so, include citations) or fictional ** Use these examples to enhance understanding of theory, research, focus questions, and/or take-home messages ** Present in a feature box and include a figure ** Consider using a "progressive case study" (i.e., a case study presented in separate parts which describe, for example, the problem, attempt at change, and resolution/outcomes). ** Examples of chapters which make effective use of case studies: *** [[Motivation and emotion/Book/2019/Emotional abuse|emotional abuse]] (2019) *** [[Motivation and emotion/Book/2019/Food and fear|food and fear]] (2019) *** [[Motivation and emotion/Book/2019/Opioid system and human emotion|opioid system and human emotion]] (2019) *** [[Motivation and emotion/Book/2019/Social support and emotion|social support and emotion]] (2019) * [[Motivation and emotion/Wikiversity/Feature box|Feature boxes]] ** Use to highlight key information, but avoid overuse ** There are various ways of creating coloured boxes, but the [[Template:RoundBoxTop|RoundBox]] template is a good option. * [[Motivation and emotion/Wikiversity/Figures|Figures]] ** Include relevant, accompanying figures (e.g., photos, drawings, diagrams) to facilitate readers' understanding of the concepts ** Figures are accompanied by explanatory captions and be cited at least once in the main text ** For more information, see [[Motivation and emotion/Assessment/Chapter/Figures|How to use figures]]). * [[Help:Links|Links]] ** In-text (embedded) links: Key words and concepts are [[Making links|linked]] to Wikipedia articles and/or related book chapters. Provide in-text wiki links the ''first time'' that key concepts are mentioned. For example: *** [[w:Emotion|emotion]] involves physiological, subjective feeling, motivational, and socially expressive aspects. The syntax for creating this link is <nowiki>[[w:Emotion|emotion]]</nowiki>). It is also possible to link to a section on this same page e.g., &lt;nowiki&gt;[[#Overview|Overview]]&lt;nowiki&gt; will link to the Overview section. *** [[Motivation and emotion/Book/2021/Fitspiration and body image|This chapter]] provides an excellent example of embedded links to Wikiversity pages. ** See also *** Provide interwiki links to key related Wikiversity book chapters and/or Wikipedia articles *** Include source in parentheses ** External links *** Provide at least three links to high quality, relevant external resources *** Include author and/or source in parentheses ** Published academic sources belong in References * [[Motivation and emotion/Wikiversity/Tables|Tables]] ** Use accompanying tables to help organise information and communicate concepts to readers ** Tables are accompanied by explanatory APA style captions and are cited in the body text * [[Help:Quiz|Quizzes]] ** Quiz questions or reflection questions encourage reader engagement ** Focus on core concepts (esp. take-home messages) rather than trivia ** Consider incorporating throughout the chapter {{anchor|Socialcontribution}} {{anchor|Social contribution}} ===Social contribution (10%)=== * '''Actions''': Logged contributions which enhance the quality of other book chapters. Useful actions include: ** '''Edits''': Direct edits which improve past or current chapters (e.g., fix errors, enhance clarity) or flag potential improvements by adding [[Template:Clarification templates|clarification templates]]. [[/Search for chapters to improve|Search for chapters to improve]]. ** '''Comments''': Feedback provided on book chapter [[Help:Talk page|talk page]]s ** '''Media uploads''': Upload free-to-use educational images to [[commons:|Wikimedia Commons]] ** '''{{Motivation and emotion/Canvas}} discussion posts''' * '''Evidence''': ** Provide a [[mw:Help:Lists|numbered list]] with summaries of contributions on your [[Help:User page|Wikiversity user page]], and '''direct links''' that show each change or contribution.<!-- To receive credit, contributions must be publicly logged (i.e., log in to Wikiversity so that the edit is recorded with your user name and time-stamp). Summarise each edit on your user page (in a section called "Social contributions") --> ** More info: [[/Summarising social contributions|summarising social contributions]] * '''Marking''' ** Marking of social contributions will be based on a combination of: *** '''Quantity''': **** Breadth: number of chapters contributed to **** Channels: range of communication channels used *** '''Quality''': **** Depth/Extent/Thoroughness **** Insightfulness **** Practical value *** '''Timeliness''' — there is generally: **** Greater value in earlier contributions **** Lesser value in last-minute contributions ** Marks will be allocated to each clearly evidenced contribution as follows: *** Minor <= 0.25 *** Moderate 0.50 *** Major 1.00 *** Very significant > 1.00 * '''Bonus marks''' ** Up to 5 bonus marks (out of 100 for the book chapter) will be awarded in exceptional circumstances where social contributions are above and beyond those required for HD-level. ** Approximately 5% of students receive social contribution bonus marks. ** This could include extensive copyediting of multiple chapters and/or regular feedback or support on multiple chapter discussion pages. It may also involve substantial activity on the UCLearn discussion forum. ==Marking rubric== {{Notice|1=[https://docs.google.com/document/d/1NUNjMCM5xOVsHj1LJuRnK8BgEdXPn4TbRf-Q6PH3oXg/edit?usp=sharing Marking rubric]}} ==Examples== Examples of high quality [[Motivation and emotion/Book|motivation and emotion book chapters]]: * [[Motivation and emotion/Book/2025/AI use, cognitive load, and motivation|AI use, cognitive load, and motivation]] - How does generative AI reduce cognitive effort, and what are the motivational consequences? (2025) * [[Motivation and emotion/Book/2025/Autonomy and intrinsic motivation in self-determination theory|Autonomy and intrinsic motivation in self-determination theory]]: How does autonomy influence intrinsic motivation according to SDT? (2025) * [[Motivation and emotion/Book/2022/Disappointment|Disappointment]]: What is disappointment, what causes it, and how can it be managed? (2022) * [[Motivation and emotion/Book/2016/Illicit drug taking at music festivals|Illicit drug taking at music festivals]]: What motivates young people to take illicit drugs at music festivals? (2016) * [[Motivation and emotion/Book/2019/Organisational change motivation|Organisational change motivation]]: How can leaders build a culture of agility, adaptability, and resilience to deal with a constantly changing workplace? (2019) * [[Motivation and emotion/Book/2019/Phobias|Phobias]]: What are phobias and how can they be dealt with? (2019) * [[Motivation and emotion/Book/2025/Transactive goal dynamics theory and motivation|Transactive goal dynamics theory and motivation]]: What is transactive goal dynamics theory and how does it impact motivation? (2025) Note that as of 2025, chapters no longer include multimedia presentations. For more examples, see the {{Motivation and emotion/Book/High}}s in the [[Motivation and emotion/Book|lists of previous book chapters]]<!-- and the [[:Category:Motivation and emotion/Book/2022/Top|top chapters of 2022]] -->. ==Licensing== Contributions to Wikiversity are made under a [http://creativecommons.org/licenses/by-sa/4.0/ Creative Commons 4.0 Share-alike] (CC-BY-SA 4.0) license which is irrevocable. This license gives permission for others to edit and re-use, with appropriate acknowledgement. For more information, see the [[wmf:Terms of use|Wikimedia Foundation's Terms of use]]. If you do not wish to contribute your work under this license, discuss [[Motivation and emotion/Assessment/Alternative|alternative assessment options]] with the unit convener. ==See also== * [[/FAQ/]] * [[Motivation and emotion/Book|Previous chapters]] * Marking and feedback ** [[Motivation and emotion/Assessment/Chapter/Feedback|General feedback]] ** [[Template:MEBF|Feedback template]] ** [https://docs.google.com/document/d/15NXyApC5i6svEcJAnXv9QeRA-cbojy1m8lKReZgBH60/edit?usp=sharing Marking rubric] * [[#Socialcontribution|Social contributions]] ** [[/Search for chapters to improve/]] ** [[/Summarising social contributions/]] * [[Motivation and emotion/Tutorials|Tutorials]] <!-- ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01: Topic selection]] --> ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02: Wiki editing]] ** [[Motivation and emotion/Tutorials/Functionalist theory and self-tracking#Google Scholar|Tutorial 05: Google Scholar]] ** [[Motivation and emotion/Tutorials/Measuring emotion#Topic development feedback|Tutorial 08: Topic development feedback]] * Wikiversity ** [[/Feature boxes/]] ** [[/Figures/]] ** [[How to find free-to-use images|Find free images]] ** [[/Tables/]] * [[/Writing tips/]] ** [[/How to handle a lack of information/|Handling a lack of information]] ** [[/Readability|Readability]] ** [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] ** [[/Word count|Word count]] {{Motivation and emotion/Assessment/Navigation}} [[Category:Motivation and emotion/Assessment/Chapter| ]] [[Category:Motivation and emotion guidelines]] 5fc0qf2edixhxbx7tbn9lr9knrygr6m 0 98588 2822718 2821608 2026-08-18T10:47:46Z U3243961 3107906 /* What is the relationship between motivation and emotion? */ Spelling/grammar error: changed 'studies' to 'studied' 2822718 wikitext text/x-wiki <noinclude>{{Motivation and emotion/Lectures|Lecture 1: Introduction|first}}</noinclude> {{Motivation and emotion/Lectures/Complete}} <!-- {{Motivation and emotion/Lectures/In development}} --> <!-- {{Motivation and emotion/Lectures/Complete}} --> ==Overview== [[File:Portrait gemma and mehmet.jpg|230px|right|thumb|'''Figure 1'''. Motivation and emotion are complex psychological constructs that affect one another.]] This lecture: * Overviews the unit, highlighting: ** [[Motivation and emotion/About/Outline|unit outline]] key points ** [[Motivation and emotion/Assessment|assessment]]: *** major project: **** [[Motivation and emotion/Assessment/Topic|topic development]] (10%) **** [[Motivation and emotion/Assessment/Chapter|book chapter]] (50%) *** [[Motivation and emotion/Assessment/Exam|exam]] (40%) * Introduces the psychological study of motivation and emotion * Discusses key conceptual frameworks ==Outline== ;Unit overview {{Div col}} * [[Motivation and emotion/About|Unit description]] * [[Motivation and emotion/About/Learning outcomes|Learning outcomes]] * [[Motivation and emotion/About/Graduate attributes|Graduate attributes]] * [[Motivation and emotion/About/Delivery mode|Delivery mode]] * [[Motivation and emotion/About/Schedule|Schedule]] * [[Motivation and emotion/Lectures|Lectures]] * [[Motivation and emotion/Tutorials|Tutorials]] * [[Motivation and emotion/About/Textbook|Readings]] * [[Motivation and emotion/About/Websites|Websites]] * [[Motivation and emotion/Drop-in|Drop-in]] * [[Motivation and emotion/About/Discussion|Discussion]] * [[Motivation and emotion/Assessment|Assessment]] * [[Motivation and emotion/About/Schedule#Key dates|Key dates]] {{Div col end}} [[File:Motivation and emotion - Lecture slides - Podcast.opus|thumb|200px|Introductory podcast about motivation and emotion (AI-generated, based on slides from the 12 lectures) (16:20 mins)]] ;Introduction to motivation and emotion * Motivational science * Key questions * Motivation theoretical frameworks * Introduction to emotion ==Key observations== [[File:Motivation and Emotion Scrabble.jpg|thumb|right|250px|Motivation and emotion come from the latin verb ''movere'' (to move).]] * People are motivated by different things at different times<br>(i.e., motivation is dynamic; motivations fluctuate; they rise and fall) * Each person is motivated by multiple things at once<br>(i.e. we each have multiple motivations) * Different people are motivated by different things (e.g., two people may perform the same behaviour but for different reasons; individual differences) ==Motivational science== [[wikt:layperson|Layperson]] perspectives often focus on how to "get more motivation". However, academic study of motivation covers much more, including intrinsic, extrinsic, and hidden (e.g., unconscious) motivations. Academic approaches also take a scientific, rather than "inspirational" approach to motivation. Motivational science is an evolving body of knowledge and methods that prioritise theory‑driven hypotheses tested via rigorous empirical methods rather than relying on anecdotal or opinion‑based sources (e.g. inspirational quotes, influencers, news articles). Common wisdom and lay notions about motivation are often narrow, wrong, or lacking in nuance. {{RoundBoxTop|theme=3}} '''Example''': New Year's resolutions * Almost half of us make [[w:New Year's resolution|New Year's resolution]]s, which creates a '''feel‑good effect'''. * However, long-term success is modest: 46% maintain resolutions over six months (Norcross et al., 2002). * Key predictors of success include: ** '''Self‑efficacy of change''' – belief in one's capability to initiate a new behaviour or habit ** '''Self‑efficacy of maintenance''' – confidence in one's ability to sustain that behaviour over time ** '''Readiness to change''' – psychological and situational preparedness to embark on change * However, these aspects did not explain success: ** '''Desire to change''' – intrinsic motivation or personal aspiration driving the intention to change ** '''Skills to change''' – practical competencies and strategies required to execute and manage change ** '''Social support''' – encouragement, guidance and assistance provided by one’s social network (Norcross et al., 2002). {{RoundBoxBottom}} [[File:Scientific process.svg|right|350px|thumb|'''Figure 2'''. The scientific process involves data-based testing of theory derived from real world observations, and then applying refined theory back to real world problems.]] Understanding motivational theory and research can provide levers for unlocking one's own motivation and also in working more effectively with others. Thus, study of motivation and emotion can be readily applied. Empirical approaches to studying motivational processes (see Figure 2) define and operationalise theoretical psychological construct(s) and then formulate clear, falsifiable hypotheses. Data are collected and analysed through peer‑reviewed research designs (e.g., longitudinal, experimental, meta‑analytic). Each study responds to, or builds on, previous studies, so that a cohesive body of knowledge develops. This is what is meant by being grounded in science, or [[w:Evidence-based practice|evidence-based]]. ==Key questions== The key questions underlying psychological study of motivation and emotion are: {{center top}}Why do we do<br>what we do? <br> Why do we feel<br>the way we feel?{{center bottom}} The practical, applied problems are: {{center top}} How can we change<br>what we do? <br> How can we change<br>what we feel?{{center bottom}} The core problem to be solved by motivational science is "What causes behaviour?". More specifically: * Why does behaviour start? * Why is behaviour sustained over time? * Why is behaviour directed towards some goals yet away from others? * Why does behaviour change its direction? * Why does behaviour stop? ==Etymology== [[File:Running Samburu Boy.jpg|thumb|right|140px|'''Figure 3'''. [[w:Etymology|Etymology]]: Motivation and emotion have a common root in the Latin verb "movere" (to move).]] The terms "motivation" and "emotion" have their roots in the Latin verb "movere" which means "to move" (see Figure 3). More specifically: * "motivation" is derived from "motivus" which refers to the action of moving or being moved. This evolved to "motivare" which means "to set in motion" or "to stimulate". * "emotion" comes from "emotus" which means "moved" or "agitated." Both motivation and emotion are linked to the idea of movement or being moved, but represent different aspects of human experiences and behaviour. ==What is motivation?== The everyday, layperson understanding of "motivation" is that it involves using will-power and self-discipline to channel attention and effort towards achieving challenging short- or long-term goals such as working out or studying. {{RoundBoxTop}} For example, how does this video make you feel? Why? [https://www.youtube.com/watch?v=hbkZrOU1Zag The ultimate motivational clip - Rise and shine!] (YouTube) (3:24 mins) '''How do you motivate yourself?'''{{RoundBoxBottom}} In contrast, psychological science considers ''ALL behaviour'' to be motivated, including: * mundane behaviour (e.g., drinking and eating) * less "desirable" behaviours (e.g., avoidance, procrastination, nose-picking etc.) * "non-behaviour" (i.e., choosing not to do something is also a motivated behaviour) * approach-based goal-directed behaviours (e.g., training for a marathon) In the context of psychology, "motivation" refers to the processes that initiate, direct, and sustain goal-directed behaviour. Motivation is understood as the ''driving forces'' that push individuals to take action and achieve their objectives. Motivation is complex: * Multiple people engaged in the SAME behaviour (e.g., a workout) may have DIFFERENT motivations (e.g., fitness, emotion regulation, social engagement). * We each have MULTIPLE motivations in any moment, but only our DOMINANT motivation gets acted upon. Motivation can be understood as the internal processes that give behaviour energy, direction, and persistence (Reeve, 2024): * Energy (Strength): Behavioural strength or intensity * Direction (Purpose): Focus of behaviour towards achieving particular purposes or outcome * Persistence (Endurance): Sustaining of behaviour over time and place {{RoundBoxTop}}'''What is [[Motivation and emotion/Definitions#Motivation|your definition of motivation]]?'''{{RoundBoxBottom}} ==What is emotion?== Emotions are complex psychological states characterised by feelings, physiological responses, and behavioural expressions. Emotions are often triggered by internal or external events and can significantly influence behavior and decision-making. Emotions: * are dynamic e.g., help us adapt to our environment * provide feedback about our behaviour * motivate changes in energy, direction, and persistence of behaviour Emotions involve (Reeve, 2024): * subjective feelings * psychophysiological arousal * purposeful/motivated response * expressive reactions to significant life events such as opportunity, threat, and loss Emotional intelligence involves understanding and effectively regulating emotion in one's self and others. {{RoundBoxTop}}What is [[Motivation and emotion/Definitions#Emotion|your definition of emotion]]?{{RoundBoxBottom}} ==What is the relationship between motivation and emotion?== How do motivation and emotion relate to one other? How do they work together? Consider two principles: * Emotion ''provides feedback'' about motivation processes (e.g., positive emotion if motivational pursuit is going well and negative emotion if it is going badly) * Emotions ''trigger motivational response'' (e.g., fear → fight, freeze, flight, fawn) Although motivation and emotion are often studied as separate constructs, they are intrinsically intertwined. This unit studies motivation and emotion separately but as the unit progesses, it increasingly emphasises on their relationship. == Take-home messages == * This unit seeks to understand and apply psychological theory and research about motivation and emotion. * Motivation refers to the processes that give behaviour its energy, direction, and persistence. * Emotions help us to adapt by providing feedback about our behaviour, functioning as motivators, and communicating our needs to others. ==Readings== # [[Motivation and emotion/About/Outline|Unit outline]] # Chapter 1: Introduction ([[Motivation and emotion/Readings/Textbooks/Reeve/2024|Reeve, 2024]]) ==Slides== * [https://docs.google.com/presentation/d/1IHVku9yn61fH2zj9A5CuR-ubOxyKyKTE_xnnQ5K0rws/edit?usp=sharing Unit overview] (Google Slides) * [https://docs.google.com/presentation/d/1QXyFYRso_B6dhzK_0_jg1PW203mFn8RwmZR8R2e9o6g/edit?usp=sharing Introduction to motivation and emotion] (Google Slides) <!-- * [http://www.slideshare.net/jtneill/motivation-and-emotion-unit-outline Lecture slides - Part A - Unit outline] (Slideshare) * [http://www.slideshare.net/jtneill/introduction-to-motivation-and-emotion Lecture slides - Part B - Introduction to motivation and emotion] (Slideshare) * Handouts ** [[Media:Introduction to motivation and emotion 3 slides per page.pdf|Download 3 slides per page]]: [[File:Introduction to motivation and emotion 3 slides per page.pdf|3 slides per page|100px]] ** [[Media:Introduction to motivation and emotion 6 slides per page.pdf|Download 6 slides per page]]: [[File:Introduction to motivation and emotion 6 slides per page.pdf|6 slides per page|100px]] --> ==See also== <!-- * [[Motivation and emotion/Lectures/Introduction/Images|Images]] --> * [[w:Emotion|Emotion]] (Wikipedia) * [[w:Motivation|Motivation]] (Wikipedia) * [[Introduction to psychology/Lectures/Motivation and emotion|Motivation and emotion]] (Introduction to Psychology - 1st year lecture) <!-- * [[b:Cognitive Psychology and Cognitive Neuroscience/Motivation and Emotion|Motivation and emotion]] (Wikibooks chapter) --> ;Lecture * [[{{#titleparts:{{PAGENAME}}|2}}/Historical development and assessment skills|Historical development and assessment skills]] (Next lecture) ;Tutorial * [[Motivation and emotion/Tutorials/Topic selection|Tutorial 1: Topic selection]] ==References== {{Hanging indent|1= Norcross, J. C., Mrykalo, M. S., & Blagys, M. D. (2002). Auld Lang Syne: Success predictors, change processes, and self‑reported outcomes of New Year’s resolvers and nonresolvers. ''Journal of Clinical Psychology'', ''58''(4), 397–405. https://doi.org/10.1002/jclp.1151 <nowiki>[</nowiki>[https://www.academia.edu/download/69869946/jclp.115120210918-10660-21ixpu.pdf pdf]<nowiki>]</nowiki> }} ==Recording== * [https://au-lti.bbcollab.com/recording/68ac75c3448f424cb279c06247f10800 Lecture 1] (2026)<!-- * [https://au-lti.bbcollab.com/recording/999a26ea301f48dfacb80155c624a594 Lecture 1] (2025) * [https://au-lti.bbcollab.com/recording/de540a9ab5474cf98bd718ae01f46b89 Lecture 1] (2024) * [https://au-lti.bbcollab.com/recording/e9cbc0b184474eebb10ae3532bda2055 Lecture 1] (2023) * [https://au-lti.bbcollab.com/recording/652f5ec1e86149a2921ed17923aed431 Lecture 1 recording] (2022) * [https://au-lti.bbcollab.com/recording/2075b3596d29469bb5e13a3b7f41ae30 Lecture 1 recording] (2021) --> {{Motivation and emotion/Lectures/Navigation}} [[Category:Motivation and emotion/Lectures/Introduction]] 7r037uiy9fh0c44li12ml99cvgzbor3 0 98592 2822618 2822524 2026-08-18T02:24:45Z Jtneill 10242 /* Relationship with other areas of psychology */ Update for 2026 2822618 wikitext text/x-wiki {{Motivation and emotion/Lectures|Lecture 2: Historical development and assessment skills|second}} {{Motivation and emotion/Lectures/In development}} <!-- {{Motivation and emotion/Lectures/In development}} --> <!-- {{Motivation and emotion/Lectures/Complete}} --> ==Overview== [[File:Forestay-Eye-Round-seizings-Bulls-eye.jpg|250px|right]] This lecture: * Discusses the ancient philosophical roots and recent development of psychological science about motivation and emotion. * Explains the [[Motivation and emotion/Assessment|assessment]] tasks, including ** use of [[Wikiversity]] for the *** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Topic|topic development]], *** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Chapter|book chapter]], ** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Exam/Practice quizzes|Practice quizzes]] and how to prepare for the [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Exam|exam]], and ** how to [[{{#titleparts:{{PAGENAME}}|1}}/Help|access support]]. Take-home messages: * The study of motivation and emotion has evolved from ancient philosophy to grand scientific theories that attempt to explain every everything about motivation to mini-theories which seek to explain specific phenomenon. Contemporary mini-theories emphasise the active nature of the person in shaping environments to meet their needs. * A wiki is an online collaborative platform that anyone can edit. Using [[Wikiversity]] for the topic development and book chapter is a way of contributing to the [[w:knowledge commons|knowledge commons]]. ==Outline== * Motivation in historical perspective ** Philosophical origins ** Grand theories ** Post-drive theory years ** Rise of mini-theories ** Contemporary perspective ** History of emotion science * Assessment task skills ** Contributing to the knowledge commons ** Topic development ** Book chapter ** Exam ==Motivation in historical perspective== * Motivation has emerged as a central topic in [[w:Psychology|psychology]] * Philosophical thinking began with the [[w:Ancient Greece|Ancient Greek]] dualistic view of behaviour as a conflict between: ** body (irrational impulses) and ** mind (rational control) * This disctinction was later echoed by Descartes' distinction between: ** passive biological impulses and ** the active will * Grand theories of motivation were developed from the late 19th century through to the mid-20th century. * These theories have been challenged and replaced. Motivation and emotion sciences remerged as interdisciplinary, integrating biological, cognitive, and social perspectives. * In evolving from philosophical ideas to empirical psychological science, the emphasis shifted from passive, mechanistic views to active, dynamic conceptions of the person. Whilst shaped by genetic, neurobiological, physiological, environmental, social, and cultural patterns and forces, an individual also has agency and some volitionary control over their reactions, decisions, and motivated actions. ===Philosophical origins=== [[File:Plato Pio-Clemetino Inv305.jpg|right|200px|thumb|Plato viewed human motivation as a struggle between appetitive desires, spirited will, and rational thought, an early tripartite model of the psyche that shaped later theories of volition and self-control.]] * [[w:Ancient Greek philosophy|Ancient Greek philosophers]] proposed tripartite models of human action as resulting from '''competing internal forces''':<br> ** [[w:Socrates|Socrates]] (~470s-390s BC) → [[w:Plato|Plato]] (~420s-340s BC) - 3 aspects (tripartite model) of the soul/mind: *** Appetitive - Bodily related appetite and desire (e.g., hunger) (physiological) *** Competitive - Socially-referenced standards (e.g., pride) (social) *** Calculating - Decision-making capabilities (e.g., reasoning) (thinking) ** → [[w:Aristotle|Aristotle]]'s (~380s-320s BC) version: *** Nutritive - Impulsive, irrational, animal-like (e.g., urges) (animalistic impulses) *** Sensitive - Bodily-related (e.g., pleasure & pain) *** Rational - Idea-related, intellectual - featured the will (e.g., intention, choice) ** What is similar or different? *** Both identify appetitive/nutritive—what today we might call '''physiological needs''' *** Both identify calculating/rational—what today we might call '''cognitive motivations''' *** Plato identified competitive social motivations which differs from Aristotle’s sensitive motivations (which wererelated to pleasure and pain) * [[w:René Descartes|Descartes]] (16th century AD) proposed a body-mind distinction: ** passive bodily instincts and ** the active will of the soul * These early ideas framed motivation as a battle between: ** animalistic/biological impulses and ** calculated/logical thought and reason ===Grand theories=== Scientific study of motivation intially pursued comprehensive, all-encompassing theories. These grand theories sought to explain all behaviour under unified principles. Three grand theories (will, instinct, and drive theory) are discussed by Reeve (2018, 2024): ====Will==== * Seen as the primary cause of human behaviour by scientists during the 17th–19th centuries * The [[w:Will (philosophy)|will]] was viewed as a faculty of the mind that initiates and sustains voluntary action * However, the will declined as an explanatory concept because it was: ** unobservable ** lacked measurable mechanisms, and ** offered limited explanatory power * Study of the will wasn't completely abandoned; it now consists of mini-theories (e.g., [[:Category:Motivation and emotion/Book/Ego depletion|ego depletion]]. * See also: [[Motivation and emotion/Book/2015/Willpower|Willpower: What is it and how can it be strengthened?]] (Book chapter, 2015) ====Instinct==== * Emerged late 19th century, influenced by [[w:Charles Darwin|Darwinian theory]] (i.e., biological, genetic) * Behaviour attributed to inherited, innate [[w:Instinct|instinct]]s (e.g., [[w:William James|William James]] listed dozens) * Instincts are unlearned, automated, mechanistic, inherited sources of motivation * [[w:William McDougall (psychologist)|William McDougall]] (early 20th century) proposed links between innate instincts and specific emotions and goal-directed behaviours, helping bridge biological impulses with purposive action * Declined because it was overly broad (e.g., countless proposed instincts), lacked empirical support, and failed to explain complex, learned, or culturally shaped behaviours (e.g., travel, creativity, altruism); labelling actions as “instinctive” offered description rather than genuine explanation * Watch: [https://www.youtube.com/embed/9hdSLiHaJz8?start=90&end=165 Instinct theory, the power of motivation] (CrashCourse Psychology #17, YouTube; 2:09 mins): Introduces motivation by explaining instinct theory ====Drive==== [[File:Sigmund Freud LIFE.jpg|right|200px|thumb|In the early 20th century [[w:Sigmund Freud|Sigmund Freud]] proposed that behaviour is driven by unconscious desires and internal conflicts between instinctual drives and social constraints.]] * Dominated early-to-mid 20th century psychology, notably: ** [[w:Sigmund Freud|Freud]]'s [[w:Psychodynamics|psychodynamic theory]] ** [[w:Clark L. Hull|Hull]]’s [[w:Drive reduction theory (learning theory)|drive reduction theory]] * Internal biological deficits (e.g., hunger) created drive states that directed behaviour * Emphasised [[w:Homeostasis|homeostasis]] and reinforcement learning * Declined because it could not only account for biological need reduction behaviours and not higher-order behaviours such as curiosity, achievement, or creativity. Drive theory also failed to explain cases where behaviour opposed drives (e.g., anorexia) or was elicited by external incentives rather than internal deficits. I * Resources ** [https://www.youtube.com/embed/9hdSLiHaJz8?start=165&end=219 Drive theory, the power of motivation] (CrashCourse Psychology #17, YouTube; 2:09 mins): Introduces motivation by explaining drive theory ** [[w:Drive reduction theory (learning theory)|Drive reduction theory]] ** [[Motivation and emotion/Book/2017/Drive reduction theory of motivation|Drive-reduction theory of motivation]] (Book chapter, 2017) ====Decline of grand theories==== The grand theories provided some of the jigsaw puzzle for psychological understanding of motivation, but lacked sufficient, nuanced detail to be practically useful. However, several broad motivational principles emerged, including [[w:Incentive|incentive]] and [[w:Arousal|arousal]]. ===Post-drive theory years=== * 1950s–1960s * [[w:Thomas Kuhn|Thomas Kuhn]]'s concept of [[w:Paradigm shift|paradigm shift]] (1962) in [[w:The Structure of Scientific Revolutions|The Structure of Scientific Revolutions]] helped reframe scientific progress as non-linear, influencing motivation science by encouraging the move away from rigid grand theories toward flexible, domain-specific mini-theories grounded in empirical research * In response to the limitations of grand theories, psychologists turned to narrower, more testable theories which focused on specific aspects of motivation (e.g., [[w:Goal setting|goal-setting]], [[w:Cognitive dissonance|cognitive dissonance]], [[w:Attribution (psychology)|attribution theory]]) * Emphasised empirical evidence over philosophical speculation * Three contemporary themes that characterise the mini-theories: ====Active nature of the person==== [[File:Arianna e la sua lente.JPG|230px|right|thumb|Curiosity reflects intrinsic motivation to explore, learn, and understand—core to the view of humans as active agents.]] * A major shift reframed humans not as passive responders but as active, curious, and self-regulating agents * Organismic theories (e.g., [[w:Self-determination theory|self-determination theory]]) highlighted the innate tendency to seek growth, mastery, and integration ====Cognitive revolution==== * In the 1960s–1970s, cognition gained prominence: beliefs, expectations, goals, and self-concepts became central to understanding motivation * Emphasis moved from behaviourism (classical and operant conditioning) to information processing and decision-making * Key developments included [[w:Expectancy-value theory|expectancy-value theories]] and attribution theory ====Socially relevant questions==== * Research extended beyond laboratory studies to address real-world problems: e.g., ** How do teachers motivate students? ** Why do people engage in risky behaviours? ** What sustains long-term goal pursuit? * Motivation became increasingly applied in education, health, work, and clinical domains ===Rise of mini-theories=== * Grand theories tried to explain full range of motivation, whereas mini-theories limit their attention to: ** Specific motivational phenomenon (e.g., achievement motivation, flow experiences) ** Special motivational circumstances (e.g., failure feedback, role models) ** Groups of people (e.g., extraverts, children, workers) ** Particular theoretical questions (e.g., relationship between cognition and emotion) * Example mini-theories ** [[w:Need for achievement|Achievement motivation theory]] ** [[w:Cognitive dissonance|Cognitive dissonance theory]] ** [[w:Goal-setting|Goal-setting theory]] ** [[w:Intrinsic motivation|Intrinsic motivation]] ** [[w:Learned helplessness|Learned helplessness theory]] ** [[w:Reactance (psychology)|Reactance theory]] ** [[w:Self-efficacy|Self-efficacy theory]] ** [[w:Self-schema|Self-schemas]] ===Contemporary era=== [[File:Mascia Ferri in Speed Skydiving.jpg|right|200px|thumb|Some people are motivated by sensation-seeking and the desire for high arousal, which can lead to engagement in high-risk activities like extreme sports]] * 1990s–present * Renewed interest in motivation emerged in 1990s through robust theories (e.g., self-determination theory) * Focus on psychological needs (autonomy, competence, relatedness), goals, and self-regulation * Pluralistic: Mini-theories each provide useful, interlocking perspectives for understanding the puzzle of motivation and emotion * Motivation became integrated with emotion, neuroscience, and social cognition * Current understanding: ** Behaviour is energised and directed by a multitude of multi-level and co-acting influences ** Motivational states need to be understood at multiple levels—neurological, cognitive, social, etc. ===Relationship with other areas of psychology=== Motivation and emotion are important pieces of the psychological puzzle, overlapping with other domains of psychology: * '''[[w:Social psychology|Social]]''': Social environments cause and contribute to much of our motivation and emotional experience. * '''[[w:Developmental psychology|Developmental]]''': Our motivational and emotional capacities and experiences grow and change across the lifespan. * '''[[w:Personality psychology|Personality]]''': Patterns of individual differences in motivation and emotion underlie personality traits. * '''[[w:Cognitive psychology|Cognitive]]''': Cognitions such as expectations, appraisals, decision-making, and self-concepts are central to understanding motivational and emotional responses. * '''[[w:Physiological psychology|Physiological]]''': Motivation and emotion have distinct physiological and neurological components and processes. * '''[[w:Health psychology|Health]], [[w:Counselling psychology|counselling]], and [[w:Clinical psychology|clinical]]''': Dysregulation of motivation and emotion (e.g., too much or too little) contributes to psychological disorders and affects physical health. * '''[[w:Educational psychology|Educational]]''': Motivation plays a key role in learning and achievement; emotion influences attention and cognitive processing. * '''[[w:Organizational psychology|Organisational]]''': Motivation affects job performance, satisfaction, and leadership; emotions affect decision-making and relationships. ===Brief history of emotion study=== * For much of psychology’s early development, emotion was neglected or treated as secondary to cognition * Descartes viewed emotion as psychosomatic, involving physical mechanisms and mental experience, vigorous bodily reaction to a person, object, or event—marking early dualistic thought * Charles Darwin viewed emotions as innate, universal, and evolutionarily adaptative for responding to environmental challenges and opportunities * William James proposed that emotions arise from physiological reactions to stimuli ([[w:James–Lange theory|James–Lange theory]], treating them as temporary psychological states * [[w:Cannon-Bard theory|Cannon-Bard theory]] challenged this view, arguing that emotions are generated in the brain (specifically, the thalamus) and occur simultaneously with physiological responses * Schachter-Singer's [[w:Two-factor theory of emotion|two-factor theory of emotion]] introduced the idea that emotion depends on both physiological arousal and cognitive appraisal * Cross-cultural research (e.g., [[w:Paul Ekman|Ekman]], 1960s) showed universal recognition of basic facial expressions (e.g., happiness, fear, anger), supporting the evolutionary basis of emotion while also revealing cultural variation in expression and display rules * Since the 1980s, emotion regained prominence through the rise of affective [[w:Neurosciece|neuroscience]], [[w:Appraisal|appraisal theories]] (e.g., Lazarus), and Fredrickson's [[w:Broaden-and-build theory|broaden-and-build theory]] of positive emotion * [[w:Affective computing|Affective computing]] emerged as a contemporary focus, exploring how technology can detect, interpret, and stimulate human emotions—highlighting the role of emotional intelligence in humans and machines * Today, motivation and emotion are understood as deeply interconnected processes that together shape behaviour, decision-making, and psychological well-being ==Assessment skills== Assessment skills (wiki editing) are taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]. ===Examples=== Examples of high quality major project submissions: # [[Motivation and emotion/Assessment/Topic#Examples|Topic development]] # [[Motivation and emotion/Assessment/Chapter#Examples|Book chapter]] + [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#Socialcontributionexamples|Social contributions]] ===Multimedia=== * [http://www.youtube.com/watch?v=dGCJ46vyR9o A vision of students today] (YouTube; 4:44 mins): Explores some reasons behind why are approaching the assessment this way * [http://www.youtube.com/watch?v=-dnL00TdmLY Wikis in plain English] (Commoncraft; 3:53 mins) explains the concept of a wiki and how it works * [http://www.youtube.com/watch?v=WghdsOz9KwA Wikipedia - An investment for your future; your children's future] (YouTube; 4:10 mins) explains the purpose of Wikipedia ==Readings== # Chapter 2: Motivation in historical perspective ([[Motivation and emotion/Readings/Textbooks/Reeve/2024|Reeve, 2024]]) # [[Motivation and emotion/Assessment|Assessment]] ## [[Motivation and emotion/Assessment/Topic|Topic development]] ## [[Motivation and emotion/Assessment/Chapter|Book chapter]] ## [[Motivation and emotion/Assessment/Exam|Exam]] ## [[Motivation and emotion/Wikiversity|Wikiversity skills]] ## [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] ==Slides== * [https://docs.google.com/presentation/d/1E1iEIUhiFJ4ecCVZgxnC5uGYOfK3t8Uq4_FKUW06Eyg/edit?usp=sharing Historical development] (Google Slides) * [https://docs.google.com/presentation/d/157gL4ep4QJ9CuIqEV5t6PsDFCGtXO2N8AeIFodXUqK8/edit?usp=sharing Assessment skills] (Google Slides) <!-- * [http://www.slideshare.net/jtneill/motivation-in-historical-perspective Lecture slides - Part A - Historical development] (Slideshare) * [http://www.slideshare.net/jtneill/motivation-and-emotion-assessment-task-skills Lecture slides - Part B - Assessment skills] (Slideshare) * Handouts ** [[Media:Historical development and assessment skills 3 slides per page.pdf|Download 3 slides per page]]: [[File:Historical development and assessment skills 3 slides per page.pdf|100px|3 slides per page]] ** [[Media:Historical development and assessment skills 6 slides per page.pdf|Download 6 slides per page]]: [[File:Historical development and assessment skills 6 slides per page.pdf|100px|6 slides per page]] --> ==See also== * [[/Images/]] ;Lectures * [[{{#titleparts:{{PAGENAME}}|2}}/Introduction|Introduction]] (Previous lecture) * [[{{#titleparts:{{PAGENAME}}|2}}/Brain and physiological needs|Brain and physiological needs]] (Next lecture) ;Tutorials * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2: Wiki editing]] ==Recording== * Lecture 2 (2026) TBA * [https://au-lti.bbcollab.com/recording/fd7370b440ed499da200e2cdf34f602a Lecture 2] (2025)<!-- * [https://au-lti.bbcollab.com/recording/4918a6b3058a4552889eac514250ff22 Lecture 2] (2024) * [https://au-lti.bbcollab.com/recording/d92064ed8ef044878d63355e0a920832 Lecture 2] (2023) * [https://au-lti.bbcollab.com/recording/e7fa41feb77c43eab6580a9f338e13c8 Lecture 2] (2022) * [https://au-lti.bbcollab.com/recording/3951859be633471f9544ac5084837075 Lecture 2] (2021) --> ==External links== * [https://www.verywellmind.com/drive-reduction-theory-2795381 Drive-reduction theory and human behavior: Biological need motivates behavior] (verywellmind) <!-- [http://study.com/academy/lesson/drive-reduction-theory-of-motivation-definition-examples-quiz.html Drive reduction theory of motivation: Definition & examples] --> {{Motivation and emotion/Lectures/Navigation}} [[Category:Motivation and emotion/Lectures/Historical development and assessment skills]] 9xzbdhjf5ro16c1pl1d983yadorvep9 2822619 2822618 2026-08-18T02:32:07Z Jtneill 10242 Update for 2026 2822619 wikitext text/x-wiki {{Motivation and emotion/Lectures|Lecture 2: Historical development and assessment skills|second}} {{Motivation and emotion/Lectures/In development}} <!-- {{Motivation and emotion/Lectures/In development}} --> <!-- {{Motivation and emotion/Lectures/Complete}} --> ==Overview== [[File:Forestay-Eye-Round-seizings-Bulls-eye.jpg|250px|right]] This lecture: * Discusses the ancient philosophical roots and recent development of psychological science about motivation and emotion. * Explains the [[Motivation and emotion/Assessment|assessment]] tasks, including ** use of [[Wikiversity]] for the *** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Topic|topic development]], *** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Chapter|book chapter]], ** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Exam/Practice quizzes|Practice quizzes]] and how to prepare for the [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Exam|exam]], and ** how to [[{{#titleparts:{{PAGENAME}}|1}}/Help|access support]]. Take-home messages: * The study of motivation and emotion has evolved from ancient philosophy to grand scientific theories that attempt to explain every everything about motivation to mini-theories which seek to explain specific phenomenon. Contemporary mini-theories emphasise the active nature of the person in shaping environments to meet their needs. * A wiki is an online collaborative platform that anyone can edit. Using [[Wikiversity]] for the topic development and book chapter is a way of contributing to the [[w:knowledge commons|knowledge commons]]. ==Outline== * Motivation in historical perspective ** Philosophical beginnings ** Grand theories ** Post-drive theory years ** Rise of mini-theories ** Contemporary perspective ** History of emotion science * Assessment task skills ** Contributing to the knowledge commons ** Topic development ** Book chapter ** Exam ==Motivation in historical perspective== * Motivation has emerged as a central topic in [[w:Psychology|psychology]] * Philosophical thinking began with the [[w:Ancient Greece|Ancient Greek]] dualistic view of behaviour as a conflict between: ** body (irrational impulses) and ** mind (rational control) * This disctinction was later echoed by Descartes' distinction between: ** passive biological impulses and ** the active will * Grand theories of motivation were developed from the late 19th century through to the mid-20th century. * These theories have been challenged and replaced. Motivation and emotion sciences remerged as interdisciplinary, integrating biological, cognitive, and social perspectives. * In evolving from philosophical ideas to empirical psychological science, the emphasis shifted from passive, mechanistic views to active, dynamic conceptions of the person. Whilst shaped by genetic, neurobiological, physiological, environmental, social, and cultural patterns and forces, an individual also has agency and some volitionary control over their reactions, decisions, and motivated actions. ===Philosophical beginnings=== [[File:Plato Pio-Clemetino Inv305.jpg|right|200px|thumb|Plato viewed human motivation as a struggle between appetitive desires, spirited will, and rational thought, an early tripartite model of the psyche that shaped later theories of volition and self-control.]] * [[w:Ancient Greek philosophy|Ancient Greek philosophers]] proposed tripartite models of human action as resulting from '''competing internal forces''':<br> ** [[w:Socrates|Socrates]] (~470s-390s BC) → [[w:Plato|Plato]] (~420s-340s BC) - 3 aspects (tripartite model) of the soul/mind: *** Appetitive - Bodily related appetite and desire (e.g., hunger) (physiological) *** Competitive - Socially-referenced standards (e.g., pride) (social) *** Calculating - Decision-making capabilities (e.g., reasoning) (thinking) ** → [[w:Aristotle|Aristotle]]'s (~380s-320s BC) version: *** Nutritive - Impulsive, irrational, animal-like (e.g., urges) (animalistic impulses) *** Sensitive - Bodily-related (e.g., pleasure & pain) *** Rational - Idea-related, intellectual - featured the will (e.g., intention, choice) ** What is similar or different? *** Both identify appetitive/nutritive—what today we might call '''physiological needs''' *** Both identify calculating/rational—what today we might call '''cognitive motivations''' *** Plato identified competitive social motivations which differs from Aristotle’s sensitive motivations (which wererelated to pleasure and pain) * [[w:René Descartes|Descartes]] (16th century AD) proposed a body-mind distinction: ** passive bodily instincts and ** the active will of the soul * These early ideas framed motivation as a battle between: ** animalistic/biological impulses and ** calculated/logical thought and reason ===Grand theories=== Scientific study of motivation intially pursued comprehensive, all-encompassing theories. These grand theories sought to explain all behaviour under unified principles. Three grand theories (will, instinct, and drive theory) are discussed by Reeve (2018, 2024): ====Will==== * Seen as the primary cause of human behaviour by scientists during the 17th–19th centuries * The [[w:Will (philosophy)|will]] was viewed as a faculty of the mind that initiates and sustains voluntary action * However, the will declined as an explanatory concept because it was: ** unobservable ** lacked measurable mechanisms, and ** offered limited explanatory power * Study of the will wasn't completely abandoned; it now consists of mini-theories (e.g., [[:Category:Motivation and emotion/Book/Ego depletion|ego depletion]]. * See also: [[Motivation and emotion/Book/2015/Willpower|Willpower: What is it and how can it be strengthened?]] (Book chapter, 2015) ====Instinct==== * Emerged late 19th century, influenced by [[w:Charles Darwin|Darwinian theory]] (i.e., biological, genetic) * Behaviour attributed to inherited, innate [[w:Instinct|instinct]]s (e.g., [[w:William James|William James]] listed dozens) * Instincts are unlearned, automated, mechanistic, inherited sources of motivation * [[w:William McDougall (psychologist)|William McDougall]] (early 20th century) proposed links between innate instincts and specific emotions and goal-directed behaviours, helping bridge biological impulses with purposive action * Declined because it was overly broad (e.g., countless proposed instincts), lacked empirical support, and failed to explain complex, learned, or culturally shaped behaviours (e.g., travel, creativity, altruism); labelling actions as “instinctive” offered description rather than genuine explanation * Watch: [https://www.youtube.com/embed/9hdSLiHaJz8?start=90&end=165 Instinct theory, the power of motivation] (CrashCourse Psychology #17, YouTube; 2:09 mins): Introduces motivation by explaining instinct theory ====Drive==== [[File:Sigmund Freud LIFE.jpg|right|200px|thumb|In the early 20th century [[w:Sigmund Freud|Sigmund Freud]] proposed that behaviour is driven by unconscious desires and internal conflicts between instinctual drives and social constraints.]] * Dominated early-to-mid 20th century psychology, notably: ** [[w:Sigmund Freud|Freud]]'s [[w:Psychodynamics|psychodynamic theory]] ** [[w:Clark L. Hull|Hull]]’s [[w:Drive reduction theory (learning theory)|drive reduction theory]] * Internal biological deficits (e.g., hunger) created drive states that directed behaviour * Emphasised [[w:Homeostasis|homeostasis]] and reinforcement learning * Declined because it could not only account for biological need reduction behaviours and not higher-order behaviours such as curiosity, achievement, or creativity. Drive theory also failed to explain cases where behaviour opposed drives (e.g., anorexia) or was elicited by external incentives rather than internal deficits. I * Resources ** [https://www.youtube.com/embed/9hdSLiHaJz8?start=165&end=219 Drive theory, the power of motivation] (CrashCourse Psychology #17, YouTube; 2:09 mins): Introduces motivation by explaining drive theory ** [[w:Drive reduction theory (learning theory)|Drive reduction theory]] ** [[Motivation and emotion/Book/2017/Drive reduction theory of motivation|Drive-reduction theory of motivation]] (Book chapter, 2017) ====Decline of grand theories==== The grand theories provided some of the jigsaw puzzle for psychological understanding of motivation, but lacked sufficient, nuanced detail to be practically useful. However, several broad motivational principles emerged, including [[w:Incentive|incentive]] and [[w:Arousal|arousal]]. ===Post-drive theory years=== * 1950s–1960s * [[w:Thomas Kuhn|Thomas Kuhn]]'s concept of [[w:Paradigm shift|paradigm shift]] (1962) in [[w:The Structure of Scientific Revolutions|The Structure of Scientific Revolutions]] helped reframe scientific progress as non-linear, influencing motivation science by encouraging the move away from rigid grand theories toward flexible, domain-specific mini-theories grounded in empirical research * In response to the limitations of grand theories, psychologists turned to narrower, more testable theories which focused on specific aspects of motivation (e.g., [[w:Goal setting|goal-setting]], [[w:Cognitive dissonance|cognitive dissonance]], [[w:Attribution (psychology)|attribution theory]]) * Emphasised empirical evidence over philosophical speculation * Three contemporary themes that characterise the mini-theories: ====Active nature of the person==== [[File:Arianna e la sua lente.JPG|230px|right|thumb|Curiosity reflects intrinsic motivation to explore, learn, and understand—core to the view of humans as active agents.]] * A major shift reframed humans not as passive responders but as active, curious, and self-regulating agents * Organismic theories (e.g., [[w:Self-determination theory|self-determination theory]]) highlighted the innate tendency to seek growth, mastery, and integration ====Cognitive revolution==== * In the 1960s–1970s, cognition gained prominence: beliefs, expectations, goals, and self-concepts became central to understanding motivation * Emphasis moved from behaviourism (classical and operant conditioning) to information processing and decision-making * Key developments included [[w:Expectancy-value theory|expectancy-value theories]] and attribution theory ====Socially relevant questions==== * Research extended beyond laboratory studies to address real-world problems: e.g., ** How do teachers motivate students? ** Why do people engage in risky behaviours? ** What sustains long-term goal pursuit? * Motivation became increasingly applied in education, health, work, and clinical domains ===Rise of mini-theories=== * Grand theories tried to explain full range of motivation, whereas mini-theories limit their attention to: ** Specific motivational phenomenon (e.g., achievement motivation, flow experiences) ** Special motivational circumstances (e.g., failure feedback, role models) ** Groups of people (e.g., extraverts, children, workers) ** Particular theoretical questions (e.g., relationship between cognition and emotion) * Example mini-theories ** [[w:Need for achievement|Achievement motivation theory]] ** [[w:Cognitive dissonance|Cognitive dissonance theory]] ** [[w:Goal-setting|Goal-setting theory]] ** [[w:Intrinsic motivation|Intrinsic motivation]] ** [[w:Learned helplessness|Learned helplessness theory]] ** [[w:Reactance (psychology)|Reactance theory]] ** [[w:Self-efficacy|Self-efficacy theory]] ** [[w:Self-schema|Self-schemas]] ===Contemporary era=== [[File:Mascia Ferri in Speed Skydiving.jpg|right|200px|thumb|Some people are motivated by sensation-seeking and the desire for high arousal, which can lead to engagement in high-risk activities like extreme sports]] * 1990s–present * Renewed interest in motivation emerged in 1990s through robust theories (e.g., self-determination theory) * Focus on psychological needs (autonomy, competence, relatedness), goals, and self-regulation * Pluralistic: Mini-theories each provide useful, interlocking perspectives for understanding the puzzle of motivation and emotion * Motivation became integrated with emotion, neuroscience, and social cognition * Current understanding: ** Behaviour is energised and directed by a multitude of multi-level and co-acting influences ** Motivational states need to be understood at multiple levels—neurological, cognitive, social, etc. ===Relationship with other areas of psychology=== Motivation and emotion are important pieces of the psychological puzzle, overlapping with other domains of psychology: * '''[[w:Social psychology|Social]]''': Social environments cause and contribute to much of our motivation and emotional experience. * '''[[w:Developmental psychology|Developmental]]''': Our motivational and emotional capacities and experiences grow and change across the lifespan. * '''[[w:Personality psychology|Personality]]''': Patterns of individual differences in motivation and emotion underlie personality traits. * '''[[w:Cognitive psychology|Cognitive]]''': Cognitions such as expectations, appraisals, decision-making, and self-concepts are central to understanding motivational and emotional responses. * '''[[w:Physiological psychology|Physiological]]''': Motivation and emotion have distinct physiological and neurological components and processes. * '''[[w:Health psychology|Health]], [[w:Counselling psychology|counselling]], and [[w:Clinical psychology|clinical]]''': Dysregulation of motivation and emotion (e.g., too much or too little) contributes to psychological disorders and affects physical health. * '''[[w:Educational psychology|Educational]]''': Motivation plays a key role in learning and achievement; emotion influences attention and cognitive processing. * '''[[w:Organizational psychology|Organisational]]''': Motivation affects job performance, satisfaction, and leadership; emotions affect decision-making and relationships. ===Brief history of emotion study=== * For much of psychology’s early development, emotion was neglected or treated as secondary to cognition * Descartes viewed emotion as psychosomatic, involving physical mechanisms and mental experience, vigorous bodily reaction to a person, object, or event—marking early dualistic thought * Charles Darwin viewed emotions as innate, universal, and evolutionarily adaptative for responding to environmental challenges and opportunities * William James proposed that emotions arise from physiological reactions to stimuli ([[w:James–Lange theory|James–Lange theory]], treating them as temporary psychological states * [[w:Cannon-Bard theory|Cannon-Bard theory]] challenged this view, arguing that emotions are generated in the brain (specifically, the thalamus) and occur simultaneously with physiological responses * Schachter-Singer's [[w:Two-factor theory of emotion|two-factor theory of emotion]] introduced the idea that emotion depends on both physiological arousal and cognitive appraisal * Cross-cultural research (e.g., [[w:Paul Ekman|Ekman]], 1960s) showed universal recognition of basic facial expressions (e.g., happiness, fear, anger), supporting the evolutionary basis of emotion while also revealing cultural variation in expression and display rules * Since the 1980s, emotion regained prominence through the rise of affective [[w:Neurosciece|neuroscience]], [[w:Appraisal|appraisal theories]] (e.g., Lazarus), and Fredrickson's [[w:Broaden-and-build theory|broaden-and-build theory]] of positive emotion * [[w:Affective computing|Affective computing]] emerged as a contemporary focus, exploring how technology can detect, interpret, and stimulate human emotions—highlighting the role of emotional intelligence in humans and machines * Today, motivation and emotion are understood as deeply interconnected processes that together shape behaviour, decision-making, and psychological well-being ==Assessment skills== Assessment skills (wiki editing) are taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]. ===Examples=== Examples of high quality major project submissions: # [[Motivation and emotion/Assessment/Topic#Examples|Topic development]] # [[Motivation and emotion/Assessment/Chapter#Examples|Book chapter]] + [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#Socialcontributionexamples|Social contributions]] ===Multimedia=== * [http://www.youtube.com/watch?v=dGCJ46vyR9o A vision of students today] (YouTube; 4:44 mins): Explores some reasons behind why are approaching the assessment this way * [http://www.youtube.com/watch?v=-dnL00TdmLY Wikis in plain English] (Commoncraft; 3:53 mins) explains the concept of a wiki and how it works * [http://www.youtube.com/watch?v=WghdsOz9KwA Wikipedia - An investment for your future; your children's future] (YouTube; 4:10 mins) explains the purpose of Wikipedia ==Readings== # Chapter 2: Motivation in historical perspective ([[Motivation and emotion/Readings/Textbooks/Reeve/2024|Reeve, 2024]]) # [[Motivation and emotion/Assessment|Assessment]] ## [[Motivation and emotion/Assessment/Topic|Topic development]] ## [[Motivation and emotion/Assessment/Chapter|Book chapter]] ## [[Motivation and emotion/Assessment/Exam|Exam]] ## [[Motivation and emotion/Wikiversity|Wikiversity skills]] ## [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] ==Slides== * [https://docs.google.com/presentation/d/1E1iEIUhiFJ4ecCVZgxnC5uGYOfK3t8Uq4_FKUW06Eyg/edit?usp=sharing Historical development] (Google Slides) * [https://docs.google.com/presentation/d/157gL4ep4QJ9CuIqEV5t6PsDFCGtXO2N8AeIFodXUqK8/edit?usp=sharing Assessment skills] (Google Slides) <!-- * [http://www.slideshare.net/jtneill/motivation-in-historical-perspective Lecture slides - Part A - Historical development] (Slideshare) * [http://www.slideshare.net/jtneill/motivation-and-emotion-assessment-task-skills Lecture slides - Part B - Assessment skills] (Slideshare) * Handouts ** [[Media:Historical development and assessment skills 3 slides per page.pdf|Download 3 slides per page]]: [[File:Historical development and assessment skills 3 slides per page.pdf|100px|3 slides per page]] ** [[Media:Historical development and assessment skills 6 slides per page.pdf|Download 6 slides per page]]: [[File:Historical development and assessment skills 6 slides per page.pdf|100px|6 slides per page]] --> ==See also== * [[/Images/]] ;Lectures * [[{{#titleparts:{{PAGENAME}}|2}}/Introduction|Introduction]] (Previous lecture) * [[{{#titleparts:{{PAGENAME}}|2}}/Brain and physiological needs|Brain and physiological needs]] (Next lecture) ;Tutorials * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2: Wiki editing]] ==Recording== * Lecture 2 (2026) TBA * [https://au-lti.bbcollab.com/recording/fd7370b440ed499da200e2cdf34f602a Lecture 2] (2025)<!-- * [https://au-lti.bbcollab.com/recording/4918a6b3058a4552889eac514250ff22 Lecture 2] (2024) * [https://au-lti.bbcollab.com/recording/d92064ed8ef044878d63355e0a920832 Lecture 2] (2023) * [https://au-lti.bbcollab.com/recording/e7fa41feb77c43eab6580a9f338e13c8 Lecture 2] (2022) * [https://au-lti.bbcollab.com/recording/3951859be633471f9544ac5084837075 Lecture 2] (2021) --> ==External links== * [https://www.verywellmind.com/drive-reduction-theory-2795381 Drive-reduction theory and human behavior: Biological need motivates behavior] (verywellmind) <!-- [http://study.com/academy/lesson/drive-reduction-theory-of-motivation-definition-examples-quiz.html Drive reduction theory of motivation: Definition & examples] --> {{Motivation and emotion/Lectures/Navigation}} [[Category:Motivation and emotion/Lectures/Historical development and assessment skills]] 11kni3t3ky1q7vctfs8ybklmpf62gvi 2822659 2822619 2026-08-18T06:33:25Z Jtneill 10242 + Video link and description 2822659 wikitext text/x-wiki {{Motivation and emotion/Lectures|Lecture 2: Historical development and assessment skills|second}} {{Motivation and emotion/Lectures/In development}} <!-- {{Motivation and emotion/Lectures/In development}} --> <!-- {{Motivation and emotion/Lectures/Complete}} --> ==Overview== [[File:Forestay-Eye-Round-seizings-Bulls-eye.jpg|250px|right]] This lecture: * Discusses the ancient philosophical roots and recent development of psychological science about motivation and emotion. * Explains the [[Motivation and emotion/Assessment|assessment]] tasks, including ** use of [[Wikiversity]] for the *** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Topic|topic development]], *** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Chapter|book chapter]], ** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Exam/Practice quizzes|Practice quizzes]] and how to prepare for the [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Exam|exam]], and ** how to [[{{#titleparts:{{PAGENAME}}|1}}/Help|access support]]. Take-home messages: * The study of motivation and emotion has evolved from ancient philosophy to grand scientific theories that attempt to explain every everything about motivation to mini-theories which seek to explain specific phenomenon. Contemporary mini-theories emphasise the active nature of the person in shaping environments to meet their needs. * A wiki is an online collaborative platform that anyone can edit. Using [[Wikiversity]] for the topic development and book chapter is a way of contributing to the [[w:knowledge commons|knowledge commons]]. ==Outline== * Motivation in historical perspective ** Philosophical beginnings ** Grand theories ** Post-drive theory years ** Rise of mini-theories ** Contemporary perspective ** History of emotion science * Assessment task skills ** Contributing to the knowledge commons ** Topic development ** Book chapter ** Exam ==Motivation in historical perspective== * Motivation has emerged as a central topic in [[w:Psychology|psychology]] * Philosophical thinking began with the [[w:Ancient Greece|Ancient Greek]] dualistic view of behaviour as a conflict between: ** body (irrational impulses) and ** mind (rational control) * This disctinction was later echoed by Descartes' distinction between: ** passive biological impulses and ** the active will * Grand theories of motivation were developed from the late 19th century through to the mid-20th century. * These theories have been challenged and replaced. Motivation and emotion sciences remerged as interdisciplinary, integrating biological, cognitive, and social perspectives. * In evolving from philosophical ideas to empirical psychological science, the emphasis shifted from passive, mechanistic views to active, dynamic conceptions of the person. Whilst shaped by genetic, neurobiological, physiological, environmental, social, and cultural patterns and forces, an individual also has agency and some volitionary control over their reactions, decisions, and motivated actions. ===Philosophical beginnings=== [[File:Plato Pio-Clemetino Inv305.jpg|right|200px|thumb|Plato viewed human motivation as a struggle between appetitive desires, spirited will, and rational thought, an early tripartite model of the psyche that shaped later theories of volition and self-control.]] * [[w:Ancient Greek philosophy|Ancient Greek philosophers]] proposed tripartite models of human action as resulting from '''competing internal forces''':<br> ** [[w:Socrates|Socrates]] (~470s-390s BC) → [[w:Plato|Plato]] (~420s-340s BC) - 3 aspects (tripartite model) of the soul/mind: *** Appetitive - Bodily related appetite and desire (e.g., hunger) (physiological) *** Competitive - Socially-referenced standards (e.g., pride) (social) *** Calculating - Decision-making capabilities (e.g., reasoning) (thinking) ** → [[w:Aristotle|Aristotle]]'s (~380s-320s BC) version: *** Nutritive - Impulsive, irrational, animal-like (e.g., urges) (animalistic impulses) *** Sensitive - Bodily-related (e.g., pleasure & pain) *** Rational - Idea-related, intellectual - featured the will (e.g., intention, choice) ** What is similar or different? *** Both identify appetitive/nutritive—what today we might call '''physiological needs''' *** Both identify calculating/rational—what today we might call '''cognitive motivations''' *** Plato identified competitive social motivations which differs from Aristotle’s sensitive motivations (which wererelated to pleasure and pain) * [[w:René Descartes|Descartes]] (16th century AD) proposed a body-mind distinction: ** passive bodily instincts and ** the active will of the soul * These early ideas framed motivation as a battle between: ** animalistic/biological impulses and ** calculated/logical thought and reason ===Grand theories=== Scientific study of motivation intially pursued comprehensive, all-encompassing theories. These grand theories sought to explain all behaviour under unified principles. Three grand theories (will, instinct, and drive theory) are discussed by Reeve (2018, 2024): ====Will==== * Seen as the primary cause of human behaviour by scientists during the 17th–19th centuries * The [[w:Will (philosophy)|will]] was viewed as a faculty of the mind that initiates and sustains voluntary action * However, the will declined as an explanatory concept because it was: ** unobservable ** lacked measurable mechanisms, and ** offered limited explanatory power * Study of the will wasn't completely abandoned; it now consists of mini-theories (e.g., [[:Category:Motivation and emotion/Book/Ego depletion|ego depletion]]. * See also: [[Motivation and emotion/Book/2015/Willpower|Willpower: What is it and how can it be strengthened?]] (Book chapter, 2015) ====Instinct==== * Emerged late 19th century, influenced by [[w:Charles Darwin|Darwinian theory]] (i.e., biological, genetic) * Behaviour attributed to inherited, innate [[w:Instinct|instinct]]s (e.g., [[w:William James|William James]] listed dozens) * Instincts are unlearned, automated, mechanistic, inherited sources of motivation * [[w:William McDougall (psychologist)|William McDougall]] (early 20th century) proposed links between innate instincts and specific emotions and goal-directed behaviours, helping bridge biological impulses with purposive action * Declined because it was overly broad (e.g., countless proposed instincts), lacked empirical support, and failed to explain complex, learned, or culturally shaped behaviours (e.g., travel, creativity, altruism); labelling actions as “instinctive” offered description rather than genuine explanation * Watch: [https://www.youtube.com/embed/9hdSLiHaJz8?start=90&end=165 Instinct theory, the power of motivation] (CrashCourse Psychology #17, YouTube; 2:09 mins): Introduces motivation by explaining instinct theory ====Drive==== [[File:Sigmund Freud LIFE.jpg|right|200px|thumb|In the early 20th century [[w:Sigmund Freud|Sigmund Freud]] proposed that behaviour is driven by unconscious desires and internal conflicts between instinctual drives and social constraints.]] * Dominated early-to-mid 20th century psychology, notably: ** [[w:Sigmund Freud|Freud]]'s [[w:Psychodynamics|psychodynamic theory]] ** [[w:Clark L. Hull|Hull]]’s [[w:Drive reduction theory (learning theory)|drive reduction theory]] * Internal biological deficits (e.g., hunger) created drive states that directed behaviour * Emphasised [[w:Homeostasis|homeostasis]] and reinforcement learning * Declined because it could not only account for biological need reduction behaviours and not higher-order behaviours such as curiosity, achievement, or creativity. Drive theory also failed to explain cases where behaviour opposed drives (e.g., anorexia) or was elicited by external incentives rather than internal deficits. I * Resources ** [https://www.youtube.com/embed/9hdSLiHaJz8?start=165&end=219 Drive theory, the power of motivation] (CrashCourse Psychology #17, YouTube; 2:09 mins): Introduces motivation by explaining drive theory ** [[w:Drive reduction theory (learning theory)|Drive reduction theory]] ** [[Motivation and emotion/Book/2017/Drive reduction theory of motivation|Drive-reduction theory of motivation]] (Book chapter, 2017) ====Decline of grand theories==== The grand theories provided some of the jigsaw puzzle for psychological understanding of motivation, but lacked sufficient, nuanced detail to be practically useful. However, several broad motivational principles emerged, including [[w:Incentive|incentive]] and [[w:Arousal|arousal]]. ===Post-drive theory years=== * 1950s–1960s * [[w:Thomas Kuhn|Thomas Kuhn]]'s concept of [[w:Paradigm shift|paradigm shift]] (1962) in [[w:The Structure of Scientific Revolutions|The Structure of Scientific Revolutions]] helped reframe scientific progress as non-linear, influencing motivation science by encouraging the move away from rigid grand theories toward flexible, domain-specific mini-theories grounded in empirical research * In response to the limitations of grand theories, psychologists turned to narrower, more testable theories which focused on specific aspects of motivation (e.g., [[w:Goal setting|goal-setting]], [[w:Cognitive dissonance|cognitive dissonance]], [[w:Attribution (psychology)|attribution theory]]) * Emphasised empirical evidence over philosophical speculation * Three contemporary themes that characterise the mini-theories: ====Active nature of the person==== [[File:Arianna e la sua lente.JPG|230px|right|thumb|Curiosity reflects intrinsic motivation to explore, learn, and understand—core to the view of humans as active agents.]] * A major shift reframed humans not as passive responders but as active, curious, and self-regulating agents * Organismic theories (e.g., [[w:Self-determination theory|self-determination theory]]) highlighted the innate tendency to seek growth, mastery, and integration ====Cognitive revolution==== * In the 1960s–1970s, cognition gained prominence: beliefs, expectations, goals, and self-concepts became central to understanding motivation * Emphasis moved from behaviourism (classical and operant conditioning) to information processing and decision-making * Key developments included [[w:Expectancy-value theory|expectancy-value theories]] and attribution theory ====Socially relevant questions==== * Research extended beyond laboratory studies to address real-world problems: e.g., ** How do teachers motivate students? ** Why do people engage in risky behaviours? ** What sustains long-term goal pursuit? * Motivation became increasingly applied in education, health, work, and clinical domains ===Rise of mini-theories=== * Grand theories tried to explain full range of motivation, whereas mini-theories limit their attention to: ** Specific motivational phenomenon (e.g., achievement motivation, flow experiences) ** Special motivational circumstances (e.g., failure feedback, role models) ** Groups of people (e.g., extraverts, children, workers) ** Particular theoretical questions (e.g., relationship between cognition and emotion) * Example mini-theories ** [[w:Need for achievement|Achievement motivation theory]] ** [[w:Cognitive dissonance|Cognitive dissonance theory]] ** [[w:Goal-setting|Goal-setting theory]] ** [[w:Intrinsic motivation|Intrinsic motivation]] ** [[w:Learned helplessness|Learned helplessness theory]] ** [[w:Reactance (psychology)|Reactance theory]] ** [[w:Self-efficacy|Self-efficacy theory]] ** [[w:Self-schema|Self-schemas]] ===Contemporary era=== [[File:Mascia Ferri in Speed Skydiving.jpg|right|200px|thumb|Some people are motivated by sensation-seeking and the desire for high arousal, which can lead to engagement in high-risk activities like extreme sports]] * 1990s–present * Renewed interest in motivation emerged in 1990s through robust theories (e.g., self-determination theory) * Focus on psychological needs (autonomy, competence, relatedness), goals, and self-regulation * Pluralistic: Mini-theories each provide useful, interlocking perspectives for understanding the puzzle of motivation and emotion * Motivation became integrated with emotion, neuroscience, and social cognition * Current understanding: ** Behaviour is energised and directed by a multitude of multi-level and co-acting influences ** Motivational states need to be understood at multiple levels—neurological, cognitive, social, etc. ===Relationship with other areas of psychology=== Motivation and emotion are important pieces of the psychological puzzle, overlapping with other domains of psychology: * '''[[w:Social psychology|Social]]''': Social environments cause and contribute to much of our motivation and emotional experience. * '''[[w:Developmental psychology|Developmental]]''': Our motivational and emotional capacities and experiences grow and change across the lifespan. * '''[[w:Personality psychology|Personality]]''': Patterns of individual differences in motivation and emotion underlie personality traits. * '''[[w:Cognitive psychology|Cognitive]]''': Cognitions such as expectations, appraisals, decision-making, and self-concepts are central to understanding motivational and emotional responses. * '''[[w:Physiological psychology|Physiological]]''': Motivation and emotion have distinct physiological and neurological components and processes. * '''[[w:Health psychology|Health]], [[w:Counselling psychology|counselling]], and [[w:Clinical psychology|clinical]]''': Dysregulation of motivation and emotion (e.g., too much or too little) contributes to psychological disorders and affects physical health. * '''[[w:Educational psychology|Educational]]''': Motivation plays a key role in learning and achievement; emotion influences attention and cognitive processing. * '''[[w:Organizational psychology|Organisational]]''': Motivation affects job performance, satisfaction, and leadership; emotions affect decision-making and relationships. ===Brief history of emotion study=== * For much of psychology’s early development, emotion was neglected or treated as secondary to cognition * Descartes viewed emotion as psychosomatic, involving physical mechanisms and mental experience, vigorous bodily reaction to a person, object, or event—marking early dualistic thought * Charles Darwin viewed emotions as innate, universal, and evolutionarily adaptative for responding to environmental challenges and opportunities * William James proposed that emotions arise from physiological reactions to stimuli ([[w:James–Lange theory|James–Lange theory]], treating them as temporary psychological states * [[w:Cannon-Bard theory|Cannon-Bard theory]] challenged this view, arguing that emotions are generated in the brain (specifically, the thalamus) and occur simultaneously with physiological responses * Schachter-Singer's [[w:Two-factor theory of emotion|two-factor theory of emotion]] introduced the idea that emotion depends on both physiological arousal and cognitive appraisal * Cross-cultural research (e.g., [[w:Paul Ekman|Ekman]], 1960s) showed universal recognition of basic facial expressions (e.g., happiness, fear, anger), supporting the evolutionary basis of emotion while also revealing cultural variation in expression and display rules * Since the 1980s, emotion regained prominence through the rise of affective [[w:Neurosciece|neuroscience]], [[w:Appraisal|appraisal theories]] (e.g., Lazarus), and Fredrickson's [[w:Broaden-and-build theory|broaden-and-build theory]] of positive emotion * [[w:Affective computing|Affective computing]] emerged as a contemporary focus, exploring how technology can detect, interpret, and stimulate human emotions—highlighting the role of emotional intelligence in humans and machines * Today, motivation and emotion are understood as deeply interconnected processes that together shape behaviour, decision-making, and psychological well-being ===Multimedia=== * [https://www.youtube.com/watch?v=9hdSLiHaJz8&t=69s Instinct theory and drive theory] (YouTube; 2:20 mins; watch from 1:09 to 3:29 mins): Explains what motivation is, evolutionary/instinct theory, and drive-reduction theory ==Assessment skills== Assessment skills (wiki editing) are taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]. ===Examples=== Examples of high quality major project submissions: # [[Motivation and emotion/Assessment/Topic#Examples|Topic development]] # [[Motivation and emotion/Assessment/Chapter#Examples|Book chapter]] + [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#Socialcontributionexamples|Social contributions]] ===Multimedia=== * [http://www.youtube.com/watch?v=dGCJ46vyR9o A vision of students today] (YouTube; 4:44 mins): Explores some reasons behind why are approaching the assessment this way * [http://www.youtube.com/watch?v=-dnL00TdmLY Wikis in plain English] (Commoncraft; 3:53 mins) explains the concept of a wiki and how it works * [http://www.youtube.com/watch?v=WghdsOz9KwA Wikipedia - An investment for your future; your children's future] (YouTube; 4:10 mins) explains the purpose of Wikipedia ==Readings== # Chapter 2: Motivation in historical perspective ([[Motivation and emotion/Readings/Textbooks/Reeve/2024|Reeve, 2024]]) # [[Motivation and emotion/Assessment|Assessment]] ## [[Motivation and emotion/Assessment/Topic|Topic development]] ## [[Motivation and emotion/Assessment/Chapter|Book chapter]] ## [[Motivation and emotion/Assessment/Exam|Exam]] ## [[Motivation and emotion/Wikiversity|Wikiversity skills]] ## [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] ==Slides== * [https://docs.google.com/presentation/d/1E1iEIUhiFJ4ecCVZgxnC5uGYOfK3t8Uq4_FKUW06Eyg/edit?usp=sharing Historical development] (Google Slides) * [https://docs.google.com/presentation/d/157gL4ep4QJ9CuIqEV5t6PsDFCGtXO2N8AeIFodXUqK8/edit?usp=sharing Assessment skills] (Google Slides) <!-- * [http://www.slideshare.net/jtneill/motivation-in-historical-perspective Lecture slides - Part A - Historical development] (Slideshare) * [http://www.slideshare.net/jtneill/motivation-and-emotion-assessment-task-skills Lecture slides - Part B - Assessment skills] (Slideshare) * Handouts ** [[Media:Historical development and assessment skills 3 slides per page.pdf|Download 3 slides per page]]: [[File:Historical development and assessment skills 3 slides per page.pdf|100px|3 slides per page]] ** [[Media:Historical development and assessment skills 6 slides per page.pdf|Download 6 slides per page]]: [[File:Historical development and assessment skills 6 slides per page.pdf|100px|6 slides per page]] --> ==See also== * [[/Images/]] ;Lectures * [[{{#titleparts:{{PAGENAME}}|2}}/Introduction|Introduction]] (Previous lecture) * [[{{#titleparts:{{PAGENAME}}|2}}/Brain and physiological needs|Brain and physiological needs]] (Next lecture) ;Tutorials * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2: Wiki editing]] ==Recording== * Lecture 2 (2026) TBA * [https://au-lti.bbcollab.com/recording/fd7370b440ed499da200e2cdf34f602a Lecture 2] (2025)<!-- * [https://au-lti.bbcollab.com/recording/4918a6b3058a4552889eac514250ff22 Lecture 2] (2024) * [https://au-lti.bbcollab.com/recording/d92064ed8ef044878d63355e0a920832 Lecture 2] (2023) * [https://au-lti.bbcollab.com/recording/e7fa41feb77c43eab6580a9f338e13c8 Lecture 2] (2022) * [https://au-lti.bbcollab.com/recording/3951859be633471f9544ac5084837075 Lecture 2] (2021) --> ==External links== * [https://www.verywellmind.com/drive-reduction-theory-2795381 Drive-reduction theory and human behavior: Biological need motivates behavior] (verywellmind) <!-- [http://study.com/academy/lesson/drive-reduction-theory-of-motivation-definition-examples-quiz.html Drive reduction theory of motivation: Definition & examples] --> {{Motivation and emotion/Lectures/Navigation}} [[Category:Motivation and emotion/Lectures/Historical development and assessment skills]] fqk0eohau022ws8myvyxm1lda5l0hia 2822687 2822659 2026-08-18T09:21:10Z Jtneill 10242 /* Decline of grand theories */ Update for 2026 2822687 wikitext text/x-wiki {{Motivation and emotion/Lectures|Lecture 2: Historical development and assessment skills|second}} {{Motivation and emotion/Lectures/In development}} <!-- {{Motivation and emotion/Lectures/In development}} --> <!-- {{Motivation and emotion/Lectures/Complete}} --> ==Overview== [[File:Forestay-Eye-Round-seizings-Bulls-eye.jpg|250px|right]] This lecture: * Discusses the ancient philosophical roots and recent development of psychological science about motivation and emotion. * Explains the [[Motivation and emotion/Assessment|assessment]] tasks, including ** use of [[Wikiversity]] for the *** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Topic|topic development]], *** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Chapter|book chapter]], ** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Exam/Practice quizzes|Practice quizzes]] and how to prepare for the [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Exam|exam]], and ** how to [[{{#titleparts:{{PAGENAME}}|1}}/Help|access support]]. Take-home messages: * The study of motivation and emotion has evolved from ancient philosophy to grand scientific theories that attempt to explain every everything about motivation to mini-theories which seek to explain specific phenomenon. Contemporary mini-theories emphasise the active nature of the person in shaping environments to meet their needs. * A wiki is an online collaborative platform that anyone can edit. Using [[Wikiversity]] for the topic development and book chapter is a way of contributing to the [[w:knowledge commons|knowledge commons]]. ==Outline== * Motivation in historical perspective ** Philosophical beginnings ** Grand theories ** Post-drive theory years ** Rise of mini-theories ** Contemporary perspective ** History of emotion science * Assessment task skills ** Contributing to the knowledge commons ** Topic development ** Book chapter ** Exam ==Motivation in historical perspective== * Motivation has emerged as a central topic in [[w:Psychology|psychology]] * Philosophical thinking began with the [[w:Ancient Greece|Ancient Greek]] dualistic view of behaviour as a conflict between: ** body (irrational impulses) and ** mind (rational control) * This disctinction was later echoed by Descartes' distinction between: ** passive biological impulses and ** the active will * Grand theories of motivation were developed from the late 19th century through to the mid-20th century. * These theories have been challenged and replaced. Motivation and emotion sciences remerged as interdisciplinary, integrating biological, cognitive, and social perspectives. * In evolving from philosophical ideas to empirical psychological science, the emphasis shifted from passive, mechanistic views to active, dynamic conceptions of the person. Whilst shaped by genetic, neurobiological, physiological, environmental, social, and cultural patterns and forces, an individual also has agency and some volitionary control over their reactions, decisions, and motivated actions. ===Philosophical beginnings=== [[File:Plato Pio-Clemetino Inv305.jpg|right|200px|thumb|Plato viewed human motivation as a struggle between appetitive desires, spirited will, and rational thought, an early tripartite model of the psyche that shaped later theories of volition and self-control.]] * [[w:Ancient Greek philosophy|Ancient Greek philosophers]] proposed tripartite models of human action as resulting from '''competing internal forces''':<br> ** [[w:Socrates|Socrates]] (~470s-390s BC) → [[w:Plato|Plato]] (~420s-340s BC) - 3 aspects (tripartite model) of the soul/mind: *** Appetitive - Bodily related appetite and desire (e.g., hunger) (physiological) *** Competitive - Socially-referenced standards (e.g., pride) (social) *** Calculating - Decision-making capabilities (e.g., reasoning) (thinking) ** → [[w:Aristotle|Aristotle]]'s (~380s-320s BC) version: *** Nutritive - Impulsive, irrational, animal-like (e.g., urges) (animalistic impulses) *** Sensitive - Bodily-related (e.g., pleasure & pain) *** Rational - Idea-related, intellectual - featured the will (e.g., intention, choice) ** What is similar or different? *** Both identify appetitive/nutritive—what today we might call '''physiological needs''' *** Both identify calculating/rational—what today we might call '''cognitive motivations''' *** Plato identified competitive social motivations which differs from Aristotle’s sensitive motivations (which wererelated to pleasure and pain) * [[w:René Descartes|Descartes]] (16th century AD) proposed a body-mind distinction: ** passive bodily instincts and ** the active will of the soul * These early ideas framed motivation as a battle between: ** animalistic/biological impulses and ** calculated/logical thought and reason ===Grand theories=== Scientific study of motivation intially pursued comprehensive, all-encompassing theories. These grand theories sought to explain all behaviour under unified principles. Three grand theories (will, instinct, and drive theory) are discussed by Reeve (2018, 2024): ====Will==== * Seen as the primary cause of human behaviour by scientists during the 17th–19th centuries * The [[w:Will (philosophy)|will]] was viewed as a faculty of the mind that initiates and sustains voluntary action * However, the will declined as an explanatory concept because it was: ** unobservable ** lacked measurable mechanisms, and ** offered limited explanatory power * Study of the will wasn't completely abandoned; it now consists of mini-theories (e.g., [[:Category:Motivation and emotion/Book/Ego depletion|ego depletion]]. * See also: [[Motivation and emotion/Book/2015/Willpower|Willpower: What is it and how can it be strengthened?]] (Book chapter, 2015) ====Instinct==== * Emerged late 19th century, influenced by [[w:Charles Darwin|Darwinian theory]] (i.e., biological, genetic) * Behaviour attributed to inherited, innate [[w:Instinct|instinct]]s (e.g., [[w:William James|William James]] listed dozens) * Instincts are unlearned, automated, mechanistic, inherited sources of motivation * [[w:William McDougall (psychologist)|William McDougall]] (early 20th century) proposed links between innate instincts and specific emotions and goal-directed behaviours, helping bridge biological impulses with purposive action * Declined because it was overly broad (e.g., countless proposed instincts), lacked empirical support, and failed to explain complex, learned, or culturally shaped behaviours (e.g., travel, creativity, altruism); labelling actions as “instinctive” offered description rather than genuine explanation * Watch: [https://www.youtube.com/embed/9hdSLiHaJz8?start=90&end=165 Instinct theory, the power of motivation] (CrashCourse Psychology #17, YouTube; 2:09 mins): Introduces motivation by explaining instinct theory ====Drive==== [[File:Sigmund Freud LIFE.jpg|right|200px|thumb|In the early 20th century [[w:Sigmund Freud|Sigmund Freud]] proposed that behaviour is driven by unconscious desires and internal conflicts between instinctual drives and social constraints.]] * Dominated early-to-mid 20th century psychology, notably: ** [[w:Sigmund Freud|Freud]]'s [[w:Psychodynamics|psychodynamic theory]] ** [[w:Clark L. Hull|Hull]]’s [[w:Drive reduction theory (learning theory)|drive reduction theory]] * Internal biological deficits (e.g., hunger) created drive states that directed behaviour * Emphasised [[w:Homeostasis|homeostasis]] and reinforcement learning * Declined because it could not only account for biological need reduction behaviours and not higher-order behaviours such as curiosity, achievement, or creativity. Drive theory also failed to explain cases where behaviour opposed drives (e.g., anorexia) or was elicited by external incentives rather than internal deficits. I * Resources ** [https://www.youtube.com/embed/9hdSLiHaJz8?start=165&end=219 Drive theory, the power of motivation] (CrashCourse Psychology #17, YouTube; 2:09 mins): Introduces motivation by explaining drive theory ** [[w:Drive reduction theory (learning theory)|Drive reduction theory]] ** [[Motivation and emotion/Book/2017/Drive reduction theory of motivation|Drive-reduction theory of motivation]] (Book chapter, 2017) ====Decline of grand theories==== * The grand theories provided some of the jigsaw puzzle for psychological understanding of motivation, but lacked sufficient, nuanced detail to be practically useful. * However, several broad motivational principles emerged, including [[w:Incentive|incentive]] and [[w:Arousal|arousal]]. ===Post-drive theory years=== * 1950s–1960s * [[w:Thomas Kuhn|Thomas Kuhn]]'s concept of [[w:Paradigm shift|paradigm shift]] (1962) in [[w:The Structure of Scientific Revolutions|The Structure of Scientific Revolutions]] helped reframe scientific progress as non-linear, influencing motivation science by encouraging the move away from rigid grand theories toward flexible, domain-specific mini-theories grounded in empirical research * In response to the limitations of grand theories, psychologists turned to narrower, more testable theories which focused on specific aspects of motivation (e.g., [[w:Goal setting|goal-setting]], [[w:Cognitive dissonance|cognitive dissonance]], [[w:Attribution (psychology)|attribution theory]]) * Emphasised empirical evidence over philosophical speculation * Three contemporary themes that characterise the mini-theories: ====Active nature of the person==== [[File:Arianna e la sua lente.JPG|230px|right|thumb|Curiosity reflects intrinsic motivation to explore, learn, and understand—core to the view of humans as active agents.]] * A major shift reframed humans not as passive responders but as active, curious, and self-regulating agents * Organismic theories (e.g., [[w:Self-determination theory|self-determination theory]]) highlighted the innate tendency to seek growth, mastery, and integration ====Cognitive revolution==== * In the 1960s–1970s, cognition gained prominence: beliefs, expectations, goals, and self-concepts became central to understanding motivation * Emphasis moved from behaviourism (classical and operant conditioning) to information processing and decision-making * Key developments included [[w:Expectancy-value theory|expectancy-value theories]] and attribution theory ====Socially relevant questions==== * Research extended beyond laboratory studies to address real-world problems: e.g., ** How do teachers motivate students? ** Why do people engage in risky behaviours? ** What sustains long-term goal pursuit? * Motivation became increasingly applied in education, health, work, and clinical domains ===Rise of mini-theories=== * Grand theories tried to explain full range of motivation, whereas mini-theories limit their attention to: ** Specific motivational phenomenon (e.g., achievement motivation, flow experiences) ** Special motivational circumstances (e.g., failure feedback, role models) ** Groups of people (e.g., extraverts, children, workers) ** Particular theoretical questions (e.g., relationship between cognition and emotion) * Example mini-theories ** [[w:Need for achievement|Achievement motivation theory]] ** [[w:Cognitive dissonance|Cognitive dissonance theory]] ** [[w:Goal-setting|Goal-setting theory]] ** [[w:Intrinsic motivation|Intrinsic motivation]] ** [[w:Learned helplessness|Learned helplessness theory]] ** [[w:Reactance (psychology)|Reactance theory]] ** [[w:Self-efficacy|Self-efficacy theory]] ** [[w:Self-schema|Self-schemas]] ===Contemporary era=== [[File:Mascia Ferri in Speed Skydiving.jpg|right|200px|thumb|Some people are motivated by sensation-seeking and the desire for high arousal, which can lead to engagement in high-risk activities like extreme sports]] * 1990s–present * Renewed interest in motivation emerged in 1990s through robust theories (e.g., self-determination theory) * Focus on psychological needs (autonomy, competence, relatedness), goals, and self-regulation * Pluralistic: Mini-theories each provide useful, interlocking perspectives for understanding the puzzle of motivation and emotion * Motivation became integrated with emotion, neuroscience, and social cognition * Current understanding: ** Behaviour is energised and directed by a multitude of multi-level and co-acting influences ** Motivational states need to be understood at multiple levels—neurological, cognitive, social, etc. ===Relationship with other areas of psychology=== Motivation and emotion are important pieces of the psychological puzzle, overlapping with other domains of psychology: * '''[[w:Social psychology|Social]]''': Social environments cause and contribute to much of our motivation and emotional experience. * '''[[w:Developmental psychology|Developmental]]''': Our motivational and emotional capacities and experiences grow and change across the lifespan. * '''[[w:Personality psychology|Personality]]''': Patterns of individual differences in motivation and emotion underlie personality traits. * '''[[w:Cognitive psychology|Cognitive]]''': Cognitions such as expectations, appraisals, decision-making, and self-concepts are central to understanding motivational and emotional responses. * '''[[w:Physiological psychology|Physiological]]''': Motivation and emotion have distinct physiological and neurological components and processes. * '''[[w:Health psychology|Health]], [[w:Counselling psychology|counselling]], and [[w:Clinical psychology|clinical]]''': Dysregulation of motivation and emotion (e.g., too much or too little) contributes to psychological disorders and affects physical health. * '''[[w:Educational psychology|Educational]]''': Motivation plays a key role in learning and achievement; emotion influences attention and cognitive processing. * '''[[w:Organizational psychology|Organisational]]''': Motivation affects job performance, satisfaction, and leadership; emotions affect decision-making and relationships. ===Brief history of emotion study=== * For much of psychology’s early development, emotion was neglected or treated as secondary to cognition * Descartes viewed emotion as psychosomatic, involving physical mechanisms and mental experience, vigorous bodily reaction to a person, object, or event—marking early dualistic thought * Charles Darwin viewed emotions as innate, universal, and evolutionarily adaptative for responding to environmental challenges and opportunities * William James proposed that emotions arise from physiological reactions to stimuli ([[w:James–Lange theory|James–Lange theory]], treating them as temporary psychological states * [[w:Cannon-Bard theory|Cannon-Bard theory]] challenged this view, arguing that emotions are generated in the brain (specifically, the thalamus) and occur simultaneously with physiological responses * Schachter-Singer's [[w:Two-factor theory of emotion|two-factor theory of emotion]] introduced the idea that emotion depends on both physiological arousal and cognitive appraisal * Cross-cultural research (e.g., [[w:Paul Ekman|Ekman]], 1960s) showed universal recognition of basic facial expressions (e.g., happiness, fear, anger), supporting the evolutionary basis of emotion while also revealing cultural variation in expression and display rules * Since the 1980s, emotion regained prominence through the rise of affective [[w:Neurosciece|neuroscience]], [[w:Appraisal|appraisal theories]] (e.g., Lazarus), and Fredrickson's [[w:Broaden-and-build theory|broaden-and-build theory]] of positive emotion * [[w:Affective computing|Affective computing]] emerged as a contemporary focus, exploring how technology can detect, interpret, and stimulate human emotions—highlighting the role of emotional intelligence in humans and machines * Today, motivation and emotion are understood as deeply interconnected processes that together shape behaviour, decision-making, and psychological well-being ===Multimedia=== * [https://www.youtube.com/watch?v=9hdSLiHaJz8&t=69s Instinct theory and drive theory] (YouTube; 2:20 mins; watch from 1:09 to 3:29 mins): Explains what motivation is, evolutionary/instinct theory, and drive-reduction theory ==Assessment skills== Assessment skills (wiki editing) are taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]. ===Examples=== Examples of high quality major project submissions: # [[Motivation and emotion/Assessment/Topic#Examples|Topic development]] # [[Motivation and emotion/Assessment/Chapter#Examples|Book chapter]] + [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#Socialcontributionexamples|Social contributions]] ===Multimedia=== * [http://www.youtube.com/watch?v=dGCJ46vyR9o A vision of students today] (YouTube; 4:44 mins): Explores some reasons behind why are approaching the assessment this way * [http://www.youtube.com/watch?v=-dnL00TdmLY Wikis in plain English] (Commoncraft; 3:53 mins) explains the concept of a wiki and how it works * [http://www.youtube.com/watch?v=WghdsOz9KwA Wikipedia - An investment for your future; your children's future] (YouTube; 4:10 mins) explains the purpose of Wikipedia ==Readings== # Chapter 2: Motivation in historical perspective ([[Motivation and emotion/Readings/Textbooks/Reeve/2024|Reeve, 2024]]) # [[Motivation and emotion/Assessment|Assessment]] ## [[Motivation and emotion/Assessment/Topic|Topic development]] ## [[Motivation and emotion/Assessment/Chapter|Book chapter]] ## [[Motivation and emotion/Assessment/Exam|Exam]] ## [[Motivation and emotion/Wikiversity|Wikiversity skills]] ## [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] ==Slides== * [https://docs.google.com/presentation/d/1E1iEIUhiFJ4ecCVZgxnC5uGYOfK3t8Uq4_FKUW06Eyg/edit?usp=sharing Historical development] (Google Slides) * [https://docs.google.com/presentation/d/157gL4ep4QJ9CuIqEV5t6PsDFCGtXO2N8AeIFodXUqK8/edit?usp=sharing Assessment skills] (Google Slides) <!-- * [http://www.slideshare.net/jtneill/motivation-in-historical-perspective Lecture slides - Part A - Historical development] (Slideshare) * [http://www.slideshare.net/jtneill/motivation-and-emotion-assessment-task-skills Lecture slides - Part B - Assessment skills] (Slideshare) * Handouts ** [[Media:Historical development and assessment skills 3 slides per page.pdf|Download 3 slides per page]]: [[File:Historical development and assessment skills 3 slides per page.pdf|100px|3 slides per page]] ** [[Media:Historical development and assessment skills 6 slides per page.pdf|Download 6 slides per page]]: [[File:Historical development and assessment skills 6 slides per page.pdf|100px|6 slides per page]] --> ==See also== * [[/Images/]] ;Lectures * [[{{#titleparts:{{PAGENAME}}|2}}/Introduction|Introduction]] (Previous lecture) * [[{{#titleparts:{{PAGENAME}}|2}}/Brain and physiological needs|Brain and physiological needs]] (Next lecture) ;Tutorials * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2: Wiki editing]] ==Recording== * Lecture 2 (2026) TBA * [https://au-lti.bbcollab.com/recording/fd7370b440ed499da200e2cdf34f602a Lecture 2] (2025)<!-- * [https://au-lti.bbcollab.com/recording/4918a6b3058a4552889eac514250ff22 Lecture 2] (2024) * [https://au-lti.bbcollab.com/recording/d92064ed8ef044878d63355e0a920832 Lecture 2] (2023) * [https://au-lti.bbcollab.com/recording/e7fa41feb77c43eab6580a9f338e13c8 Lecture 2] (2022) * [https://au-lti.bbcollab.com/recording/3951859be633471f9544ac5084837075 Lecture 2] (2021) --> ==External links== * [https://www.verywellmind.com/drive-reduction-theory-2795381 Drive-reduction theory and human behavior: Biological need motivates behavior] (verywellmind) <!-- [http://study.com/academy/lesson/drive-reduction-theory-of-motivation-definition-examples-quiz.html Drive reduction theory of motivation: Definition & examples] --> {{Motivation and emotion/Lectures/Navigation}} [[Category:Motivation and emotion/Lectures/Historical development and assessment skills]] 8bb6psyjh725br4678ffw7r907m6r7k 2822688 2822687 2026-08-18T09:21:49Z Jtneill 10242 /* Rise of mini-theories */ 2822688 wikitext text/x-wiki {{Motivation and emotion/Lectures|Lecture 2: Historical development and assessment skills|second}} {{Motivation and emotion/Lectures/In development}} <!-- {{Motivation and emotion/Lectures/In development}} --> <!-- {{Motivation and emotion/Lectures/Complete}} --> ==Overview== [[File:Forestay-Eye-Round-seizings-Bulls-eye.jpg|250px|right]] This lecture: * Discusses the ancient philosophical roots and recent development of psychological science about motivation and emotion. * Explains the [[Motivation and emotion/Assessment|assessment]] tasks, including ** use of [[Wikiversity]] for the *** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Topic|topic development]], *** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Chapter|book chapter]], ** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Exam/Practice quizzes|Practice quizzes]] and how to prepare for the [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Exam|exam]], and ** how to [[{{#titleparts:{{PAGENAME}}|1}}/Help|access support]]. Take-home messages: * The study of motivation and emotion has evolved from ancient philosophy to grand scientific theories that attempt to explain every everything about motivation to mini-theories which seek to explain specific phenomenon. Contemporary mini-theories emphasise the active nature of the person in shaping environments to meet their needs. * A wiki is an online collaborative platform that anyone can edit. Using [[Wikiversity]] for the topic development and book chapter is a way of contributing to the [[w:knowledge commons|knowledge commons]]. ==Outline== * Motivation in historical perspective ** Philosophical beginnings ** Grand theories ** Post-drive theory years ** Rise of mini-theories ** Contemporary perspective ** History of emotion science * Assessment task skills ** Contributing to the knowledge commons ** Topic development ** Book chapter ** Exam ==Motivation in historical perspective== * Motivation has emerged as a central topic in [[w:Psychology|psychology]] * Philosophical thinking began with the [[w:Ancient Greece|Ancient Greek]] dualistic view of behaviour as a conflict between: ** body (irrational impulses) and ** mind (rational control) * This disctinction was later echoed by Descartes' distinction between: ** passive biological impulses and ** the active will * Grand theories of motivation were developed from the late 19th century through to the mid-20th century. * These theories have been challenged and replaced. Motivation and emotion sciences remerged as interdisciplinary, integrating biological, cognitive, and social perspectives. * In evolving from philosophical ideas to empirical psychological science, the emphasis shifted from passive, mechanistic views to active, dynamic conceptions of the person. Whilst shaped by genetic, neurobiological, physiological, environmental, social, and cultural patterns and forces, an individual also has agency and some volitionary control over their reactions, decisions, and motivated actions. ===Philosophical beginnings=== [[File:Plato Pio-Clemetino Inv305.jpg|right|200px|thumb|Plato viewed human motivation as a struggle between appetitive desires, spirited will, and rational thought, an early tripartite model of the psyche that shaped later theories of volition and self-control.]] * [[w:Ancient Greek philosophy|Ancient Greek philosophers]] proposed tripartite models of human action as resulting from '''competing internal forces''':<br> ** [[w:Socrates|Socrates]] (~470s-390s BC) → [[w:Plato|Plato]] (~420s-340s BC) - 3 aspects (tripartite model) of the soul/mind: *** Appetitive - Bodily related appetite and desire (e.g., hunger) (physiological) *** Competitive - Socially-referenced standards (e.g., pride) (social) *** Calculating - Decision-making capabilities (e.g., reasoning) (thinking) ** → [[w:Aristotle|Aristotle]]'s (~380s-320s BC) version: *** Nutritive - Impulsive, irrational, animal-like (e.g., urges) (animalistic impulses) *** Sensitive - Bodily-related (e.g., pleasure & pain) *** Rational - Idea-related, intellectual - featured the will (e.g., intention, choice) ** What is similar or different? *** Both identify appetitive/nutritive—what today we might call '''physiological needs''' *** Both identify calculating/rational—what today we might call '''cognitive motivations''' *** Plato identified competitive social motivations which differs from Aristotle’s sensitive motivations (which wererelated to pleasure and pain) * [[w:René Descartes|Descartes]] (16th century AD) proposed a body-mind distinction: ** passive bodily instincts and ** the active will of the soul * These early ideas framed motivation as a battle between: ** animalistic/biological impulses and ** calculated/logical thought and reason ===Grand theories=== Scientific study of motivation intially pursued comprehensive, all-encompassing theories. These grand theories sought to explain all behaviour under unified principles. Three grand theories (will, instinct, and drive theory) are discussed by Reeve (2018, 2024): ====Will==== * Seen as the primary cause of human behaviour by scientists during the 17th–19th centuries * The [[w:Will (philosophy)|will]] was viewed as a faculty of the mind that initiates and sustains voluntary action * However, the will declined as an explanatory concept because it was: ** unobservable ** lacked measurable mechanisms, and ** offered limited explanatory power * Study of the will wasn't completely abandoned; it now consists of mini-theories (e.g., [[:Category:Motivation and emotion/Book/Ego depletion|ego depletion]]. * See also: [[Motivation and emotion/Book/2015/Willpower|Willpower: What is it and how can it be strengthened?]] (Book chapter, 2015) ====Instinct==== * Emerged late 19th century, influenced by [[w:Charles Darwin|Darwinian theory]] (i.e., biological, genetic) * Behaviour attributed to inherited, innate [[w:Instinct|instinct]]s (e.g., [[w:William James|William James]] listed dozens) * Instincts are unlearned, automated, mechanistic, inherited sources of motivation * [[w:William McDougall (psychologist)|William McDougall]] (early 20th century) proposed links between innate instincts and specific emotions and goal-directed behaviours, helping bridge biological impulses with purposive action * Declined because it was overly broad (e.g., countless proposed instincts), lacked empirical support, and failed to explain complex, learned, or culturally shaped behaviours (e.g., travel, creativity, altruism); labelling actions as “instinctive” offered description rather than genuine explanation * Watch: [https://www.youtube.com/embed/9hdSLiHaJz8?start=90&end=165 Instinct theory, the power of motivation] (CrashCourse Psychology #17, YouTube; 2:09 mins): Introduces motivation by explaining instinct theory ====Drive==== [[File:Sigmund Freud LIFE.jpg|right|200px|thumb|In the early 20th century [[w:Sigmund Freud|Sigmund Freud]] proposed that behaviour is driven by unconscious desires and internal conflicts between instinctual drives and social constraints.]] * Dominated early-to-mid 20th century psychology, notably: ** [[w:Sigmund Freud|Freud]]'s [[w:Psychodynamics|psychodynamic theory]] ** [[w:Clark L. Hull|Hull]]’s [[w:Drive reduction theory (learning theory)|drive reduction theory]] * Internal biological deficits (e.g., hunger) created drive states that directed behaviour * Emphasised [[w:Homeostasis|homeostasis]] and reinforcement learning * Declined because it could not only account for biological need reduction behaviours and not higher-order behaviours such as curiosity, achievement, or creativity. Drive theory also failed to explain cases where behaviour opposed drives (e.g., anorexia) or was elicited by external incentives rather than internal deficits. I * Resources ** [https://www.youtube.com/embed/9hdSLiHaJz8?start=165&end=219 Drive theory, the power of motivation] (CrashCourse Psychology #17, YouTube; 2:09 mins): Introduces motivation by explaining drive theory ** [[w:Drive reduction theory (learning theory)|Drive reduction theory]] ** [[Motivation and emotion/Book/2017/Drive reduction theory of motivation|Drive-reduction theory of motivation]] (Book chapter, 2017) ====Decline of grand theories==== * The grand theories provided some of the jigsaw puzzle for psychological understanding of motivation, but lacked sufficient, nuanced detail to be practically useful. * However, several broad motivational principles emerged, including [[w:Incentive|incentive]] and [[w:Arousal|arousal]]. ===Post-drive theory years=== * 1950s–1960s * [[w:Thomas Kuhn|Thomas Kuhn]]'s concept of [[w:Paradigm shift|paradigm shift]] (1962) in [[w:The Structure of Scientific Revolutions|The Structure of Scientific Revolutions]] helped reframe scientific progress as non-linear, influencing motivation science by encouraging the move away from rigid grand theories toward flexible, domain-specific mini-theories grounded in empirical research * In response to the limitations of grand theories, psychologists turned to narrower, more testable theories which focused on specific aspects of motivation (e.g., [[w:Goal setting|goal-setting]], [[w:Cognitive dissonance|cognitive dissonance]], [[w:Attribution (psychology)|attribution theory]]) * Emphasised empirical evidence over philosophical speculation * Three contemporary themes that characterise the mini-theories: ====Active nature of the person==== [[File:Arianna e la sua lente.JPG|230px|right|thumb|Curiosity reflects intrinsic motivation to explore, learn, and understand—core to the view of humans as active agents.]] * A major shift reframed humans not as passive responders but as active, curious, and self-regulating agents * Organismic theories (e.g., [[w:Self-determination theory|self-determination theory]]) highlighted the innate tendency to seek growth, mastery, and integration ====Cognitive revolution==== * In the 1960s–1970s, cognition gained prominence: beliefs, expectations, goals, and self-concepts became central to understanding motivation * Emphasis moved from behaviourism (classical and operant conditioning) to information processing and decision-making * Key developments included [[w:Expectancy-value theory|expectancy-value theories]] and attribution theory ====Socially relevant questions==== * Research extended beyond laboratory studies to address real-world problems: e.g., ** How do teachers motivate students? ** Why do people engage in risky behaviours? ** What sustains long-term goal pursuit? * Motivation became increasingly applied in education, health, work, and clinical domains ===Rise of mini-theories=== * Grand theories tried to explain full range of motivation, whereas mini-theories limit their attention to: ** Specific phenomenon (e.g., achievement motivation, flow experiences) ** Special circumstances (e.g., failure feedback, role models) ** Groups of people (e.g., extraverts, children, workers) ** Particular theoretical questions (e.g., relationship between cognition and emotion) * Example mini-theories ** [[w:Need for achievement|Achievement motivation theory]] ** [[w:Cognitive dissonance|Cognitive dissonance theory]] ** [[w:Goal-setting|Goal-setting theory]] ** [[w:Intrinsic motivation|Intrinsic motivation]] ** [[w:Learned helplessness|Learned helplessness theory]] ** [[w:Reactance (psychology)|Reactance theory]] ** [[w:Self-efficacy|Self-efficacy theory]] ** [[w:Self-schema|Self-schemas]] ===Contemporary era=== [[File:Mascia Ferri in Speed Skydiving.jpg|right|200px|thumb|Some people are motivated by sensation-seeking and the desire for high arousal, which can lead to engagement in high-risk activities like extreme sports]] * 1990s–present * Renewed interest in motivation emerged in 1990s through robust theories (e.g., self-determination theory) * Focus on psychological needs (autonomy, competence, relatedness), goals, and self-regulation * Pluralistic: Mini-theories each provide useful, interlocking perspectives for understanding the puzzle of motivation and emotion * Motivation became integrated with emotion, neuroscience, and social cognition * Current understanding: ** Behaviour is energised and directed by a multitude of multi-level and co-acting influences ** Motivational states need to be understood at multiple levels—neurological, cognitive, social, etc. ===Relationship with other areas of psychology=== Motivation and emotion are important pieces of the psychological puzzle, overlapping with other domains of psychology: * '''[[w:Social psychology|Social]]''': Social environments cause and contribute to much of our motivation and emotional experience. * '''[[w:Developmental psychology|Developmental]]''': Our motivational and emotional capacities and experiences grow and change across the lifespan. * '''[[w:Personality psychology|Personality]]''': Patterns of individual differences in motivation and emotion underlie personality traits. * '''[[w:Cognitive psychology|Cognitive]]''': Cognitions such as expectations, appraisals, decision-making, and self-concepts are central to understanding motivational and emotional responses. * '''[[w:Physiological psychology|Physiological]]''': Motivation and emotion have distinct physiological and neurological components and processes. * '''[[w:Health psychology|Health]], [[w:Counselling psychology|counselling]], and [[w:Clinical psychology|clinical]]''': Dysregulation of motivation and emotion (e.g., too much or too little) contributes to psychological disorders and affects physical health. * '''[[w:Educational psychology|Educational]]''': Motivation plays a key role in learning and achievement; emotion influences attention and cognitive processing. * '''[[w:Organizational psychology|Organisational]]''': Motivation affects job performance, satisfaction, and leadership; emotions affect decision-making and relationships. ===Brief history of emotion study=== * For much of psychology’s early development, emotion was neglected or treated as secondary to cognition * Descartes viewed emotion as psychosomatic, involving physical mechanisms and mental experience, vigorous bodily reaction to a person, object, or event—marking early dualistic thought * Charles Darwin viewed emotions as innate, universal, and evolutionarily adaptative for responding to environmental challenges and opportunities * William James proposed that emotions arise from physiological reactions to stimuli ([[w:James–Lange theory|James–Lange theory]], treating them as temporary psychological states * [[w:Cannon-Bard theory|Cannon-Bard theory]] challenged this view, arguing that emotions are generated in the brain (specifically, the thalamus) and occur simultaneously with physiological responses * Schachter-Singer's [[w:Two-factor theory of emotion|two-factor theory of emotion]] introduced the idea that emotion depends on both physiological arousal and cognitive appraisal * Cross-cultural research (e.g., [[w:Paul Ekman|Ekman]], 1960s) showed universal recognition of basic facial expressions (e.g., happiness, fear, anger), supporting the evolutionary basis of emotion while also revealing cultural variation in expression and display rules * Since the 1980s, emotion regained prominence through the rise of affective [[w:Neurosciece|neuroscience]], [[w:Appraisal|appraisal theories]] (e.g., Lazarus), and Fredrickson's [[w:Broaden-and-build theory|broaden-and-build theory]] of positive emotion * [[w:Affective computing|Affective computing]] emerged as a contemporary focus, exploring how technology can detect, interpret, and stimulate human emotions—highlighting the role of emotional intelligence in humans and machines * Today, motivation and emotion are understood as deeply interconnected processes that together shape behaviour, decision-making, and psychological well-being ===Multimedia=== * [https://www.youtube.com/watch?v=9hdSLiHaJz8&t=69s Instinct theory and drive theory] (YouTube; 2:20 mins; watch from 1:09 to 3:29 mins): Explains what motivation is, evolutionary/instinct theory, and drive-reduction theory ==Assessment skills== Assessment skills (wiki editing) are taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]. ===Examples=== Examples of high quality major project submissions: # [[Motivation and emotion/Assessment/Topic#Examples|Topic development]] # [[Motivation and emotion/Assessment/Chapter#Examples|Book chapter]] + [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#Socialcontributionexamples|Social contributions]] ===Multimedia=== * [http://www.youtube.com/watch?v=dGCJ46vyR9o A vision of students today] (YouTube; 4:44 mins): Explores some reasons behind why are approaching the assessment this way * [http://www.youtube.com/watch?v=-dnL00TdmLY Wikis in plain English] (Commoncraft; 3:53 mins) explains the concept of a wiki and how it works * [http://www.youtube.com/watch?v=WghdsOz9KwA Wikipedia - An investment for your future; your children's future] (YouTube; 4:10 mins) explains the purpose of Wikipedia ==Readings== # Chapter 2: Motivation in historical perspective ([[Motivation and emotion/Readings/Textbooks/Reeve/2024|Reeve, 2024]]) # [[Motivation and emotion/Assessment|Assessment]] ## [[Motivation and emotion/Assessment/Topic|Topic development]] ## [[Motivation and emotion/Assessment/Chapter|Book chapter]] ## [[Motivation and emotion/Assessment/Exam|Exam]] ## [[Motivation and emotion/Wikiversity|Wikiversity skills]] ## [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] ==Slides== * [https://docs.google.com/presentation/d/1E1iEIUhiFJ4ecCVZgxnC5uGYOfK3t8Uq4_FKUW06Eyg/edit?usp=sharing Historical development] (Google Slides) * [https://docs.google.com/presentation/d/157gL4ep4QJ9CuIqEV5t6PsDFCGtXO2N8AeIFodXUqK8/edit?usp=sharing Assessment skills] (Google Slides) <!-- * [http://www.slideshare.net/jtneill/motivation-in-historical-perspective Lecture slides - Part A - Historical development] (Slideshare) * [http://www.slideshare.net/jtneill/motivation-and-emotion-assessment-task-skills Lecture slides - Part B - Assessment skills] (Slideshare) * Handouts ** [[Media:Historical development and assessment skills 3 slides per page.pdf|Download 3 slides per page]]: [[File:Historical development and assessment skills 3 slides per page.pdf|100px|3 slides per page]] ** [[Media:Historical development and assessment skills 6 slides per page.pdf|Download 6 slides per page]]: [[File:Historical development and assessment skills 6 slides per page.pdf|100px|6 slides per page]] --> ==See also== * [[/Images/]] ;Lectures * [[{{#titleparts:{{PAGENAME}}|2}}/Introduction|Introduction]] (Previous lecture) * [[{{#titleparts:{{PAGENAME}}|2}}/Brain and physiological needs|Brain and physiological needs]] (Next lecture) ;Tutorials * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2: Wiki editing]] ==Recording== * Lecture 2 (2026) TBA * [https://au-lti.bbcollab.com/recording/fd7370b440ed499da200e2cdf34f602a Lecture 2] (2025)<!-- * [https://au-lti.bbcollab.com/recording/4918a6b3058a4552889eac514250ff22 Lecture 2] (2024) * [https://au-lti.bbcollab.com/recording/d92064ed8ef044878d63355e0a920832 Lecture 2] (2023) * [https://au-lti.bbcollab.com/recording/e7fa41feb77c43eab6580a9f338e13c8 Lecture 2] (2022) * [https://au-lti.bbcollab.com/recording/3951859be633471f9544ac5084837075 Lecture 2] (2021) --> ==External links== * [https://www.verywellmind.com/drive-reduction-theory-2795381 Drive-reduction theory and human behavior: Biological need motivates behavior] (verywellmind) <!-- [http://study.com/academy/lesson/drive-reduction-theory-of-motivation-definition-examples-quiz.html Drive reduction theory of motivation: Definition & examples] --> {{Motivation and emotion/Lectures/Navigation}} [[Category:Motivation and emotion/Lectures/Historical development and assessment skills]] d39qoug6r9e0l8qgm7fg6pcar9c3np8 2822689 2822688 2026-08-18T09:22:57Z Jtneill 10242 /* Rise of mini-theories */ 2822689 wikitext text/x-wiki {{Motivation and emotion/Lectures|Lecture 2: Historical development and assessment skills|second}} {{Motivation and emotion/Lectures/In development}} <!-- {{Motivation and emotion/Lectures/In development}} --> <!-- {{Motivation and emotion/Lectures/Complete}} --> ==Overview== [[File:Forestay-Eye-Round-seizings-Bulls-eye.jpg|250px|right]] This lecture: * Discusses the ancient philosophical roots and recent development of psychological science about motivation and emotion. * Explains the [[Motivation and emotion/Assessment|assessment]] tasks, including ** use of [[Wikiversity]] for the *** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Topic|topic development]], *** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Chapter|book chapter]], ** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Exam/Practice quizzes|Practice quizzes]] and how to prepare for the [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Exam|exam]], and ** how to [[{{#titleparts:{{PAGENAME}}|1}}/Help|access support]]. Take-home messages: * The study of motivation and emotion has evolved from ancient philosophy to grand scientific theories that attempt to explain every everything about motivation to mini-theories which seek to explain specific phenomenon. Contemporary mini-theories emphasise the active nature of the person in shaping environments to meet their needs. * A wiki is an online collaborative platform that anyone can edit. Using [[Wikiversity]] for the topic development and book chapter is a way of contributing to the [[w:knowledge commons|knowledge commons]]. ==Outline== * Motivation in historical perspective ** Philosophical beginnings ** Grand theories ** Post-drive theory years ** Rise of mini-theories ** Contemporary perspective ** History of emotion science * Assessment task skills ** Contributing to the knowledge commons ** Topic development ** Book chapter ** Exam ==Motivation in historical perspective== * Motivation has emerged as a central topic in [[w:Psychology|psychology]] * Philosophical thinking began with the [[w:Ancient Greece|Ancient Greek]] dualistic view of behaviour as a conflict between: ** body (irrational impulses) and ** mind (rational control) * This disctinction was later echoed by Descartes' distinction between: ** passive biological impulses and ** the active will * Grand theories of motivation were developed from the late 19th century through to the mid-20th century. * These theories have been challenged and replaced. Motivation and emotion sciences remerged as interdisciplinary, integrating biological, cognitive, and social perspectives. * In evolving from philosophical ideas to empirical psychological science, the emphasis shifted from passive, mechanistic views to active, dynamic conceptions of the person. Whilst shaped by genetic, neurobiological, physiological, environmental, social, and cultural patterns and forces, an individual also has agency and some volitionary control over their reactions, decisions, and motivated actions. ===Philosophical beginnings=== [[File:Plato Pio-Clemetino Inv305.jpg|right|200px|thumb|Plato viewed human motivation as a struggle between appetitive desires, spirited will, and rational thought, an early tripartite model of the psyche that shaped later theories of volition and self-control.]] * [[w:Ancient Greek philosophy|Ancient Greek philosophers]] proposed tripartite models of human action as resulting from '''competing internal forces''':<br> ** [[w:Socrates|Socrates]] (~470s-390s BC) → [[w:Plato|Plato]] (~420s-340s BC) - 3 aspects (tripartite model) of the soul/mind: *** Appetitive - Bodily related appetite and desire (e.g., hunger) (physiological) *** Competitive - Socially-referenced standards (e.g., pride) (social) *** Calculating - Decision-making capabilities (e.g., reasoning) (thinking) ** → [[w:Aristotle|Aristotle]]'s (~380s-320s BC) version: *** Nutritive - Impulsive, irrational, animal-like (e.g., urges) (animalistic impulses) *** Sensitive - Bodily-related (e.g., pleasure & pain) *** Rational - Idea-related, intellectual - featured the will (e.g., intention, choice) ** What is similar or different? *** Both identify appetitive/nutritive—what today we might call '''physiological needs''' *** Both identify calculating/rational—what today we might call '''cognitive motivations''' *** Plato identified competitive social motivations which differs from Aristotle’s sensitive motivations (which wererelated to pleasure and pain) * [[w:René Descartes|Descartes]] (16th century AD) proposed a body-mind distinction: ** passive bodily instincts and ** the active will of the soul * These early ideas framed motivation as a battle between: ** animalistic/biological impulses and ** calculated/logical thought and reason ===Grand theories=== Scientific study of motivation intially pursued comprehensive, all-encompassing theories. These grand theories sought to explain all behaviour under unified principles. Three grand theories (will, instinct, and drive theory) are discussed by Reeve (2018, 2024): ====Will==== * Seen as the primary cause of human behaviour by scientists during the 17th–19th centuries * The [[w:Will (philosophy)|will]] was viewed as a faculty of the mind that initiates and sustains voluntary action * However, the will declined as an explanatory concept because it was: ** unobservable ** lacked measurable mechanisms, and ** offered limited explanatory power * Study of the will wasn't completely abandoned; it now consists of mini-theories (e.g., [[:Category:Motivation and emotion/Book/Ego depletion|ego depletion]]. * See also: [[Motivation and emotion/Book/2015/Willpower|Willpower: What is it and how can it be strengthened?]] (Book chapter, 2015) ====Instinct==== * Emerged late 19th century, influenced by [[w:Charles Darwin|Darwinian theory]] (i.e., biological, genetic) * Behaviour attributed to inherited, innate [[w:Instinct|instinct]]s (e.g., [[w:William James|William James]] listed dozens) * Instincts are unlearned, automated, mechanistic, inherited sources of motivation * [[w:William McDougall (psychologist)|William McDougall]] (early 20th century) proposed links between innate instincts and specific emotions and goal-directed behaviours, helping bridge biological impulses with purposive action * Declined because it was overly broad (e.g., countless proposed instincts), lacked empirical support, and failed to explain complex, learned, or culturally shaped behaviours (e.g., travel, creativity, altruism); labelling actions as “instinctive” offered description rather than genuine explanation * Watch: [https://www.youtube.com/embed/9hdSLiHaJz8?start=90&end=165 Instinct theory, the power of motivation] (CrashCourse Psychology #17, YouTube; 2:09 mins): Introduces motivation by explaining instinct theory ====Drive==== [[File:Sigmund Freud LIFE.jpg|right|200px|thumb|In the early 20th century [[w:Sigmund Freud|Sigmund Freud]] proposed that behaviour is driven by unconscious desires and internal conflicts between instinctual drives and social constraints.]] * Dominated early-to-mid 20th century psychology, notably: ** [[w:Sigmund Freud|Freud]]'s [[w:Psychodynamics|psychodynamic theory]] ** [[w:Clark L. Hull|Hull]]’s [[w:Drive reduction theory (learning theory)|drive reduction theory]] * Internal biological deficits (e.g., hunger) created drive states that directed behaviour * Emphasised [[w:Homeostasis|homeostasis]] and reinforcement learning * Declined because it could not only account for biological need reduction behaviours and not higher-order behaviours such as curiosity, achievement, or creativity. Drive theory also failed to explain cases where behaviour opposed drives (e.g., anorexia) or was elicited by external incentives rather than internal deficits. I * Resources ** [https://www.youtube.com/embed/9hdSLiHaJz8?start=165&end=219 Drive theory, the power of motivation] (CrashCourse Psychology #17, YouTube; 2:09 mins): Introduces motivation by explaining drive theory ** [[w:Drive reduction theory (learning theory)|Drive reduction theory]] ** [[Motivation and emotion/Book/2017/Drive reduction theory of motivation|Drive-reduction theory of motivation]] (Book chapter, 2017) ====Decline of grand theories==== * The grand theories provided some of the jigsaw puzzle for psychological understanding of motivation, but lacked sufficient, nuanced detail to be practically useful. * However, several broad motivational principles emerged, including [[w:Incentive|incentive]] and [[w:Arousal|arousal]]. ===Post-drive theory years=== * 1950s–1960s * [[w:Thomas Kuhn|Thomas Kuhn]]'s concept of [[w:Paradigm shift|paradigm shift]] (1962) in [[w:The Structure of Scientific Revolutions|The Structure of Scientific Revolutions]] helped reframe scientific progress as non-linear, influencing motivation science by encouraging the move away from rigid grand theories toward flexible, domain-specific mini-theories grounded in empirical research * In response to the limitations of grand theories, psychologists turned to narrower, more testable theories which focused on specific aspects of motivation (e.g., [[w:Goal setting|goal-setting]], [[w:Cognitive dissonance|cognitive dissonance]], [[w:Attribution (psychology)|attribution theory]]) * Emphasised empirical evidence over philosophical speculation * Three contemporary themes that characterise the mini-theories: ====Active nature of the person==== [[File:Arianna e la sua lente.JPG|230px|right|thumb|Curiosity reflects intrinsic motivation to explore, learn, and understand—core to the view of humans as active agents.]] * A major shift reframed humans not as passive responders but as active, curious, and self-regulating agents * Organismic theories (e.g., [[w:Self-determination theory|self-determination theory]]) highlighted the innate tendency to seek growth, mastery, and integration ====Cognitive revolution==== * In the 1960s–1970s, cognition gained prominence: beliefs, expectations, goals, and self-concepts became central to understanding motivation * Emphasis moved from behaviourism (classical and operant conditioning) to information processing and decision-making * Key developments included [[w:Expectancy-value theory|expectancy-value theories]] and attribution theory ====Socially relevant questions==== * Research extended beyond laboratory studies to address real-world problems: e.g., ** How do teachers motivate students? ** Why do people engage in risky behaviours? ** What sustains long-term goal pursuit? * Motivation became increasingly applied in education, health, work, and clinical domains ===Rise of mini-theories=== * Grand theories tried to explain the full range of motivation, whereas mini-theories limit their attention to: ** Specific phenomenon (e.g., achievement motivation, flow experiences) ** Special circumstances (e.g., failure feedback, role models) ** Groups of people (e.g., extraverts, children, workers) ** Particular theoretical questions (e.g., relationship between cognition and emotion) * Example mini-theories ** [[w:Need for achievement|Achievement motivation theory]] ** [[w:Cognitive dissonance|Cognitive dissonance theory]] ** [[w:Goal-setting|Goal-setting theory]] ** [[w:Intrinsic motivation|Intrinsic motivation]] ** [[w:Learned helplessness|Learned helplessness theory]] ** [[w:Reactance (psychology)|Reactance theory]] ** [[w:Self-efficacy|Self-efficacy theory]] ** [[w:Self-schema|Self-schemas]] ===Contemporary era=== [[File:Mascia Ferri in Speed Skydiving.jpg|right|200px|thumb|Some people are motivated by sensation-seeking and the desire for high arousal, which can lead to engagement in high-risk activities like extreme sports]] * 1990s–present * Renewed interest in motivation emerged in 1990s through robust theories (e.g., self-determination theory) * Focus on psychological needs (autonomy, competence, relatedness), goals, and self-regulation * Pluralistic: Mini-theories each provide useful, interlocking perspectives for understanding the puzzle of motivation and emotion * Motivation became integrated with emotion, neuroscience, and social cognition * Current understanding: ** Behaviour is energised and directed by a multitude of multi-level and co-acting influences ** Motivational states need to be understood at multiple levels—neurological, cognitive, social, etc. ===Relationship with other areas of psychology=== Motivation and emotion are important pieces of the psychological puzzle, overlapping with other domains of psychology: * '''[[w:Social psychology|Social]]''': Social environments cause and contribute to much of our motivation and emotional experience. * '''[[w:Developmental psychology|Developmental]]''': Our motivational and emotional capacities and experiences grow and change across the lifespan. * '''[[w:Personality psychology|Personality]]''': Patterns of individual differences in motivation and emotion underlie personality traits. * '''[[w:Cognitive psychology|Cognitive]]''': Cognitions such as expectations, appraisals, decision-making, and self-concepts are central to understanding motivational and emotional responses. * '''[[w:Physiological psychology|Physiological]]''': Motivation and emotion have distinct physiological and neurological components and processes. * '''[[w:Health psychology|Health]], [[w:Counselling psychology|counselling]], and [[w:Clinical psychology|clinical]]''': Dysregulation of motivation and emotion (e.g., too much or too little) contributes to psychological disorders and affects physical health. * '''[[w:Educational psychology|Educational]]''': Motivation plays a key role in learning and achievement; emotion influences attention and cognitive processing. * '''[[w:Organizational psychology|Organisational]]''': Motivation affects job performance, satisfaction, and leadership; emotions affect decision-making and relationships. ===Brief history of emotion study=== * For much of psychology’s early development, emotion was neglected or treated as secondary to cognition * Descartes viewed emotion as psychosomatic, involving physical mechanisms and mental experience, vigorous bodily reaction to a person, object, or event—marking early dualistic thought * Charles Darwin viewed emotions as innate, universal, and evolutionarily adaptative for responding to environmental challenges and opportunities * William James proposed that emotions arise from physiological reactions to stimuli ([[w:James–Lange theory|James–Lange theory]], treating them as temporary psychological states * [[w:Cannon-Bard theory|Cannon-Bard theory]] challenged this view, arguing that emotions are generated in the brain (specifically, the thalamus) and occur simultaneously with physiological responses * Schachter-Singer's [[w:Two-factor theory of emotion|two-factor theory of emotion]] introduced the idea that emotion depends on both physiological arousal and cognitive appraisal * Cross-cultural research (e.g., [[w:Paul Ekman|Ekman]], 1960s) showed universal recognition of basic facial expressions (e.g., happiness, fear, anger), supporting the evolutionary basis of emotion while also revealing cultural variation in expression and display rules * Since the 1980s, emotion regained prominence through the rise of affective [[w:Neurosciece|neuroscience]], [[w:Appraisal|appraisal theories]] (e.g., Lazarus), and Fredrickson's [[w:Broaden-and-build theory|broaden-and-build theory]] of positive emotion * [[w:Affective computing|Affective computing]] emerged as a contemporary focus, exploring how technology can detect, interpret, and stimulate human emotions—highlighting the role of emotional intelligence in humans and machines * Today, motivation and emotion are understood as deeply interconnected processes that together shape behaviour, decision-making, and psychological well-being ===Multimedia=== * [https://www.youtube.com/watch?v=9hdSLiHaJz8&t=69s Instinct theory and drive theory] (YouTube; 2:20 mins; watch from 1:09 to 3:29 mins): Explains what motivation is, evolutionary/instinct theory, and drive-reduction theory ==Assessment skills== Assessment skills (wiki editing) are taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]. ===Examples=== Examples of high quality major project submissions: # [[Motivation and emotion/Assessment/Topic#Examples|Topic development]] # [[Motivation and emotion/Assessment/Chapter#Examples|Book chapter]] + [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#Socialcontributionexamples|Social contributions]] ===Multimedia=== * [http://www.youtube.com/watch?v=dGCJ46vyR9o A vision of students today] (YouTube; 4:44 mins): Explores some reasons behind why are approaching the assessment this way * [http://www.youtube.com/watch?v=-dnL00TdmLY Wikis in plain English] (Commoncraft; 3:53 mins) explains the concept of a wiki and how it works * [http://www.youtube.com/watch?v=WghdsOz9KwA Wikipedia - An investment for your future; your children's future] (YouTube; 4:10 mins) explains the purpose of Wikipedia ==Readings== # Chapter 2: Motivation in historical perspective ([[Motivation and emotion/Readings/Textbooks/Reeve/2024|Reeve, 2024]]) # [[Motivation and emotion/Assessment|Assessment]] ## [[Motivation and emotion/Assessment/Topic|Topic development]] ## [[Motivation and emotion/Assessment/Chapter|Book chapter]] ## [[Motivation and emotion/Assessment/Exam|Exam]] ## [[Motivation and emotion/Wikiversity|Wikiversity skills]] ## [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] ==Slides== * [https://docs.google.com/presentation/d/1E1iEIUhiFJ4ecCVZgxnC5uGYOfK3t8Uq4_FKUW06Eyg/edit?usp=sharing Historical development] (Google Slides) * [https://docs.google.com/presentation/d/157gL4ep4QJ9CuIqEV5t6PsDFCGtXO2N8AeIFodXUqK8/edit?usp=sharing Assessment skills] (Google Slides) <!-- * [http://www.slideshare.net/jtneill/motivation-in-historical-perspective Lecture slides - Part A - Historical development] (Slideshare) * [http://www.slideshare.net/jtneill/motivation-and-emotion-assessment-task-skills Lecture slides - Part B - Assessment skills] (Slideshare) * Handouts ** [[Media:Historical development and assessment skills 3 slides per page.pdf|Download 3 slides per page]]: [[File:Historical development and assessment skills 3 slides per page.pdf|100px|3 slides per page]] ** [[Media:Historical development and assessment skills 6 slides per page.pdf|Download 6 slides per page]]: [[File:Historical development and assessment skills 6 slides per page.pdf|100px|6 slides per page]] --> ==See also== * [[/Images/]] ;Lectures * [[{{#titleparts:{{PAGENAME}}|2}}/Introduction|Introduction]] (Previous lecture) * [[{{#titleparts:{{PAGENAME}}|2}}/Brain and physiological needs|Brain and physiological needs]] (Next lecture) ;Tutorials * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2: Wiki editing]] ==Recording== * Lecture 2 (2026) TBA * [https://au-lti.bbcollab.com/recording/fd7370b440ed499da200e2cdf34f602a Lecture 2] (2025)<!-- * [https://au-lti.bbcollab.com/recording/4918a6b3058a4552889eac514250ff22 Lecture 2] (2024) * [https://au-lti.bbcollab.com/recording/d92064ed8ef044878d63355e0a920832 Lecture 2] (2023) * [https://au-lti.bbcollab.com/recording/e7fa41feb77c43eab6580a9f338e13c8 Lecture 2] (2022) * [https://au-lti.bbcollab.com/recording/3951859be633471f9544ac5084837075 Lecture 2] (2021) --> ==External links== * [https://www.verywellmind.com/drive-reduction-theory-2795381 Drive-reduction theory and human behavior: Biological need motivates behavior] (verywellmind) <!-- [http://study.com/academy/lesson/drive-reduction-theory-of-motivation-definition-examples-quiz.html Drive reduction theory of motivation: Definition & examples] --> {{Motivation and emotion/Lectures/Navigation}} [[Category:Motivation and emotion/Lectures/Historical development and assessment skills]] id25d2m1h14nxikrju0ow5s9ahlzi3i 2822690 2822689 2026-08-18T09:24:01Z Jtneill 10242 /* Rise of mini-theories */ The [[Motivation and emotion/Book|list of book chapters]] also provides examples of many mini-theories. 2822690 wikitext text/x-wiki {{Motivation and emotion/Lectures|Lecture 2: Historical development and assessment skills|second}} {{Motivation and emotion/Lectures/In development}} <!-- {{Motivation and emotion/Lectures/In development}} --> <!-- {{Motivation and emotion/Lectures/Complete}} --> ==Overview== [[File:Forestay-Eye-Round-seizings-Bulls-eye.jpg|250px|right]] This lecture: * Discusses the ancient philosophical roots and recent development of psychological science about motivation and emotion. * Explains the [[Motivation and emotion/Assessment|assessment]] tasks, including ** use of [[Wikiversity]] for the *** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Topic|topic development]], *** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Chapter|book chapter]], ** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Exam/Practice quizzes|Practice quizzes]] and how to prepare for the [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Exam|exam]], and ** how to [[{{#titleparts:{{PAGENAME}}|1}}/Help|access support]]. Take-home messages: * The study of motivation and emotion has evolved from ancient philosophy to grand scientific theories that attempt to explain every everything about motivation to mini-theories which seek to explain specific phenomenon. Contemporary mini-theories emphasise the active nature of the person in shaping environments to meet their needs. * A wiki is an online collaborative platform that anyone can edit. Using [[Wikiversity]] for the topic development and book chapter is a way of contributing to the [[w:knowledge commons|knowledge commons]]. ==Outline== * Motivation in historical perspective ** Philosophical beginnings ** Grand theories ** Post-drive theory years ** Rise of mini-theories ** Contemporary perspective ** History of emotion science * Assessment task skills ** Contributing to the knowledge commons ** Topic development ** Book chapter ** Exam ==Motivation in historical perspective== * Motivation has emerged as a central topic in [[w:Psychology|psychology]] * Philosophical thinking began with the [[w:Ancient Greece|Ancient Greek]] dualistic view of behaviour as a conflict between: ** body (irrational impulses) and ** mind (rational control) * This disctinction was later echoed by Descartes' distinction between: ** passive biological impulses and ** the active will * Grand theories of motivation were developed from the late 19th century through to the mid-20th century. * These theories have been challenged and replaced. Motivation and emotion sciences remerged as interdisciplinary, integrating biological, cognitive, and social perspectives. * In evolving from philosophical ideas to empirical psychological science, the emphasis shifted from passive, mechanistic views to active, dynamic conceptions of the person. Whilst shaped by genetic, neurobiological, physiological, environmental, social, and cultural patterns and forces, an individual also has agency and some volitionary control over their reactions, decisions, and motivated actions. ===Philosophical beginnings=== [[File:Plato Pio-Clemetino Inv305.jpg|right|200px|thumb|Plato viewed human motivation as a struggle between appetitive desires, spirited will, and rational thought, an early tripartite model of the psyche that shaped later theories of volition and self-control.]] * [[w:Ancient Greek philosophy|Ancient Greek philosophers]] proposed tripartite models of human action as resulting from '''competing internal forces''':<br> ** [[w:Socrates|Socrates]] (~470s-390s BC) → [[w:Plato|Plato]] (~420s-340s BC) - 3 aspects (tripartite model) of the soul/mind: *** Appetitive - Bodily related appetite and desire (e.g., hunger) (physiological) *** Competitive - Socially-referenced standards (e.g., pride) (social) *** Calculating - Decision-making capabilities (e.g., reasoning) (thinking) ** → [[w:Aristotle|Aristotle]]'s (~380s-320s BC) version: *** Nutritive - Impulsive, irrational, animal-like (e.g., urges) (animalistic impulses) *** Sensitive - Bodily-related (e.g., pleasure & pain) *** Rational - Idea-related, intellectual - featured the will (e.g., intention, choice) ** What is similar or different? *** Both identify appetitive/nutritive—what today we might call '''physiological needs''' *** Both identify calculating/rational—what today we might call '''cognitive motivations''' *** Plato identified competitive social motivations which differs from Aristotle’s sensitive motivations (which wererelated to pleasure and pain) * [[w:René Descartes|Descartes]] (16th century AD) proposed a body-mind distinction: ** passive bodily instincts and ** the active will of the soul * These early ideas framed motivation as a battle between: ** animalistic/biological impulses and ** calculated/logical thought and reason ===Grand theories=== Scientific study of motivation intially pursued comprehensive, all-encompassing theories. These grand theories sought to explain all behaviour under unified principles. Three grand theories (will, instinct, and drive theory) are discussed by Reeve (2018, 2024): ====Will==== * Seen as the primary cause of human behaviour by scientists during the 17th–19th centuries * The [[w:Will (philosophy)|will]] was viewed as a faculty of the mind that initiates and sustains voluntary action * However, the will declined as an explanatory concept because it was: ** unobservable ** lacked measurable mechanisms, and ** offered limited explanatory power * Study of the will wasn't completely abandoned; it now consists of mini-theories (e.g., [[:Category:Motivation and emotion/Book/Ego depletion|ego depletion]]. * See also: [[Motivation and emotion/Book/2015/Willpower|Willpower: What is it and how can it be strengthened?]] (Book chapter, 2015) ====Instinct==== * Emerged late 19th century, influenced by [[w:Charles Darwin|Darwinian theory]] (i.e., biological, genetic) * Behaviour attributed to inherited, innate [[w:Instinct|instinct]]s (e.g., [[w:William James|William James]] listed dozens) * Instincts are unlearned, automated, mechanistic, inherited sources of motivation * [[w:William McDougall (psychologist)|William McDougall]] (early 20th century) proposed links between innate instincts and specific emotions and goal-directed behaviours, helping bridge biological impulses with purposive action * Declined because it was overly broad (e.g., countless proposed instincts), lacked empirical support, and failed to explain complex, learned, or culturally shaped behaviours (e.g., travel, creativity, altruism); labelling actions as “instinctive” offered description rather than genuine explanation * Watch: [https://www.youtube.com/embed/9hdSLiHaJz8?start=90&end=165 Instinct theory, the power of motivation] (CrashCourse Psychology #17, YouTube; 2:09 mins): Introduces motivation by explaining instinct theory ====Drive==== [[File:Sigmund Freud LIFE.jpg|right|200px|thumb|In the early 20th century [[w:Sigmund Freud|Sigmund Freud]] proposed that behaviour is driven by unconscious desires and internal conflicts between instinctual drives and social constraints.]] * Dominated early-to-mid 20th century psychology, notably: ** [[w:Sigmund Freud|Freud]]'s [[w:Psychodynamics|psychodynamic theory]] ** [[w:Clark L. Hull|Hull]]’s [[w:Drive reduction theory (learning theory)|drive reduction theory]] * Internal biological deficits (e.g., hunger) created drive states that directed behaviour * Emphasised [[w:Homeostasis|homeostasis]] and reinforcement learning * Declined because it could not only account for biological need reduction behaviours and not higher-order behaviours such as curiosity, achievement, or creativity. Drive theory also failed to explain cases where behaviour opposed drives (e.g., anorexia) or was elicited by external incentives rather than internal deficits. I * Resources ** [https://www.youtube.com/embed/9hdSLiHaJz8?start=165&end=219 Drive theory, the power of motivation] (CrashCourse Psychology #17, YouTube; 2:09 mins): Introduces motivation by explaining drive theory ** [[w:Drive reduction theory (learning theory)|Drive reduction theory]] ** [[Motivation and emotion/Book/2017/Drive reduction theory of motivation|Drive-reduction theory of motivation]] (Book chapter, 2017) ====Decline of grand theories==== * The grand theories provided some of the jigsaw puzzle for psychological understanding of motivation, but lacked sufficient, nuanced detail to be practically useful. * However, several broad motivational principles emerged, including [[w:Incentive|incentive]] and [[w:Arousal|arousal]]. ===Post-drive theory years=== * 1950s–1960s * [[w:Thomas Kuhn|Thomas Kuhn]]'s concept of [[w:Paradigm shift|paradigm shift]] (1962) in [[w:The Structure of Scientific Revolutions|The Structure of Scientific Revolutions]] helped reframe scientific progress as non-linear, influencing motivation science by encouraging the move away from rigid grand theories toward flexible, domain-specific mini-theories grounded in empirical research * In response to the limitations of grand theories, psychologists turned to narrower, more testable theories which focused on specific aspects of motivation (e.g., [[w:Goal setting|goal-setting]], [[w:Cognitive dissonance|cognitive dissonance]], [[w:Attribution (psychology)|attribution theory]]) * Emphasised empirical evidence over philosophical speculation * Three contemporary themes that characterise the mini-theories: ====Active nature of the person==== [[File:Arianna e la sua lente.JPG|230px|right|thumb|Curiosity reflects intrinsic motivation to explore, learn, and understand—core to the view of humans as active agents.]] * A major shift reframed humans not as passive responders but as active, curious, and self-regulating agents * Organismic theories (e.g., [[w:Self-determination theory|self-determination theory]]) highlighted the innate tendency to seek growth, mastery, and integration ====Cognitive revolution==== * In the 1960s–1970s, cognition gained prominence: beliefs, expectations, goals, and self-concepts became central to understanding motivation * Emphasis moved from behaviourism (classical and operant conditioning) to information processing and decision-making * Key developments included [[w:Expectancy-value theory|expectancy-value theories]] and attribution theory ====Socially relevant questions==== * Research extended beyond laboratory studies to address real-world problems: e.g., ** How do teachers motivate students? ** Why do people engage in risky behaviours? ** What sustains long-term goal pursuit? * Motivation became increasingly applied in education, health, work, and clinical domains ===Rise of mini-theories=== * Grand theories tried to explain the full range of motivation, whereas mini-theories limit their attention to: ** Specific phenomenon (e.g., achievement motivation, flow experiences) ** Special circumstances (e.g., failure feedback, role models) ** Groups of people (e.g., extraverts, children, workers) ** Particular theoretical questions (e.g., relationship between cognition and emotion) * Example mini-theories ** [[w:Need for achievement|Achievement motivation theory]] ** [[w:Cognitive dissonance|Cognitive dissonance theory]] ** [[w:Goal-setting|Goal-setting theory]] ** [[w:Intrinsic motivation|Intrinsic motivation]] ** [[w:Learned helplessness|Learned helplessness theory]] ** [[w:Reactance (psychology)|Reactance theory]] ** [[w:Self-efficacy|Self-efficacy theory]] ** [[w:Self-schema|Self-schemas]] The [[Motivation and emotion/Book|list of book chapters]] also provides examples of many mini-theories. ===Contemporary era=== [[File:Mascia Ferri in Speed Skydiving.jpg|right|200px|thumb|Some people are motivated by sensation-seeking and the desire for high arousal, which can lead to engagement in high-risk activities like extreme sports]] * 1990s–present * Renewed interest in motivation emerged in 1990s through robust theories (e.g., self-determination theory) * Focus on psychological needs (autonomy, competence, relatedness), goals, and self-regulation * Pluralistic: Mini-theories each provide useful, interlocking perspectives for understanding the puzzle of motivation and emotion * Motivation became integrated with emotion, neuroscience, and social cognition * Current understanding: ** Behaviour is energised and directed by a multitude of multi-level and co-acting influences ** Motivational states need to be understood at multiple levels—neurological, cognitive, social, etc. ===Relationship with other areas of psychology=== Motivation and emotion are important pieces of the psychological puzzle, overlapping with other domains of psychology: * '''[[w:Social psychology|Social]]''': Social environments cause and contribute to much of our motivation and emotional experience. * '''[[w:Developmental psychology|Developmental]]''': Our motivational and emotional capacities and experiences grow and change across the lifespan. * '''[[w:Personality psychology|Personality]]''': Patterns of individual differences in motivation and emotion underlie personality traits. * '''[[w:Cognitive psychology|Cognitive]]''': Cognitions such as expectations, appraisals, decision-making, and self-concepts are central to understanding motivational and emotional responses. * '''[[w:Physiological psychology|Physiological]]''': Motivation and emotion have distinct physiological and neurological components and processes. * '''[[w:Health psychology|Health]], [[w:Counselling psychology|counselling]], and [[w:Clinical psychology|clinical]]''': Dysregulation of motivation and emotion (e.g., too much or too little) contributes to psychological disorders and affects physical health. * '''[[w:Educational psychology|Educational]]''': Motivation plays a key role in learning and achievement; emotion influences attention and cognitive processing. * '''[[w:Organizational psychology|Organisational]]''': Motivation affects job performance, satisfaction, and leadership; emotions affect decision-making and relationships. ===Brief history of emotion study=== * For much of psychology’s early development, emotion was neglected or treated as secondary to cognition * Descartes viewed emotion as psychosomatic, involving physical mechanisms and mental experience, vigorous bodily reaction to a person, object, or event—marking early dualistic thought * Charles Darwin viewed emotions as innate, universal, and evolutionarily adaptative for responding to environmental challenges and opportunities * William James proposed that emotions arise from physiological reactions to stimuli ([[w:James–Lange theory|James–Lange theory]], treating them as temporary psychological states * [[w:Cannon-Bard theory|Cannon-Bard theory]] challenged this view, arguing that emotions are generated in the brain (specifically, the thalamus) and occur simultaneously with physiological responses * Schachter-Singer's [[w:Two-factor theory of emotion|two-factor theory of emotion]] introduced the idea that emotion depends on both physiological arousal and cognitive appraisal * Cross-cultural research (e.g., [[w:Paul Ekman|Ekman]], 1960s) showed universal recognition of basic facial expressions (e.g., happiness, fear, anger), supporting the evolutionary basis of emotion while also revealing cultural variation in expression and display rules * Since the 1980s, emotion regained prominence through the rise of affective [[w:Neurosciece|neuroscience]], [[w:Appraisal|appraisal theories]] (e.g., Lazarus), and Fredrickson's [[w:Broaden-and-build theory|broaden-and-build theory]] of positive emotion * [[w:Affective computing|Affective computing]] emerged as a contemporary focus, exploring how technology can detect, interpret, and stimulate human emotions—highlighting the role of emotional intelligence in humans and machines * Today, motivation and emotion are understood as deeply interconnected processes that together shape behaviour, decision-making, and psychological well-being ===Multimedia=== * [https://www.youtube.com/watch?v=9hdSLiHaJz8&t=69s Instinct theory and drive theory] (YouTube; 2:20 mins; watch from 1:09 to 3:29 mins): Explains what motivation is, evolutionary/instinct theory, and drive-reduction theory ==Assessment skills== Assessment skills (wiki editing) are taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]. ===Examples=== Examples of high quality major project submissions: # [[Motivation and emotion/Assessment/Topic#Examples|Topic development]] # [[Motivation and emotion/Assessment/Chapter#Examples|Book chapter]] + [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#Socialcontributionexamples|Social contributions]] ===Multimedia=== * [http://www.youtube.com/watch?v=dGCJ46vyR9o A vision of students today] (YouTube; 4:44 mins): Explores some reasons behind why are approaching the assessment this way * [http://www.youtube.com/watch?v=-dnL00TdmLY Wikis in plain English] (Commoncraft; 3:53 mins) explains the concept of a wiki and how it works * [http://www.youtube.com/watch?v=WghdsOz9KwA Wikipedia - An investment for your future; your children's future] (YouTube; 4:10 mins) explains the purpose of Wikipedia ==Readings== # Chapter 2: Motivation in historical perspective ([[Motivation and emotion/Readings/Textbooks/Reeve/2024|Reeve, 2024]]) # [[Motivation and emotion/Assessment|Assessment]] ## [[Motivation and emotion/Assessment/Topic|Topic development]] ## [[Motivation and emotion/Assessment/Chapter|Book chapter]] ## [[Motivation and emotion/Assessment/Exam|Exam]] ## [[Motivation and emotion/Wikiversity|Wikiversity skills]] ## [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] ==Slides== * [https://docs.google.com/presentation/d/1E1iEIUhiFJ4ecCVZgxnC5uGYOfK3t8Uq4_FKUW06Eyg/edit?usp=sharing Historical development] (Google Slides) * [https://docs.google.com/presentation/d/157gL4ep4QJ9CuIqEV5t6PsDFCGtXO2N8AeIFodXUqK8/edit?usp=sharing Assessment skills] (Google Slides) <!-- * [http://www.slideshare.net/jtneill/motivation-in-historical-perspective Lecture slides - Part A - Historical development] (Slideshare) * [http://www.slideshare.net/jtneill/motivation-and-emotion-assessment-task-skills Lecture slides - Part B - Assessment skills] (Slideshare) * Handouts ** [[Media:Historical development and assessment skills 3 slides per page.pdf|Download 3 slides per page]]: [[File:Historical development and assessment skills 3 slides per page.pdf|100px|3 slides per page]] ** [[Media:Historical development and assessment skills 6 slides per page.pdf|Download 6 slides per page]]: [[File:Historical development and assessment skills 6 slides per page.pdf|100px|6 slides per page]] --> ==See also== * [[/Images/]] ;Lectures * [[{{#titleparts:{{PAGENAME}}|2}}/Introduction|Introduction]] (Previous lecture) * [[{{#titleparts:{{PAGENAME}}|2}}/Brain and physiological needs|Brain and physiological needs]] (Next lecture) ;Tutorials * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2: Wiki editing]] ==Recording== * Lecture 2 (2026) TBA * [https://au-lti.bbcollab.com/recording/fd7370b440ed499da200e2cdf34f602a Lecture 2] (2025)<!-- * [https://au-lti.bbcollab.com/recording/4918a6b3058a4552889eac514250ff22 Lecture 2] (2024) * [https://au-lti.bbcollab.com/recording/d92064ed8ef044878d63355e0a920832 Lecture 2] (2023) * [https://au-lti.bbcollab.com/recording/e7fa41feb77c43eab6580a9f338e13c8 Lecture 2] (2022) * [https://au-lti.bbcollab.com/recording/3951859be633471f9544ac5084837075 Lecture 2] (2021) --> ==External links== * [https://www.verywellmind.com/drive-reduction-theory-2795381 Drive-reduction theory and human behavior: Biological need motivates behavior] (verywellmind) <!-- [http://study.com/academy/lesson/drive-reduction-theory-of-motivation-definition-examples-quiz.html Drive reduction theory of motivation: Definition & examples] --> {{Motivation and emotion/Lectures/Navigation}} [[Category:Motivation and emotion/Lectures/Historical development and assessment skills]] hz334m3zq2uzlho1wyu2p575mz8ms9o 2822728 2822690 2026-08-18T11:25:09Z Jtneill 10242 /* Post-drive theory years */ Update for 2026 2822728 wikitext text/x-wiki {{Motivation and emotion/Lectures|Lecture 2: Historical development and assessment skills|second}} {{Motivation and emotion/Lectures/In development}} <!-- {{Motivation and emotion/Lectures/In development}} --> <!-- {{Motivation and emotion/Lectures/Complete}} --> ==Overview== [[File:Forestay-Eye-Round-seizings-Bulls-eye.jpg|250px|right]] This lecture: * Discusses the ancient philosophical roots and recent development of psychological science about motivation and emotion. * Explains the [[Motivation and emotion/Assessment|assessment]] tasks, including ** use of [[Wikiversity]] for the *** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Topic|topic development]], *** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Chapter|book chapter]], ** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Exam/Practice quizzes|Practice quizzes]] and how to prepare for the [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Exam|exam]], and ** how to [[{{#titleparts:{{PAGENAME}}|1}}/Help|access support]]. Take-home messages: * The study of motivation and emotion has evolved from ancient philosophy to grand scientific theories that attempt to explain every everything about motivation to mini-theories which seek to explain specific phenomenon. Contemporary mini-theories emphasise the active nature of the person in shaping environments to meet their needs. * A wiki is an online collaborative platform that anyone can edit. Using [[Wikiversity]] for the topic development and book chapter is a way of contributing to the [[w:knowledge commons|knowledge commons]]. ==Outline== * Motivation in historical perspective ** Philosophical beginnings ** Grand theories ** Post-drive theory years ** Rise of mini-theories ** Contemporary perspective ** History of emotion science * Assessment task skills ** Contributing to the knowledge commons ** Topic development ** Book chapter ** Exam ==Motivation in historical perspective== * Motivation has emerged as a central topic in [[w:Psychology|psychology]] * Philosophical thinking began with the [[w:Ancient Greece|Ancient Greek]] dualistic view of behaviour as a conflict between: ** body (irrational impulses) and ** mind (rational control) * This disctinction was later echoed by Descartes' distinction between: ** passive biological impulses and ** the active will * Grand theories of motivation were developed from the late 19th century through to the mid-20th century. * These theories have been challenged and replaced. Motivation and emotion sciences remerged as interdisciplinary, integrating biological, cognitive, and social perspectives. * In evolving from philosophical ideas to empirical psychological science, the emphasis shifted from passive, mechanistic views to active, dynamic conceptions of the person. Whilst shaped by genetic, neurobiological, physiological, environmental, social, and cultural patterns and forces, an individual also has agency and some volitionary control over their reactions, decisions, and motivated actions. ===Philosophical beginnings=== [[File:Plato Pio-Clemetino Inv305.jpg|right|200px|thumb|Plato viewed human motivation as a struggle between appetitive desires, spirited will, and rational thought, an early tripartite model of the psyche that shaped later theories of volition and self-control.]] * [[w:Ancient Greek philosophy|Ancient Greek philosophers]] proposed tripartite models of human action as resulting from '''competing internal forces''':<br> ** [[w:Socrates|Socrates]] (~470s-390s BC) → [[w:Plato|Plato]] (~420s-340s BC) - 3 aspects (tripartite model) of the soul/mind: *** Appetitive - Bodily related appetite and desire (e.g., hunger) (physiological) *** Competitive - Socially-referenced standards (e.g., pride) (social) *** Calculating - Decision-making capabilities (e.g., reasoning) (thinking) ** → [[w:Aristotle|Aristotle]]'s (~380s-320s BC) version: *** Nutritive - Impulsive, irrational, animal-like (e.g., urges) (animalistic impulses) *** Sensitive - Bodily-related (e.g., pleasure & pain) *** Rational - Idea-related, intellectual - featured the will (e.g., intention, choice) ** What is similar or different? *** Both identify appetitive/nutritive—what today we might call '''physiological needs''' *** Both identify calculating/rational—what today we might call '''cognitive motivations''' *** Plato identified competitive social motivations which differs from Aristotle’s sensitive motivations (which wererelated to pleasure and pain) * [[w:René Descartes|Descartes]] (16th century AD) proposed a body-mind distinction: ** passive bodily instincts and ** the active will of the soul * These early ideas framed motivation as a battle between: ** animalistic/biological impulses and ** calculated/logical thought and reason ===Grand theories=== Scientific study of motivation intially pursued comprehensive, all-encompassing theories. These grand theories sought to explain all behaviour under unified principles. Three grand theories (will, instinct, and drive theory) are discussed by Reeve (2018, 2024): ====Will==== * Seen as the primary cause of human behaviour by scientists during the 17th–19th centuries * The [[w:Will (philosophy)|will]] was viewed as a faculty of the mind that initiates and sustains voluntary action * However, the will declined as an explanatory concept because it was: ** unobservable ** lacked measurable mechanisms, and ** offered limited explanatory power * Study of the will wasn't completely abandoned; it now consists of mini-theories (e.g., [[:Category:Motivation and emotion/Book/Ego depletion|ego depletion]]. * See also: [[Motivation and emotion/Book/2015/Willpower|Willpower: What is it and how can it be strengthened?]] (Book chapter, 2015) ====Instinct==== * Emerged late 19th century, influenced by [[w:Charles Darwin|Darwinian theory]] (i.e., biological, genetic) * Behaviour attributed to inherited, innate [[w:Instinct|instinct]]s (e.g., [[w:William James|William James]] listed dozens) * Instincts are unlearned, automated, mechanistic, inherited sources of motivation * [[w:William McDougall (psychologist)|William McDougall]] (early 20th century) proposed links between innate instincts and specific emotions and goal-directed behaviours, helping bridge biological impulses with purposive action * Declined because it was overly broad (e.g., countless proposed instincts), lacked empirical support, and failed to explain complex, learned, or culturally shaped behaviours (e.g., travel, creativity, altruism); labelling actions as “instinctive” offered description rather than genuine explanation * Watch: [https://www.youtube.com/embed/9hdSLiHaJz8?start=90&end=165 Instinct theory, the power of motivation] (CrashCourse Psychology #17, YouTube; 2:09 mins): Introduces motivation by explaining instinct theory ====Drive==== [[File:Sigmund Freud LIFE.jpg|right|200px|thumb|In the early 20th century [[w:Sigmund Freud|Sigmund Freud]] proposed that behaviour is driven by unconscious desires and internal conflicts between instinctual drives and social constraints.]] * Dominated early-to-mid 20th century psychology, notably: ** [[w:Sigmund Freud|Freud]]'s [[w:Psychodynamics|psychodynamic theory]] ** [[w:Clark L. Hull|Hull]]’s [[w:Drive reduction theory (learning theory)|drive reduction theory]] * Internal biological deficits (e.g., hunger) created drive states that directed behaviour * Emphasised [[w:Homeostasis|homeostasis]] and reinforcement learning * Declined because it could not only account for biological need reduction behaviours and not higher-order behaviours such as curiosity, achievement, or creativity. Drive theory also failed to explain cases where behaviour opposed drives (e.g., anorexia) or was elicited by external incentives rather than internal deficits. I * Resources ** [https://www.youtube.com/embed/9hdSLiHaJz8?start=165&end=219 Drive theory, the power of motivation] (CrashCourse Psychology #17, YouTube; 2:09 mins): Introduces motivation by explaining drive theory ** [[w:Drive reduction theory (learning theory)|Drive reduction theory]] ** [[Motivation and emotion/Book/2017/Drive reduction theory of motivation|Drive-reduction theory of motivation]] (Book chapter, 2017) ====Decline of grand theories==== * The grand theories provided some of the jigsaw puzzle for psychological understanding of motivation, but lacked sufficient, nuanced detail to be practically useful. * However, several broad motivational principles emerged, including [[w:Incentive|incentive]] and [[w:Arousal|arousal]]. ===Post-drive theory years=== * 1950s–1960s * [[w:Thomas Kuhn|Thomas Kuhn]]'s (1962) concept of [[w:Paradigm shift|paradigm shift]] in [[w:The Structure of Scientific Revolutions|The Structure of Scientific Revolutions]] reframed scientific progress as non-linear * Motivation science moved away from the limitations of rigid grand theories toward more flexible domain-specific mini-theories grounded in empirical research (e.g., [[w:Attribution (psychology)|attribution theory]], [[w:Cognitive dissonance|cognitive dissonance]], and [[w:Goal setting|goal-setting]]) * Emphasised empirical evidence over philosophical speculation * Three contemporary themes characterise the mini-theories: ** Active nature of the person ** Cognitive revolution ** Socially relevant questions ====Active nature of the person==== [[File:Arianna e la sua lente.JPG|230px|right|thumb|Curiosity reflects intrinsic motivation to explore, learn, and understand—core to the view of humans as active agents.]] * A major shift reframed humans not as passive responders but as active, curious, and self-regulating agents * Organismic theories (e.g., [[w:Self-determination theory|self-determination theory]]) highlighted the innate tendency to seek growth, mastery, and integration ====Cognitive revolution==== * In the 1960s–1970s, cognition gained prominence: beliefs, expectations, goals, and self-concepts became central to understanding motivation * Emphasis on explaining behaviour moved from behaviourism (classical and operant conditioning) to cognitive information processing and decision-making * Key developments for motivation included attribution theory and [[w:Expectancy-value theory|expectancy-value theories]]. ====Socially relevant questions==== * Motivation research extended beyond laboratory studies to address real-world problems: e.g., ** How do teachers motivate students? ** Why do people engage in risky behaviours? ** What sustains long-term goal pursuit? * Motivation became increasingly applied in education, health, work, and clinical domains ===Rise of mini-theories=== * Grand theories tried to explain the full range of motivation, whereas mini-theories limit their attention to: ** Specific phenomenon (e.g., achievement motivation, flow experiences) ** Special circumstances (e.g., failure feedback, role models) ** Groups of people (e.g., extraverts, children, workers) ** Particular theoretical questions (e.g., relationship between cognition and emotion) * Example mini-theories ** [[w:Need for achievement|Achievement motivation theory]] ** [[w:Cognitive dissonance|Cognitive dissonance theory]] ** [[w:Goal-setting|Goal-setting theory]] ** [[w:Intrinsic motivation|Intrinsic motivation]] ** [[w:Learned helplessness|Learned helplessness theory]] ** [[w:Reactance (psychology)|Reactance theory]] ** [[w:Self-efficacy|Self-efficacy theory]] ** [[w:Self-schema|Self-schemas]] The [[Motivation and emotion/Book|list of book chapters]] also provides examples of many mini-theories. ===Contemporary era=== [[File:Mascia Ferri in Speed Skydiving.jpg|right|200px|thumb|Some people are motivated by sensation-seeking and the desire for high arousal, which can lead to engagement in high-risk activities like extreme sports]] * 1990s–present * Renewed interest in motivation emerged in 1990s through robust theories (e.g., self-determination theory) * Focus on psychological needs (autonomy, competence, relatedness), goals, and self-regulation * Pluralistic: Mini-theories each provide useful, interlocking perspectives for understanding the puzzle of motivation and emotion * Motivation became integrated with emotion, neuroscience, and social cognition * Current understanding: ** Behaviour is energised and directed by a multitude of multi-level and co-acting influences ** Motivational states need to be understood at multiple levels—neurological, cognitive, social, etc. ===Relationship with other areas of psychology=== Motivation and emotion are important pieces of the psychological puzzle, overlapping with other domains of psychology: * '''[[w:Social psychology|Social]]''': Social environments cause and contribute to much of our motivation and emotional experience. * '''[[w:Developmental psychology|Developmental]]''': Our motivational and emotional capacities and experiences grow and change across the lifespan. * '''[[w:Personality psychology|Personality]]''': Patterns of individual differences in motivation and emotion underlie personality traits. * '''[[w:Cognitive psychology|Cognitive]]''': Cognitions such as expectations, appraisals, decision-making, and self-concepts are central to understanding motivational and emotional responses. * '''[[w:Physiological psychology|Physiological]]''': Motivation and emotion have distinct physiological and neurological components and processes. * '''[[w:Health psychology|Health]], [[w:Counselling psychology|counselling]], and [[w:Clinical psychology|clinical]]''': Dysregulation of motivation and emotion (e.g., too much or too little) contributes to psychological disorders and affects physical health. * '''[[w:Educational psychology|Educational]]''': Motivation plays a key role in learning and achievement; emotion influences attention and cognitive processing. * '''[[w:Organizational psychology|Organisational]]''': Motivation affects job performance, satisfaction, and leadership; emotions affect decision-making and relationships. ===Brief history of emotion study=== * For much of psychology’s early development, emotion was neglected or treated as secondary to cognition * Descartes viewed emotion as psychosomatic, involving physical mechanisms and mental experience, vigorous bodily reaction to a person, object, or event—marking early dualistic thought * Charles Darwin viewed emotions as innate, universal, and evolutionarily adaptative for responding to environmental challenges and opportunities * William James proposed that emotions arise from physiological reactions to stimuli ([[w:James–Lange theory|James–Lange theory]], treating them as temporary psychological states * [[w:Cannon-Bard theory|Cannon-Bard theory]] challenged this view, arguing that emotions are generated in the brain (specifically, the thalamus) and occur simultaneously with physiological responses * Schachter-Singer's [[w:Two-factor theory of emotion|two-factor theory of emotion]] introduced the idea that emotion depends on both physiological arousal and cognitive appraisal * Cross-cultural research (e.g., [[w:Paul Ekman|Ekman]], 1960s) showed universal recognition of basic facial expressions (e.g., happiness, fear, anger), supporting the evolutionary basis of emotion while also revealing cultural variation in expression and display rules * Since the 1980s, emotion regained prominence through the rise of affective [[w:Neurosciece|neuroscience]], [[w:Appraisal|appraisal theories]] (e.g., Lazarus), and Fredrickson's [[w:Broaden-and-build theory|broaden-and-build theory]] of positive emotion * [[w:Affective computing|Affective computing]] emerged as a contemporary focus, exploring how technology can detect, interpret, and stimulate human emotions—highlighting the role of emotional intelligence in humans and machines * Today, motivation and emotion are understood as deeply interconnected processes that together shape behaviour, decision-making, and psychological well-being ===Multimedia=== * [https://www.youtube.com/watch?v=9hdSLiHaJz8&t=69s Instinct theory and drive theory] (YouTube; 2:20 mins; watch from 1:09 to 3:29 mins): Explains what motivation is, evolutionary/instinct theory, and drive-reduction theory ==Assessment skills== Assessment skills (wiki editing) are taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]. ===Examples=== Examples of high quality major project submissions: # [[Motivation and emotion/Assessment/Topic#Examples|Topic development]] # [[Motivation and emotion/Assessment/Chapter#Examples|Book chapter]] + [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#Socialcontributionexamples|Social contributions]] ===Multimedia=== * [http://www.youtube.com/watch?v=dGCJ46vyR9o A vision of students today] (YouTube; 4:44 mins): Explores some reasons behind why are approaching the assessment this way * [http://www.youtube.com/watch?v=-dnL00TdmLY Wikis in plain English] (Commoncraft; 3:53 mins) explains the concept of a wiki and how it works * [http://www.youtube.com/watch?v=WghdsOz9KwA Wikipedia - An investment for your future; your children's future] (YouTube; 4:10 mins) explains the purpose of Wikipedia ==Readings== # Chapter 2: Motivation in historical perspective ([[Motivation and emotion/Readings/Textbooks/Reeve/2024|Reeve, 2024]]) # [[Motivation and emotion/Assessment|Assessment]] ## [[Motivation and emotion/Assessment/Topic|Topic development]] ## [[Motivation and emotion/Assessment/Chapter|Book chapter]] ## [[Motivation and emotion/Assessment/Exam|Exam]] ## [[Motivation and emotion/Wikiversity|Wikiversity skills]] ## [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] ==Slides== * [https://docs.google.com/presentation/d/1E1iEIUhiFJ4ecCVZgxnC5uGYOfK3t8Uq4_FKUW06Eyg/edit?usp=sharing Historical development] (Google Slides) * [https://docs.google.com/presentation/d/157gL4ep4QJ9CuIqEV5t6PsDFCGtXO2N8AeIFodXUqK8/edit?usp=sharing Assessment skills] (Google Slides) <!-- * [http://www.slideshare.net/jtneill/motivation-in-historical-perspective Lecture slides - Part A - Historical development] (Slideshare) * [http://www.slideshare.net/jtneill/motivation-and-emotion-assessment-task-skills Lecture slides - Part B - Assessment skills] (Slideshare) * Handouts ** [[Media:Historical development and assessment skills 3 slides per page.pdf|Download 3 slides per page]]: [[File:Historical development and assessment skills 3 slides per page.pdf|100px|3 slides per page]] ** [[Media:Historical development and assessment skills 6 slides per page.pdf|Download 6 slides per page]]: [[File:Historical development and assessment skills 6 slides per page.pdf|100px|6 slides per page]] --> ==See also== * [[/Images/]] ;Lectures * [[{{#titleparts:{{PAGENAME}}|2}}/Introduction|Introduction]] (Previous lecture) * [[{{#titleparts:{{PAGENAME}}|2}}/Brain and physiological needs|Brain and physiological needs]] (Next lecture) ;Tutorials * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2: Wiki editing]] ==Recording== * Lecture 2 (2026) TBA * [https://au-lti.bbcollab.com/recording/fd7370b440ed499da200e2cdf34f602a Lecture 2] (2025)<!-- * [https://au-lti.bbcollab.com/recording/4918a6b3058a4552889eac514250ff22 Lecture 2] (2024) * [https://au-lti.bbcollab.com/recording/d92064ed8ef044878d63355e0a920832 Lecture 2] (2023) * [https://au-lti.bbcollab.com/recording/e7fa41feb77c43eab6580a9f338e13c8 Lecture 2] (2022) * [https://au-lti.bbcollab.com/recording/3951859be633471f9544ac5084837075 Lecture 2] (2021) --> ==External links== * [https://www.verywellmind.com/drive-reduction-theory-2795381 Drive-reduction theory and human behavior: Biological need motivates behavior] (verywellmind) <!-- [http://study.com/academy/lesson/drive-reduction-theory-of-motivation-definition-examples-quiz.html Drive reduction theory of motivation: Definition & examples] --> {{Motivation and emotion/Lectures/Navigation}} [[Category:Motivation and emotion/Lectures/Historical development and assessment skills]] 8f8rya3w6990plhyn6pvly2wlqqiyt0 2822733 2822728 2026-08-18T11:40:56Z Jtneill 10242 /* Contemporary era */ Update for 2026 2822733 wikitext text/x-wiki {{Motivation and emotion/Lectures|Lecture 2: Historical development and assessment skills|second}} {{Motivation and emotion/Lectures/In development}} <!-- {{Motivation and emotion/Lectures/In development}} --> <!-- {{Motivation and emotion/Lectures/Complete}} --> ==Overview== [[File:Forestay-Eye-Round-seizings-Bulls-eye.jpg|250px|right]] This lecture: * Discusses the ancient philosophical roots and recent development of psychological science about motivation and emotion. * Explains the [[Motivation and emotion/Assessment|assessment]] tasks, including ** use of [[Wikiversity]] for the *** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Topic|topic development]], *** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Chapter|book chapter]], ** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Exam/Practice quizzes|Practice quizzes]] and how to prepare for the [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Exam|exam]], and ** how to [[{{#titleparts:{{PAGENAME}}|1}}/Help|access support]]. Take-home messages: * The study of motivation and emotion has evolved from ancient philosophy to grand scientific theories that attempt to explain every everything about motivation to mini-theories which seek to explain specific phenomenon. Contemporary mini-theories emphasise the active nature of the person in shaping environments to meet their needs. * A wiki is an online collaborative platform that anyone can edit. Using [[Wikiversity]] for the topic development and book chapter is a way of contributing to the [[w:knowledge commons|knowledge commons]]. ==Outline== * Motivation in historical perspective ** Philosophical beginnings ** Grand theories ** Post-drive theory years ** Rise of mini-theories ** Contemporary perspective ** History of emotion science * Assessment task skills ** Contributing to the knowledge commons ** Topic development ** Book chapter ** Exam ==Motivation in historical perspective== * Motivation has emerged as a central topic in [[w:Psychology|psychology]] * Philosophical thinking began with the [[w:Ancient Greece|Ancient Greek]] dualistic view of behaviour as a conflict between: ** body (irrational impulses) and ** mind (rational control) * This disctinction was later echoed by Descartes' distinction between: ** passive biological impulses and ** the active will * Grand theories of motivation were developed from the late 19th century through to the mid-20th century. * These theories have been challenged and replaced. Motivation and emotion sciences remerged as interdisciplinary, integrating biological, cognitive, and social perspectives. * In evolving from philosophical ideas to empirical psychological science, the emphasis shifted from passive, mechanistic views to active, dynamic conceptions of the person. Whilst shaped by genetic, neurobiological, physiological, environmental, social, and cultural patterns and forces, an individual also has agency and some volitionary control over their reactions, decisions, and motivated actions. ===Philosophical beginnings=== [[File:Plato Pio-Clemetino Inv305.jpg|right|200px|thumb|Plato viewed human motivation as a struggle between appetitive desires, spirited will, and rational thought, an early tripartite model of the psyche that shaped later theories of volition and self-control.]] * [[w:Ancient Greek philosophy|Ancient Greek philosophers]] proposed tripartite models of human action as resulting from '''competing internal forces''':<br> ** [[w:Socrates|Socrates]] (~470s-390s BC) → [[w:Plato|Plato]] (~420s-340s BC) - 3 aspects (tripartite model) of the soul/mind: *** Appetitive - Bodily related appetite and desire (e.g., hunger) (physiological) *** Competitive - Socially-referenced standards (e.g., pride) (social) *** Calculating - Decision-making capabilities (e.g., reasoning) (thinking) ** → [[w:Aristotle|Aristotle]]'s (~380s-320s BC) version: *** Nutritive - Impulsive, irrational, animal-like (e.g., urges) (animalistic impulses) *** Sensitive - Bodily-related (e.g., pleasure & pain) *** Rational - Idea-related, intellectual - featured the will (e.g., intention, choice) ** What is similar or different? *** Both identify appetitive/nutritive—what today we might call '''physiological needs''' *** Both identify calculating/rational—what today we might call '''cognitive motivations''' *** Plato identified competitive social motivations which differs from Aristotle’s sensitive motivations (which wererelated to pleasure and pain) * [[w:René Descartes|Descartes]] (16th century AD) proposed a body-mind distinction: ** passive bodily instincts and ** the active will of the soul * These early ideas framed motivation as a battle between: ** animalistic/biological impulses and ** calculated/logical thought and reason ===Grand theories=== Scientific study of motivation intially pursued comprehensive, all-encompassing theories. These grand theories sought to explain all behaviour under unified principles. Three grand theories (will, instinct, and drive theory) are discussed by Reeve (2018, 2024): ====Will==== * Seen as the primary cause of human behaviour by scientists during the 17th–19th centuries * The [[w:Will (philosophy)|will]] was viewed as a faculty of the mind that initiates and sustains voluntary action * However, the will declined as an explanatory concept because it was: ** unobservable ** lacked measurable mechanisms, and ** offered limited explanatory power * Study of the will wasn't completely abandoned; it now consists of mini-theories (e.g., [[:Category:Motivation and emotion/Book/Ego depletion|ego depletion]]. * See also: [[Motivation and emotion/Book/2015/Willpower|Willpower: What is it and how can it be strengthened?]] (Book chapter, 2015) ====Instinct==== * Emerged late 19th century, influenced by [[w:Charles Darwin|Darwinian theory]] (i.e., biological, genetic) * Behaviour attributed to inherited, innate [[w:Instinct|instinct]]s (e.g., [[w:William James|William James]] listed dozens) * Instincts are unlearned, automated, mechanistic, inherited sources of motivation * [[w:William McDougall (psychologist)|William McDougall]] (early 20th century) proposed links between innate instincts and specific emotions and goal-directed behaviours, helping bridge biological impulses with purposive action * Declined because it was overly broad (e.g., countless proposed instincts), lacked empirical support, and failed to explain complex, learned, or culturally shaped behaviours (e.g., travel, creativity, altruism); labelling actions as “instinctive” offered description rather than genuine explanation * Watch: [https://www.youtube.com/embed/9hdSLiHaJz8?start=90&end=165 Instinct theory, the power of motivation] (CrashCourse Psychology #17, YouTube; 2:09 mins): Introduces motivation by explaining instinct theory ====Drive==== [[File:Sigmund Freud LIFE.jpg|right|200px|thumb|In the early 20th century [[w:Sigmund Freud|Sigmund Freud]] proposed that behaviour is driven by unconscious desires and internal conflicts between instinctual drives and social constraints.]] * Dominated early-to-mid 20th century psychology, notably: ** [[w:Sigmund Freud|Freud]]'s [[w:Psychodynamics|psychodynamic theory]] ** [[w:Clark L. Hull|Hull]]’s [[w:Drive reduction theory (learning theory)|drive reduction theory]] * Internal biological deficits (e.g., hunger) created drive states that directed behaviour * Emphasised [[w:Homeostasis|homeostasis]] and reinforcement learning * Declined because it could not only account for biological need reduction behaviours and not higher-order behaviours such as curiosity, achievement, or creativity. Drive theory also failed to explain cases where behaviour opposed drives (e.g., anorexia) or was elicited by external incentives rather than internal deficits. I * Resources ** [https://www.youtube.com/embed/9hdSLiHaJz8?start=165&end=219 Drive theory, the power of motivation] (CrashCourse Psychology #17, YouTube; 2:09 mins): Introduces motivation by explaining drive theory ** [[w:Drive reduction theory (learning theory)|Drive reduction theory]] ** [[Motivation and emotion/Book/2017/Drive reduction theory of motivation|Drive-reduction theory of motivation]] (Book chapter, 2017) ====Decline of grand theories==== * The grand theories provided some of the jigsaw puzzle for psychological understanding of motivation, but lacked sufficient, nuanced detail to be practically useful. * However, several broad motivational principles emerged, including [[w:Incentive|incentive]] and [[w:Arousal|arousal]]. ===Post-drive theory years=== * 1950s–1960s * [[w:Thomas Kuhn|Thomas Kuhn]]'s (1962) concept of [[w:Paradigm shift|paradigm shift]] in [[w:The Structure of Scientific Revolutions|The Structure of Scientific Revolutions]] reframed scientific progress as non-linear * Motivation science moved away from the limitations of rigid grand theories toward more flexible domain-specific mini-theories grounded in empirical research (e.g., [[w:Attribution (psychology)|attribution theory]], [[w:Cognitive dissonance|cognitive dissonance]], and [[w:Goal setting|goal-setting]]) * Emphasised empirical evidence over philosophical speculation * Three contemporary themes characterise the mini-theories: ** Active nature of the person ** Cognitive revolution ** Socially relevant questions ====Active nature of the person==== [[File:Arianna e la sua lente.JPG|230px|right|thumb|Curiosity reflects intrinsic motivation to explore, learn, and understand—core to the view of humans as active agents.]] * A major shift reframed humans not as passive responders but as active, curious, and self-regulating agents * Organismic theories (e.g., [[w:Self-determination theory|self-determination theory]]) highlighted the innate tendency to seek growth, mastery, and integration ====Cognitive revolution==== * In the 1960s–1970s, cognition gained prominence: beliefs, expectations, goals, and self-concepts became central to understanding motivation * Emphasis on explaining behaviour moved from behaviourism (classical and operant conditioning) to cognitive information processing and decision-making * Key developments for motivation included attribution theory and [[w:Expectancy-value theory|expectancy-value theories]]. ====Socially relevant questions==== * Motivation research extended beyond laboratory studies to address real-world problems: e.g., ** How do teachers motivate students? ** Why do people engage in risky behaviours? ** What sustains long-term goal pursuit? * Motivation became increasingly applied in education, health, work, and clinical domains ===Rise of mini-theories=== * Grand theories tried to explain the full range of motivation, whereas mini-theories limit their attention to: ** Specific phenomenon (e.g., achievement motivation, flow experiences) ** Special circumstances (e.g., failure feedback, role models) ** Groups of people (e.g., extraverts, children, workers) ** Particular theoretical questions (e.g., relationship between cognition and emotion) * Example mini-theories ** [[w:Need for achievement|Achievement motivation theory]] ** [[w:Cognitive dissonance|Cognitive dissonance theory]] ** [[w:Goal-setting|Goal-setting theory]] ** [[w:Intrinsic motivation|Intrinsic motivation]] ** [[w:Learned helplessness|Learned helplessness theory]] ** [[w:Reactance (psychology)|Reactance theory]] ** [[w:Self-efficacy|Self-efficacy theory]] ** [[w:Self-schema|Self-schemas]] The [[Motivation and emotion/Book|list of book chapters]] also provides examples of many mini-theories. ===Contemporary era=== [[File:Mascia Ferri in Speed Skydiving.jpg|right|200px|thumb|Some people are motivated by sensation-seeking and the desire for high arousal, which can lead to engagement in high-risk activities like extreme sports]] * 1990s–present * Renewed interest in motivation emerged in 1990s through robust theories (e.g., [[w:Self-determination theory|self-determination theory]]) * Focus on psychological needs (autonomy, competence, relatedness), goals, and self-regulation * Pluralistic: Mini-theories each provide useful, interlocking perspectives for understanding the puzzle of motivation and emotion * Motivation study became integrated with emotion, neuroscience, and social cognition * Current understanding: ** Behaviour is energised and directed by a multitude of multi-level and co-acting influences ** Motivational states need to be understood at multiple levels—neurological, cognitive, social, etc. ===Relationship with other areas of psychology=== Motivation and emotion are important pieces of the psychological puzzle, overlapping with other domains of psychology: * '''[[w:Social psychology|Social]]''': Social environments cause and contribute to much of our motivation and emotional experience. * '''[[w:Developmental psychology|Developmental]]''': Our motivational and emotional capacities and experiences grow and change across the lifespan. * '''[[w:Personality psychology|Personality]]''': Patterns of individual differences in motivation and emotion underlie personality traits. * '''[[w:Cognitive psychology|Cognitive]]''': Cognitions such as expectations, appraisals, decision-making, and self-concepts are central to understanding motivational and emotional responses. * '''[[w:Physiological psychology|Physiological]]''': Motivation and emotion have distinct physiological and neurological components and processes. * '''[[w:Health psychology|Health]], [[w:Counselling psychology|counselling]], and [[w:Clinical psychology|clinical]]''': Dysregulation of motivation and emotion (e.g., too much or too little) contributes to psychological disorders and affects physical health. * '''[[w:Educational psychology|Educational]]''': Motivation plays a key role in learning and achievement; emotion influences attention and cognitive processing. * '''[[w:Organizational psychology|Organisational]]''': Motivation affects job performance, satisfaction, and leadership; emotions affect decision-making and relationships. ===Brief history of emotion study=== * For much of psychology’s early development, emotion was neglected or treated as secondary to cognition * Descartes viewed emotion as psychosomatic, involving physical mechanisms and mental experience, vigorous bodily reaction to a person, object, or event—marking early dualistic thought * Charles Darwin viewed emotions as innate, universal, and evolutionarily adaptative for responding to environmental challenges and opportunities * William James proposed that emotions arise from physiological reactions to stimuli ([[w:James–Lange theory|James–Lange theory]], treating them as temporary psychological states * [[w:Cannon-Bard theory|Cannon-Bard theory]] challenged this view, arguing that emotions are generated in the brain (specifically, the thalamus) and occur simultaneously with physiological responses * Schachter-Singer's [[w:Two-factor theory of emotion|two-factor theory of emotion]] introduced the idea that emotion depends on both physiological arousal and cognitive appraisal * Cross-cultural research (e.g., [[w:Paul Ekman|Ekman]], 1960s) showed universal recognition of basic facial expressions (e.g., happiness, fear, anger), supporting the evolutionary basis of emotion while also revealing cultural variation in expression and display rules * Since the 1980s, emotion regained prominence through the rise of affective [[w:Neurosciece|neuroscience]], [[w:Appraisal|appraisal theories]] (e.g., Lazarus), and Fredrickson's [[w:Broaden-and-build theory|broaden-and-build theory]] of positive emotion * [[w:Affective computing|Affective computing]] emerged as a contemporary focus, exploring how technology can detect, interpret, and stimulate human emotions—highlighting the role of emotional intelligence in humans and machines * Today, motivation and emotion are understood as deeply interconnected processes that together shape behaviour, decision-making, and psychological well-being ===Multimedia=== * [https://www.youtube.com/watch?v=9hdSLiHaJz8&t=69s Instinct theory and drive theory] (YouTube; 2:20 mins; watch from 1:09 to 3:29 mins): Explains what motivation is, evolutionary/instinct theory, and drive-reduction theory ==Assessment skills== Assessment skills (wiki editing) are taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]. ===Examples=== Examples of high quality major project submissions: # [[Motivation and emotion/Assessment/Topic#Examples|Topic development]] # [[Motivation and emotion/Assessment/Chapter#Examples|Book chapter]] + [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#Socialcontributionexamples|Social contributions]] ===Multimedia=== * [http://www.youtube.com/watch?v=dGCJ46vyR9o A vision of students today] (YouTube; 4:44 mins): Explores some reasons behind why are approaching the assessment this way * [http://www.youtube.com/watch?v=-dnL00TdmLY Wikis in plain English] (Commoncraft; 3:53 mins) explains the concept of a wiki and how it works * [http://www.youtube.com/watch?v=WghdsOz9KwA Wikipedia - An investment for your future; your children's future] (YouTube; 4:10 mins) explains the purpose of Wikipedia ==Readings== # Chapter 2: Motivation in historical perspective ([[Motivation and emotion/Readings/Textbooks/Reeve/2024|Reeve, 2024]]) # [[Motivation and emotion/Assessment|Assessment]] ## [[Motivation and emotion/Assessment/Topic|Topic development]] ## [[Motivation and emotion/Assessment/Chapter|Book chapter]] ## [[Motivation and emotion/Assessment/Exam|Exam]] ## [[Motivation and emotion/Wikiversity|Wikiversity skills]] ## [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] ==Slides== * [https://docs.google.com/presentation/d/1E1iEIUhiFJ4ecCVZgxnC5uGYOfK3t8Uq4_FKUW06Eyg/edit?usp=sharing Historical development] (Google Slides) * [https://docs.google.com/presentation/d/157gL4ep4QJ9CuIqEV5t6PsDFCGtXO2N8AeIFodXUqK8/edit?usp=sharing Assessment skills] (Google Slides) <!-- * [http://www.slideshare.net/jtneill/motivation-in-historical-perspective Lecture slides - Part A - Historical development] (Slideshare) * [http://www.slideshare.net/jtneill/motivation-and-emotion-assessment-task-skills Lecture slides - Part B - Assessment skills] (Slideshare) * Handouts ** [[Media:Historical development and assessment skills 3 slides per page.pdf|Download 3 slides per page]]: [[File:Historical development and assessment skills 3 slides per page.pdf|100px|3 slides per page]] ** [[Media:Historical development and assessment skills 6 slides per page.pdf|Download 6 slides per page]]: [[File:Historical development and assessment skills 6 slides per page.pdf|100px|6 slides per page]] --> ==See also== * [[/Images/]] ;Lectures * [[{{#titleparts:{{PAGENAME}}|2}}/Introduction|Introduction]] (Previous lecture) * [[{{#titleparts:{{PAGENAME}}|2}}/Brain and physiological needs|Brain and physiological needs]] (Next lecture) ;Tutorials * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2: Wiki editing]] ==Recording== * Lecture 2 (2026) TBA * [https://au-lti.bbcollab.com/recording/fd7370b440ed499da200e2cdf34f602a Lecture 2] (2025)<!-- * [https://au-lti.bbcollab.com/recording/4918a6b3058a4552889eac514250ff22 Lecture 2] (2024) * [https://au-lti.bbcollab.com/recording/d92064ed8ef044878d63355e0a920832 Lecture 2] (2023) * [https://au-lti.bbcollab.com/recording/e7fa41feb77c43eab6580a9f338e13c8 Lecture 2] (2022) * [https://au-lti.bbcollab.com/recording/3951859be633471f9544ac5084837075 Lecture 2] (2021) --> ==External links== * [https://www.verywellmind.com/drive-reduction-theory-2795381 Drive-reduction theory and human behavior: Biological need motivates behavior] (verywellmind) <!-- [http://study.com/academy/lesson/drive-reduction-theory-of-motivation-definition-examples-quiz.html Drive reduction theory of motivation: Definition & examples] --> {{Motivation and emotion/Lectures/Navigation}} [[Category:Motivation and emotion/Lectures/Historical development and assessment skills]] 78p4tkfu9eqj2lpcwu21b9wd55mt0j5 2822735 2822733 2026-08-18T11:41:42Z Jtneill 10242 /* Rise of mini-theories */ Mini-theories emphasise: * the active role of the person * cognition * applied, social relevance 2822735 wikitext text/x-wiki {{Motivation and emotion/Lectures|Lecture 2: Historical development and assessment skills|second}} {{Motivation and emotion/Lectures/In development}} <!-- {{Motivation and emotion/Lectures/In development}} --> <!-- {{Motivation and emotion/Lectures/Complete}} --> ==Overview== [[File:Forestay-Eye-Round-seizings-Bulls-eye.jpg|250px|right]] This lecture: * Discusses the ancient philosophical roots and recent development of psychological science about motivation and emotion. * Explains the [[Motivation and emotion/Assessment|assessment]] tasks, including ** use of [[Wikiversity]] for the *** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Topic|topic development]], *** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Chapter|book chapter]], ** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Exam/Practice quizzes|Practice quizzes]] and how to prepare for the [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Exam|exam]], and ** how to [[{{#titleparts:{{PAGENAME}}|1}}/Help|access support]]. Take-home messages: * The study of motivation and emotion has evolved from ancient philosophy to grand scientific theories that attempt to explain every everything about motivation to mini-theories which seek to explain specific phenomenon. Contemporary mini-theories emphasise the active nature of the person in shaping environments to meet their needs. * A wiki is an online collaborative platform that anyone can edit. Using [[Wikiversity]] for the topic development and book chapter is a way of contributing to the [[w:knowledge commons|knowledge commons]]. ==Outline== * Motivation in historical perspective ** Philosophical beginnings ** Grand theories ** Post-drive theory years ** Rise of mini-theories ** Contemporary perspective ** History of emotion science * Assessment task skills ** Contributing to the knowledge commons ** Topic development ** Book chapter ** Exam ==Motivation in historical perspective== * Motivation has emerged as a central topic in [[w:Psychology|psychology]] * Philosophical thinking began with the [[w:Ancient Greece|Ancient Greek]] dualistic view of behaviour as a conflict between: ** body (irrational impulses) and ** mind (rational control) * This disctinction was later echoed by Descartes' distinction between: ** passive biological impulses and ** the active will * Grand theories of motivation were developed from the late 19th century through to the mid-20th century. * These theories have been challenged and replaced. Motivation and emotion sciences remerged as interdisciplinary, integrating biological, cognitive, and social perspectives. * In evolving from philosophical ideas to empirical psychological science, the emphasis shifted from passive, mechanistic views to active, dynamic conceptions of the person. Whilst shaped by genetic, neurobiological, physiological, environmental, social, and cultural patterns and forces, an individual also has agency and some volitionary control over their reactions, decisions, and motivated actions. ===Philosophical beginnings=== [[File:Plato Pio-Clemetino Inv305.jpg|right|200px|thumb|Plato viewed human motivation as a struggle between appetitive desires, spirited will, and rational thought, an early tripartite model of the psyche that shaped later theories of volition and self-control.]] * [[w:Ancient Greek philosophy|Ancient Greek philosophers]] proposed tripartite models of human action as resulting from '''competing internal forces''':<br> ** [[w:Socrates|Socrates]] (~470s-390s BC) → [[w:Plato|Plato]] (~420s-340s BC) - 3 aspects (tripartite model) of the soul/mind: *** Appetitive - Bodily related appetite and desire (e.g., hunger) (physiological) *** Competitive - Socially-referenced standards (e.g., pride) (social) *** Calculating - Decision-making capabilities (e.g., reasoning) (thinking) ** → [[w:Aristotle|Aristotle]]'s (~380s-320s BC) version: *** Nutritive - Impulsive, irrational, animal-like (e.g., urges) (animalistic impulses) *** Sensitive - Bodily-related (e.g., pleasure & pain) *** Rational - Idea-related, intellectual - featured the will (e.g., intention, choice) ** What is similar or different? *** Both identify appetitive/nutritive—what today we might call '''physiological needs''' *** Both identify calculating/rational—what today we might call '''cognitive motivations''' *** Plato identified competitive social motivations which differs from Aristotle’s sensitive motivations (which wererelated to pleasure and pain) * [[w:René Descartes|Descartes]] (16th century AD) proposed a body-mind distinction: ** passive bodily instincts and ** the active will of the soul * These early ideas framed motivation as a battle between: ** animalistic/biological impulses and ** calculated/logical thought and reason ===Grand theories=== Scientific study of motivation intially pursued comprehensive, all-encompassing theories. These grand theories sought to explain all behaviour under unified principles. Three grand theories (will, instinct, and drive theory) are discussed by Reeve (2018, 2024): ====Will==== * Seen as the primary cause of human behaviour by scientists during the 17th–19th centuries * The [[w:Will (philosophy)|will]] was viewed as a faculty of the mind that initiates and sustains voluntary action * However, the will declined as an explanatory concept because it was: ** unobservable ** lacked measurable mechanisms, and ** offered limited explanatory power * Study of the will wasn't completely abandoned; it now consists of mini-theories (e.g., [[:Category:Motivation and emotion/Book/Ego depletion|ego depletion]]. * See also: [[Motivation and emotion/Book/2015/Willpower|Willpower: What is it and how can it be strengthened?]] (Book chapter, 2015) ====Instinct==== * Emerged late 19th century, influenced by [[w:Charles Darwin|Darwinian theory]] (i.e., biological, genetic) * Behaviour attributed to inherited, innate [[w:Instinct|instinct]]s (e.g., [[w:William James|William James]] listed dozens) * Instincts are unlearned, automated, mechanistic, inherited sources of motivation * [[w:William McDougall (psychologist)|William McDougall]] (early 20th century) proposed links between innate instincts and specific emotions and goal-directed behaviours, helping bridge biological impulses with purposive action * Declined because it was overly broad (e.g., countless proposed instincts), lacked empirical support, and failed to explain complex, learned, or culturally shaped behaviours (e.g., travel, creativity, altruism); labelling actions as “instinctive” offered description rather than genuine explanation * Watch: [https://www.youtube.com/embed/9hdSLiHaJz8?start=90&end=165 Instinct theory, the power of motivation] (CrashCourse Psychology #17, YouTube; 2:09 mins): Introduces motivation by explaining instinct theory ====Drive==== [[File:Sigmund Freud LIFE.jpg|right|200px|thumb|In the early 20th century [[w:Sigmund Freud|Sigmund Freud]] proposed that behaviour is driven by unconscious desires and internal conflicts between instinctual drives and social constraints.]] * Dominated early-to-mid 20th century psychology, notably: ** [[w:Sigmund Freud|Freud]]'s [[w:Psychodynamics|psychodynamic theory]] ** [[w:Clark L. Hull|Hull]]’s [[w:Drive reduction theory (learning theory)|drive reduction theory]] * Internal biological deficits (e.g., hunger) created drive states that directed behaviour * Emphasised [[w:Homeostasis|homeostasis]] and reinforcement learning * Declined because it could not only account for biological need reduction behaviours and not higher-order behaviours such as curiosity, achievement, or creativity. Drive theory also failed to explain cases where behaviour opposed drives (e.g., anorexia) or was elicited by external incentives rather than internal deficits. I * Resources ** [https://www.youtube.com/embed/9hdSLiHaJz8?start=165&end=219 Drive theory, the power of motivation] (CrashCourse Psychology #17, YouTube; 2:09 mins): Introduces motivation by explaining drive theory ** [[w:Drive reduction theory (learning theory)|Drive reduction theory]] ** [[Motivation and emotion/Book/2017/Drive reduction theory of motivation|Drive-reduction theory of motivation]] (Book chapter, 2017) ====Decline of grand theories==== * The grand theories provided some of the jigsaw puzzle for psychological understanding of motivation, but lacked sufficient, nuanced detail to be practically useful. * However, several broad motivational principles emerged, including [[w:Incentive|incentive]] and [[w:Arousal|arousal]]. ===Post-drive theory years=== * 1950s–1960s * [[w:Thomas Kuhn|Thomas Kuhn]]'s (1962) concept of [[w:Paradigm shift|paradigm shift]] in [[w:The Structure of Scientific Revolutions|The Structure of Scientific Revolutions]] reframed scientific progress as non-linear * Motivation science moved away from the limitations of rigid grand theories toward more flexible domain-specific mini-theories grounded in empirical research (e.g., [[w:Attribution (psychology)|attribution theory]], [[w:Cognitive dissonance|cognitive dissonance]], and [[w:Goal setting|goal-setting]]) * Emphasised empirical evidence over philosophical speculation * Three contemporary themes characterise the mini-theories: ** Active nature of the person ** Cognitive revolution ** Socially relevant questions ====Active nature of the person==== [[File:Arianna e la sua lente.JPG|230px|right|thumb|Curiosity reflects intrinsic motivation to explore, learn, and understand—core to the view of humans as active agents.]] * A major shift reframed humans not as passive responders but as active, curious, and self-regulating agents * Organismic theories (e.g., [[w:Self-determination theory|self-determination theory]]) highlighted the innate tendency to seek growth, mastery, and integration ====Cognitive revolution==== * In the 1960s–1970s, cognition gained prominence: beliefs, expectations, goals, and self-concepts became central to understanding motivation * Emphasis on explaining behaviour moved from behaviourism (classical and operant conditioning) to cognitive information processing and decision-making * Key developments for motivation included attribution theory and [[w:Expectancy-value theory|expectancy-value theories]]. ====Socially relevant questions==== * Motivation research extended beyond laboratory studies to address real-world problems: e.g., ** How do teachers motivate students? ** Why do people engage in risky behaviours? ** What sustains long-term goal pursuit? * Motivation became increasingly applied in education, health, work, and clinical domains ===Rise of mini-theories=== * Grand theories tried to explain the full range of motivation, whereas mini-theories limit their attention to: ** Specific phenomenon (e.g., achievement motivation, flow experiences) ** Special circumstances (e.g., failure feedback, role models) ** Groups of people (e.g., extraverts, children, workers) ** Particular theoretical questions (e.g., relationship between cognition and emotion) * Example mini-theories ** [[w:Need for achievement|Achievement motivation theory]] ** [[w:Cognitive dissonance|Cognitive dissonance theory]] ** [[w:Goal-setting|Goal-setting theory]] ** [[w:Intrinsic motivation|Intrinsic motivation]] ** [[w:Learned helplessness|Learned helplessness theory]] ** [[w:Reactance (psychology)|Reactance theory]] ** [[w:Self-efficacy|Self-efficacy theory]] ** [[w:Self-schema|Self-schemas]] The [[Motivation and emotion/Book|list of book chapters]] also provides examples of many mini-theories. Mini-theories emphasise: * the active role of the person * cognition * applied, social relevance ===Contemporary era=== [[File:Mascia Ferri in Speed Skydiving.jpg|right|200px|thumb|Some people are motivated by sensation-seeking and the desire for high arousal, which can lead to engagement in high-risk activities like extreme sports]] * 1990s–present * Renewed interest in motivation emerged in 1990s through robust theories (e.g., [[w:Self-determination theory|self-determination theory]]) * Focus on psychological needs (autonomy, competence, relatedness), goals, and self-regulation * Pluralistic: Mini-theories each provide useful, interlocking perspectives for understanding the puzzle of motivation and emotion * Motivation study became integrated with emotion, neuroscience, and social cognition * Current understanding: ** Behaviour is energised and directed by a multitude of multi-level and co-acting influences ** Motivational states need to be understood at multiple levels—neurological, cognitive, social, etc. ===Relationship with other areas of psychology=== Motivation and emotion are important pieces of the psychological puzzle, overlapping with other domains of psychology: * '''[[w:Social psychology|Social]]''': Social environments cause and contribute to much of our motivation and emotional experience. * '''[[w:Developmental psychology|Developmental]]''': Our motivational and emotional capacities and experiences grow and change across the lifespan. * '''[[w:Personality psychology|Personality]]''': Patterns of individual differences in motivation and emotion underlie personality traits. * '''[[w:Cognitive psychology|Cognitive]]''': Cognitions such as expectations, appraisals, decision-making, and self-concepts are central to understanding motivational and emotional responses. * '''[[w:Physiological psychology|Physiological]]''': Motivation and emotion have distinct physiological and neurological components and processes. * '''[[w:Health psychology|Health]], [[w:Counselling psychology|counselling]], and [[w:Clinical psychology|clinical]]''': Dysregulation of motivation and emotion (e.g., too much or too little) contributes to psychological disorders and affects physical health. * '''[[w:Educational psychology|Educational]]''': Motivation plays a key role in learning and achievement; emotion influences attention and cognitive processing. * '''[[w:Organizational psychology|Organisational]]''': Motivation affects job performance, satisfaction, and leadership; emotions affect decision-making and relationships. ===Brief history of emotion study=== * For much of psychology’s early development, emotion was neglected or treated as secondary to cognition * Descartes viewed emotion as psychosomatic, involving physical mechanisms and mental experience, vigorous bodily reaction to a person, object, or event—marking early dualistic thought * Charles Darwin viewed emotions as innate, universal, and evolutionarily adaptative for responding to environmental challenges and opportunities * William James proposed that emotions arise from physiological reactions to stimuli ([[w:James–Lange theory|James–Lange theory]], treating them as temporary psychological states * [[w:Cannon-Bard theory|Cannon-Bard theory]] challenged this view, arguing that emotions are generated in the brain (specifically, the thalamus) and occur simultaneously with physiological responses * Schachter-Singer's [[w:Two-factor theory of emotion|two-factor theory of emotion]] introduced the idea that emotion depends on both physiological arousal and cognitive appraisal * Cross-cultural research (e.g., [[w:Paul Ekman|Ekman]], 1960s) showed universal recognition of basic facial expressions (e.g., happiness, fear, anger), supporting the evolutionary basis of emotion while also revealing cultural variation in expression and display rules * Since the 1980s, emotion regained prominence through the rise of affective [[w:Neurosciece|neuroscience]], [[w:Appraisal|appraisal theories]] (e.g., Lazarus), and Fredrickson's [[w:Broaden-and-build theory|broaden-and-build theory]] of positive emotion * [[w:Affective computing|Affective computing]] emerged as a contemporary focus, exploring how technology can detect, interpret, and stimulate human emotions—highlighting the role of emotional intelligence in humans and machines * Today, motivation and emotion are understood as deeply interconnected processes that together shape behaviour, decision-making, and psychological well-being ===Multimedia=== * [https://www.youtube.com/watch?v=9hdSLiHaJz8&t=69s Instinct theory and drive theory] (YouTube; 2:20 mins; watch from 1:09 to 3:29 mins): Explains what motivation is, evolutionary/instinct theory, and drive-reduction theory ==Assessment skills== Assessment skills (wiki editing) are taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]. ===Examples=== Examples of high quality major project submissions: # [[Motivation and emotion/Assessment/Topic#Examples|Topic development]] # [[Motivation and emotion/Assessment/Chapter#Examples|Book chapter]] + [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#Socialcontributionexamples|Social contributions]] ===Multimedia=== * [http://www.youtube.com/watch?v=dGCJ46vyR9o A vision of students today] (YouTube; 4:44 mins): Explores some reasons behind why are approaching the assessment this way * [http://www.youtube.com/watch?v=-dnL00TdmLY Wikis in plain English] (Commoncraft; 3:53 mins) explains the concept of a wiki and how it works * [http://www.youtube.com/watch?v=WghdsOz9KwA Wikipedia - An investment for your future; your children's future] (YouTube; 4:10 mins) explains the purpose of Wikipedia ==Readings== # Chapter 2: Motivation in historical perspective ([[Motivation and emotion/Readings/Textbooks/Reeve/2024|Reeve, 2024]]) # [[Motivation and emotion/Assessment|Assessment]] ## [[Motivation and emotion/Assessment/Topic|Topic development]] ## [[Motivation and emotion/Assessment/Chapter|Book chapter]] ## [[Motivation and emotion/Assessment/Exam|Exam]] ## [[Motivation and emotion/Wikiversity|Wikiversity skills]] ## [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] ==Slides== * [https://docs.google.com/presentation/d/1E1iEIUhiFJ4ecCVZgxnC5uGYOfK3t8Uq4_FKUW06Eyg/edit?usp=sharing Historical development] (Google Slides) * [https://docs.google.com/presentation/d/157gL4ep4QJ9CuIqEV5t6PsDFCGtXO2N8AeIFodXUqK8/edit?usp=sharing Assessment skills] (Google Slides) <!-- * [http://www.slideshare.net/jtneill/motivation-in-historical-perspective Lecture slides - Part A - Historical development] (Slideshare) * [http://www.slideshare.net/jtneill/motivation-and-emotion-assessment-task-skills Lecture slides - Part B - Assessment skills] (Slideshare) * Handouts ** [[Media:Historical development and assessment skills 3 slides per page.pdf|Download 3 slides per page]]: [[File:Historical development and assessment skills 3 slides per page.pdf|100px|3 slides per page]] ** [[Media:Historical development and assessment skills 6 slides per page.pdf|Download 6 slides per page]]: [[File:Historical development and assessment skills 6 slides per page.pdf|100px|6 slides per page]] --> ==See also== * [[/Images/]] ;Lectures * [[{{#titleparts:{{PAGENAME}}|2}}/Introduction|Introduction]] (Previous lecture) * [[{{#titleparts:{{PAGENAME}}|2}}/Brain and physiological needs|Brain and physiological needs]] (Next lecture) ;Tutorials * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2: Wiki editing]] ==Recording== * Lecture 2 (2026) TBA * [https://au-lti.bbcollab.com/recording/fd7370b440ed499da200e2cdf34f602a Lecture 2] (2025)<!-- * [https://au-lti.bbcollab.com/recording/4918a6b3058a4552889eac514250ff22 Lecture 2] (2024) * [https://au-lti.bbcollab.com/recording/d92064ed8ef044878d63355e0a920832 Lecture 2] (2023) * [https://au-lti.bbcollab.com/recording/e7fa41feb77c43eab6580a9f338e13c8 Lecture 2] (2022) * [https://au-lti.bbcollab.com/recording/3951859be633471f9544ac5084837075 Lecture 2] (2021) --> ==External links== * [https://www.verywellmind.com/drive-reduction-theory-2795381 Drive-reduction theory and human behavior: Biological need motivates behavior] (verywellmind) <!-- [http://study.com/academy/lesson/drive-reduction-theory-of-motivation-definition-examples-quiz.html Drive reduction theory of motivation: Definition & examples] --> {{Motivation and emotion/Lectures/Navigation}} [[Category:Motivation and emotion/Lectures/Historical development and assessment skills]] e0lnb486wv0bjc1sk5exg21u0rbds0u 2822739 2822735 2026-08-18T11:58:55Z Jtneill 10242 + Structure of Scientific Revolutions image 2822739 wikitext text/x-wiki {{Motivation and emotion/Lectures|Lecture 2: Historical development and assessment skills|second}} {{Motivation and emotion/Lectures/In development}} <!-- {{Motivation and emotion/Lectures/In development}} --> <!-- {{Motivation and emotion/Lectures/Complete}} --> ==Overview== [[File:Forestay-Eye-Round-seizings-Bulls-eye.jpg|250px|right]] This lecture: * Discusses the ancient philosophical roots and recent development of psychological science about motivation and emotion. * Explains the [[Motivation and emotion/Assessment|assessment]] tasks, including ** use of [[Wikiversity]] for the *** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Topic|topic development]], *** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Chapter|book chapter]], ** [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Exam/Practice quizzes|Practice quizzes]] and how to prepare for the [[{{#titleparts:{{PAGENAME}}|1}}/Assessment/Exam|exam]], and ** how to [[{{#titleparts:{{PAGENAME}}|1}}/Help|access support]]. Take-home messages: * The study of motivation and emotion has evolved from ancient philosophy to grand scientific theories that attempt to explain every everything about motivation to mini-theories which seek to explain specific phenomenon. Contemporary mini-theories emphasise the active nature of the person in shaping environments to meet their needs. * A wiki is an online collaborative platform that anyone can edit. Using [[Wikiversity]] for the topic development and book chapter is a way of contributing to the [[w:knowledge commons|knowledge commons]]. ==Outline== * Motivation in historical perspective ** Philosophical beginnings ** Grand theories ** Post-drive theory years ** Rise of mini-theories ** Contemporary perspective ** History of emotion science * Assessment task skills ** Contributing to the knowledge commons ** Topic development ** Book chapter ** Exam ==Motivation in historical perspective== * Motivation has emerged as a central topic in [[w:Psychology|psychology]] * Philosophical thinking began with the [[w:Ancient Greece|Ancient Greek]] dualistic view of behaviour as a conflict between: ** body (irrational impulses) and ** mind (rational control) * This disctinction was later echoed by Descartes' distinction between: ** passive biological impulses and ** the active will * Grand theories of motivation were developed from the late 19th century through to the mid-20th century. * These theories have been challenged and replaced. Motivation and emotion sciences remerged as interdisciplinary, integrating biological, cognitive, and social perspectives. * In evolving from philosophical ideas to empirical psychological science, the emphasis shifted from passive, mechanistic views to active, dynamic conceptions of the person. Whilst shaped by genetic, neurobiological, physiological, environmental, social, and cultural patterns and forces, an individual also has agency and some volitionary control over their reactions, decisions, and motivated actions. ===Philosophical beginnings=== [[File:Plato Pio-Clemetino Inv305.jpg|right|200px|thumb|Plato viewed human motivation as a struggle between appetitive desires, spirited will, and rational thought, an early tripartite model of the psyche that shaped later theories of volition and self-control.]] * [[w:Ancient Greek philosophy|Ancient Greek philosophers]] proposed tripartite models of human action as resulting from '''competing internal forces''':<br> ** [[w:Socrates|Socrates]] (~470s-390s BC) → [[w:Plato|Plato]] (~420s-340s BC) - 3 aspects (tripartite model) of the soul/mind: *** Appetitive - Bodily related appetite and desire (e.g., hunger) (physiological) *** Competitive - Socially-referenced standards (e.g., pride) (social) *** Calculating - Decision-making capabilities (e.g., reasoning) (thinking) ** → [[w:Aristotle|Aristotle]]'s (~380s-320s BC) version: *** Nutritive - Impulsive, irrational, animal-like (e.g., urges) (animalistic impulses) *** Sensitive - Bodily-related (e.g., pleasure & pain) *** Rational - Idea-related, intellectual - featured the will (e.g., intention, choice) ** What is similar or different? *** Both identify appetitive/nutritive—what today we might call '''physiological needs''' *** Both identify calculating/rational—what today we might call '''cognitive motivations''' *** Plato identified competitive social motivations which differs from Aristotle’s sensitive motivations (which wererelated to pleasure and pain) * [[w:René Descartes|Descartes]] (16th century AD) proposed a body-mind distinction: ** passive bodily instincts and ** the active will of the soul * These early ideas framed motivation as a battle between: ** animalistic/biological impulses and ** calculated/logical thought and reason ===Grand theories=== Scientific study of motivation intially pursued comprehensive, all-encompassing theories. These grand theories sought to explain all behaviour under unified principles. Three grand theories (will, instinct, and drive theory) are discussed by Reeve (2018, 2024): ====Will==== * Seen as the primary cause of human behaviour by scientists during the 17th–19th centuries * The [[w:Will (philosophy)|will]] was viewed as a faculty of the mind that initiates and sustains voluntary action * However, the will declined as an explanatory concept because it was: ** unobservable ** lacked measurable mechanisms, and ** offered limited explanatory power * Study of the will wasn't completely abandoned; it now consists of mini-theories (e.g., [[:Category:Motivation and emotion/Book/Ego depletion|ego depletion]]. * See also: [[Motivation and emotion/Book/2015/Willpower|Willpower: What is it and how can it be strengthened?]] (Book chapter, 2015) ====Instinct==== * Emerged late 19th century, influenced by [[w:Charles Darwin|Darwinian theory]] (i.e., biological, genetic) * Behaviour attributed to inherited, innate [[w:Instinct|instinct]]s (e.g., [[w:William James|William James]] listed dozens) * Instincts are unlearned, automated, mechanistic, inherited sources of motivation * [[w:William McDougall (psychologist)|William McDougall]] (early 20th century) proposed links between innate instincts and specific emotions and goal-directed behaviours, helping bridge biological impulses with purposive action * Declined because it was overly broad (e.g., countless proposed instincts), lacked empirical support, and failed to explain complex, learned, or culturally shaped behaviours (e.g., travel, creativity, altruism); labelling actions as “instinctive” offered description rather than genuine explanation * Watch: [https://www.youtube.com/embed/9hdSLiHaJz8?start=90&end=165 Instinct theory, the power of motivation] (CrashCourse Psychology #17, YouTube; 2:09 mins): Introduces motivation by explaining instinct theory ====Drive==== [[File:Sigmund Freud LIFE.jpg|right|200px|thumb|In the early 20th century [[w:Sigmund Freud|Sigmund Freud]] proposed that behaviour is driven by unconscious desires and internal conflicts between instinctual drives and social constraints.]] * Dominated early-to-mid 20th century psychology, notably: ** [[w:Sigmund Freud|Freud]]'s [[w:Psychodynamics|psychodynamic theory]] ** [[w:Clark L. Hull|Hull]]’s [[w:Drive reduction theory (learning theory)|drive reduction theory]] * Internal biological deficits (e.g., hunger) created drive states that directed behaviour * Emphasised [[w:Homeostasis|homeostasis]] and reinforcement learning * Declined because it could not only account for biological need reduction behaviours and not higher-order behaviours such as curiosity, achievement, or creativity. Drive theory also failed to explain cases where behaviour opposed drives (e.g., anorexia) or was elicited by external incentives rather than internal deficits. I * Resources ** [https://www.youtube.com/embed/9hdSLiHaJz8?start=165&end=219 Drive theory, the power of motivation] (CrashCourse Psychology #17, YouTube; 2:09 mins): Introduces motivation by explaining drive theory ** [[w:Drive reduction theory (learning theory)|Drive reduction theory]] ** [[Motivation and emotion/Book/2017/Drive reduction theory of motivation|Drive-reduction theory of motivation]] (Book chapter, 2017) ====Decline of grand theories==== * The grand theories provided some of the jigsaw puzzle for psychological understanding of motivation, but lacked sufficient, nuanced detail to be practically useful. * However, several broad motivational principles emerged, including [[w:Incentive|incentive]] and [[w:Arousal|arousal]]. ===Post-drive theory years=== * 1950s–1960s * [[w:Thomas Kuhn|Thomas Kuhn]]'s (1962) concept of [[w:Paradigm shift|paradigm shift]] in [[w:The Structure of Scientific Revolutions|The Structure of Scientific Revolutions]] reframed scientific progress as non-linear * Motivation science moved away from the limitations of rigid grand theories toward more flexible domain-specific mini-theories grounded in empirical research (e.g., [[w:Attribution (psychology)|attribution theory]], [[w:Cognitive dissonance|cognitive dissonance]], and [[w:Goal setting|goal-setting]]) * Emphasised empirical evidence over philosophical speculation * Three contemporary themes characterise the mini-theories: ** Active nature of the person ** Cognitive revolution ** Socially relevant questions ====Active nature of the person==== [[File:Arianna e la sua lente.JPG|230px|right|thumb|Curiosity reflects intrinsic motivation to explore, learn, and understand—core to the view of humans as active agents.]] * A major shift reframed humans not as passive responders but as active, curious, and self-regulating agents * Organismic theories (e.g., [[w:Self-determination theory|self-determination theory]]) highlighted the innate tendency to seek growth, mastery, and integration ====Cognitive revolution==== * In the 1960s–1970s, cognition gained prominence: beliefs, expectations, goals, and self-concepts became central to understanding motivation * Emphasis on explaining behaviour moved from behaviourism (classical and operant conditioning) to cognitive information processing and decision-making * Key developments for motivation included attribution theory and [[w:Expectancy-value theory|expectancy-value theories]]. ====Socially relevant questions==== * Motivation research extended beyond laboratory studies to address real-world problems: e.g., ** How do teachers motivate students? ** Why do people engage in risky behaviours? ** What sustains long-term goal pursuit? * Motivation became increasingly applied in education, health, work, and clinical domains ===Rise of mini-theories=== [[File:Mascia Ferri in Speed Skydiving.jpg|right|200px|thumb|Some people are motivated by sensation-seeking and the desire for high arousal, which can lead to engagement in high-risk activities like extreme sports]] * Grand theories tried to explain the full range of motivation, whereas mini-theories limit their attention to: ** Specific phenomenon (e.g., achievement motivation, flow experiences) ** Special circumstances (e.g., failure feedback, role models) ** Groups of people (e.g., extraverts, children, workers) ** Particular theoretical questions (e.g., relationship between cognition and emotion) * Example mini-theories ** [[w:Need for achievement|Achievement motivation theory]] ** [[w:Cognitive dissonance|Cognitive dissonance theory]] ** [[w:Goal-setting|Goal-setting theory]] ** [[w:Intrinsic motivation|Intrinsic motivation]] ** [[w:Learned helplessness|Learned helplessness theory]] ** [[w:Reactance (psychology)|Reactance theory]] ** [[w:Self-efficacy|Self-efficacy theory]] ** [[w:Self-schema|Self-schemas]] The [[Motivation and emotion/Book|list of book chapters]] also provides examples of many mini-theories. Mini-theories emphasise: * the active role of the person * cognition * applied, social relevance ===Contemporary era=== [[File:The Structure of Scientific Revolutions 2nd edition Thomas Kuhn.jpg|thumb|right|210px|Kuhn described [[w:The Structure of Scientific Revolutions#Phases|four phases of typical development of a scientific discipline]]: preparadigmatic, paradigmatic, crisis and revolution, and new paradigm.]] * 1990s–present * Renewed interest in motivation emerged in 1990s through robust theories (e.g., [[w:Self-determination theory|self-determination theory]]) * Focus on psychological needs (autonomy, competence, relatedness), goals, and self-regulation * Pluralistic: Mini-theories each provide useful, interlocking perspectives for understanding the puzzle of motivation and emotion * Motivation study became integrated with emotion, neuroscience, and social cognition * Current understanding: ** Behaviour is energised and directed by a multitude of multi-level and co-acting influences ** Motivational states need to be understood at multiple levels—neurological, cognitive, social, etc. ===Relationship with other areas of psychology=== Motivation and emotion are important pieces of the psychological puzzle, overlapping with other domains of psychology: * '''[[w:Social psychology|Social]]''': Social environments cause and contribute to much of our motivation and emotional experience. * '''[[w:Developmental psychology|Developmental]]''': Our motivational and emotional capacities and experiences grow and change across the lifespan. * '''[[w:Personality psychology|Personality]]''': Patterns of individual differences in motivation and emotion underlie personality traits. * '''[[w:Cognitive psychology|Cognitive]]''': Cognitions such as expectations, appraisals, decision-making, and self-concepts are central to understanding motivational and emotional responses. * '''[[w:Physiological psychology|Physiological]]''': Motivation and emotion have distinct physiological and neurological components and processes. * '''[[w:Health psychology|Health]], [[w:Counselling psychology|counselling]], and [[w:Clinical psychology|clinical]]''': Dysregulation of motivation and emotion (e.g., too much or too little) contributes to psychological disorders and affects physical health. * '''[[w:Educational psychology|Educational]]''': Motivation plays a key role in learning and achievement; emotion influences attention and cognitive processing. * '''[[w:Organizational psychology|Organisational]]''': Motivation affects job performance, satisfaction, and leadership; emotions affect decision-making and relationships. ===Brief history of emotion study=== * For much of psychology’s early development, emotion was neglected or treated as secondary to cognition * Descartes viewed emotion as psychosomatic, involving physical mechanisms and mental experience, vigorous bodily reaction to a person, object, or event—marking early dualistic thought * Charles Darwin viewed emotions as innate, universal, and evolutionarily adaptative for responding to environmental challenges and opportunities * William James proposed that emotions arise from physiological reactions to stimuli ([[w:James–Lange theory|James–Lange theory]], treating them as temporary psychological states * [[w:Cannon-Bard theory|Cannon-Bard theory]] challenged this view, arguing that emotions are generated in the brain (specifically, the thalamus) and occur simultaneously with physiological responses * Schachter-Singer's [[w:Two-factor theory of emotion|two-factor theory of emotion]] introduced the idea that emotion depends on both physiological arousal and cognitive appraisal * Cross-cultural research (e.g., [[w:Paul Ekman|Ekman]], 1960s) showed universal recognition of basic facial expressions (e.g., happiness, fear, anger), supporting the evolutionary basis of emotion while also revealing cultural variation in expression and display rules * Since the 1980s, emotion regained prominence through the rise of affective [[w:Neurosciece|neuroscience]], [[w:Appraisal|appraisal theories]] (e.g., Lazarus), and Fredrickson's [[w:Broaden-and-build theory|broaden-and-build theory]] of positive emotion * [[w:Affective computing|Affective computing]] emerged as a contemporary focus, exploring how technology can detect, interpret, and stimulate human emotions—highlighting the role of emotional intelligence in humans and machines * Today, motivation and emotion are understood as deeply interconnected processes that together shape behaviour, decision-making, and psychological well-being ===Multimedia=== * [https://www.youtube.com/watch?v=9hdSLiHaJz8&t=69s Instinct theory and drive theory] (YouTube; 2:20 mins; watch from 1:09 to 3:29 mins): Explains what motivation is, evolutionary/instinct theory, and drive-reduction theory ==Assessment skills== Assessment skills (wiki editing) are taught in [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]]. ===Examples=== Examples of high quality major project submissions: # [[Motivation and emotion/Assessment/Topic#Examples|Topic development]] # [[Motivation and emotion/Assessment/Chapter#Examples|Book chapter]] + [[Motivation and emotion/Assessment/Chapter/Summarising social contributions#Socialcontributionexamples|Social contributions]] ===Multimedia=== * [http://www.youtube.com/watch?v=dGCJ46vyR9o A vision of students today] (YouTube; 4:44 mins): Explores some reasons behind why are approaching the assessment this way * [http://www.youtube.com/watch?v=-dnL00TdmLY Wikis in plain English] (Commoncraft; 3:53 mins) explains the concept of a wiki and how it works * [http://www.youtube.com/watch?v=WghdsOz9KwA Wikipedia - An investment for your future; your children's future] (YouTube; 4:10 mins) explains the purpose of Wikipedia ==Readings== # Chapter 2: Motivation in historical perspective ([[Motivation and emotion/Readings/Textbooks/Reeve/2024|Reeve, 2024]]) # [[Motivation and emotion/Assessment|Assessment]] ## [[Motivation and emotion/Assessment/Topic|Topic development]] ## [[Motivation and emotion/Assessment/Chapter|Book chapter]] ## [[Motivation and emotion/Assessment/Exam|Exam]] ## [[Motivation and emotion/Wikiversity|Wikiversity skills]] ## [[Motivation and emotion/Assessment/Using generative AI|Using generative AI]] ==Slides== * [https://docs.google.com/presentation/d/1E1iEIUhiFJ4ecCVZgxnC5uGYOfK3t8Uq4_FKUW06Eyg/edit?usp=sharing Historical development] (Google Slides) * [https://docs.google.com/presentation/d/157gL4ep4QJ9CuIqEV5t6PsDFCGtXO2N8AeIFodXUqK8/edit?usp=sharing Assessment skills] (Google Slides) <!-- * [http://www.slideshare.net/jtneill/motivation-in-historical-perspective Lecture slides - Part A - Historical development] (Slideshare) * [http://www.slideshare.net/jtneill/motivation-and-emotion-assessment-task-skills Lecture slides - Part B - Assessment skills] (Slideshare) * Handouts ** [[Media:Historical development and assessment skills 3 slides per page.pdf|Download 3 slides per page]]: [[File:Historical development and assessment skills 3 slides per page.pdf|100px|3 slides per page]] ** [[Media:Historical development and assessment skills 6 slides per page.pdf|Download 6 slides per page]]: [[File:Historical development and assessment skills 6 slides per page.pdf|100px|6 slides per page]] --> ==See also== * [[/Images/]] ;Lectures * [[{{#titleparts:{{PAGENAME}}|2}}/Introduction|Introduction]] (Previous lecture) * [[{{#titleparts:{{PAGENAME}}|2}}/Brain and physiological needs|Brain and physiological needs]] (Next lecture) ;Tutorials * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2: Wiki editing]] ==Recording== * Lecture 2 (2026) TBA * [https://au-lti.bbcollab.com/recording/fd7370b440ed499da200e2cdf34f602a Lecture 2] (2025)<!-- * [https://au-lti.bbcollab.com/recording/4918a6b3058a4552889eac514250ff22 Lecture 2] (2024) * [https://au-lti.bbcollab.com/recording/d92064ed8ef044878d63355e0a920832 Lecture 2] (2023) * [https://au-lti.bbcollab.com/recording/e7fa41feb77c43eab6580a9f338e13c8 Lecture 2] (2022) * [https://au-lti.bbcollab.com/recording/3951859be633471f9544ac5084837075 Lecture 2] (2021) --> ==External links== * [https://www.verywellmind.com/drive-reduction-theory-2795381 Drive-reduction theory and human behavior: Biological need motivates behavior] (verywellmind) <!-- [http://study.com/academy/lesson/drive-reduction-theory-of-motivation-definition-examples-quiz.html Drive reduction theory of motivation: Definition & examples] --> {{Motivation and emotion/Lectures/Navigation}} [[Category:Motivation and emotion/Lectures/Historical development and assessment skills]] p12j7fxck5gxj49io0j1ci521p7w3fq 0 136844 2822556 2818195 2026-08-17T16:06:38Z SunKissedMocha 3067192 /* Multimedia */ Removed "YouTube" for consistency. 2822556 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} Basic Internet concepts include browser navigation, bookmarks, search terms, web addresses and hyperlinks. == Objectives and Skills == Objectives and skills for Internet concepts include:<ref>[https://pdfhost.io/v/kZr9QRh6MH_University_of_New_South_Wales__Computer_Skills_Assessment_Framework University of New South Wales: Computer Skills Assessment Framework]</ref> * Understand how to navigate using a browser * Use bookmark/favorites * Understand simple search terms/conventions * Locate web address * Understand concept of hyperlink == Multimedia == # [https://www.youtube.com/watch?v=FxirRVJWUTs Browser Basics] == Activities == # Complete the tutorial [https://www.learnfree.org/series/internet-basics Internet Basics]. # Identify the name of your browser application (Google Chrome, Microsoft Internet Explorer, Mozilla Firefox, Apple Safari, etc.). # Identify parts of the user interface such as the address bar, navigation buttons, the search bar, and links. # Add a bookmark in your browser for the [[Computer Skills/Basic]] page. == Note on Artificial Intelligence (AI) Assistants == AI assistants are starting to be built into the most popular search engines, showing answers to queries before human made websites. It's recommended to take these answers with a grain of salt, since as of October 22nd 2025, there have been studies<ref>{{Cite web|url=https://www.bbc.co.uk/mediacentre/2025/new-ebu-research-ai-assistants-news-content/|title=Largest study of its kind shows AI assistants misrepresent news content 45% of the time – regardless of language or territory|website=www.bbc.co.uk|language=en|access-date=2026-07-13}}</ref> showing that AI summaries are often inaccurate. As time goes on AI may get more accurate but generally be careful with the answers produced by these assistants. == See Also == * [[../../Intermediate/Internet]] * [[../../Advanced/Internet]] * [[../../Proficient/Internet]] * [[Internet Fundamentals/Web Browsers]] == References == {{Reflist}} {{subpage navbar}} {{CourseCat}} [[Category:Computer Skills]] [[Category:Internet]] [[Category:Web browsers]] [[Category:Completed resources]] lortudhkphnbxcq4eq7ac3dbsn2n77m 0 139384 2822546 2822276 2026-08-17T14:23:36Z Young1lim 21186 /* Adder */ 2822546 wikitext text/x-wiki == Adder == * Binary Adder Architecture Exploration ( [[Media:Adder.20131113.pdf|pdf]] ) {| class="wikitable" |- ! Adder type !! Overview !! Analysis !! VHDL Level Design !! CMOS Level Design |- | '''1. Ripple Carry Adder''' || [[Media:VLSI.Arith.1A.RCA.20250522.pdf|A]]|| || [[Media:Adder.rca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.1D.RCA.CMOS.20211108.pdf|pdf]] |- | '''2. Carry Lookahead Adder''' || [[Media:VLSI.Arith.2A.CLA.20260722.pdf|A]], [[Media:VLSI.Arith.2B.CLA.20260817.pdf|B]], [[Media:VLSI.Arith.2C.CLA.20260817.pdf|C]], [[Media:VLSI.Arith.2D.CLA.20260720.pdf|D]] || || [[Media:Adder.cla.20140313.pdf|pdf]]|| |- | '''3. Carry Save Adder''' || [[Media:VLSI.Arith.1.A.CSave.20151209.pdf|A]]|| || || |- || '''4. Carry Select Adder''' || [[Media:VLSI.Arith.1.A.CSelA.20191002.pdf|A]]|| || || |- || '''5. Carry Skip Adder''' || [[Media:VLSI.Arith.5A.CSkip.20250405.pdf|A]]|| || || [[Media:VLSI.Arith.5D.CSkip.CMOS.20211108.pdf|pdf]] |- || '''6. Carry Chain Adder''' || [[Media:VLSI.Arith.6A.CCA.20211109.pdf|A]]|| || [[Media:VLSI.Arith.6C.CCA.VHDL.20211109.pdf|pdf]], [[Media:Adder.cca.20140313.pdf|pdf]] || [[Media:VLSI.Arith.6D.CCA.CMOS.20211109.pdf|pdf]] |- || '''7. Kogge-Stone Adder''' || [[Media:VLSI.Arith.1.A.KSA.20140315.pdf|A]]|| || [[Media:Adder.ksa.20140409.pdf|pdf]]|| |- || '''8. Prefix Adder''' || [[Media:VLSI.Arith.1.A.PFA.20140314.pdf|A]]|| || || |- || '''9.1 Variable Block Adder''' || [[Media:VLSI.Arith.1A.VBA.20221110.pdf|A]], [[Media:VLSI.Arith.1B.VBA.20230911.pdf|B]], [[Media:VLSI.Arith.1C.VBA.20240622.pdf|C]], [[Media:VLSI.Arith.1C.VBA.20250218.pdf|D]]|| || || |- || '''9.2 Multi-Level Variable Block Adder''' || [[Media:VLSI.Arith.1.A.VBA-Multi.20221031.pdf|A]]|| || || |} </br> === Adder Architectures Suitable for FPGA === * FPGA Carry-Chain Adder ([[Media:VLSI.Arith.1.A.FPGA-CCA.20210421.pdf|pdf]]) * FPGA Carry Select Adder ([[Media:VLSI.Arith.1.B.FPGA-CarrySelect.20210522.pdf|pdf]]) * FPGA Variable Block Adder ([[Media:VLSI.Arith.1.C.FPGA-VariableBlock.20220125.pdf|pdf]]) * FPGA Carry Lookahead Adder ([[Media:VLSI.Arith.1.D.FPGA-CLookahead.20210304.pdf|pdf]]) * Carry-Skip Adder </br> == Barrel Shifter == * Barrel Shifter Architecture Exploration ([[Media:Bshift.20131105.pdf|bshfit.vhdl]], [[Media:Bshift.makefile.20131109.pdf|bshfit.makefile]]) </br> '''Mux Based Barrel Shifter''' * Analysis ([[Media:Arith.BShfiter.20151207.pdf|pdf]]) * Implementation </br> == Multiplier == === Array Multipliers === * Analysis ([[Media:VLSI.Arith.1.A.Mult.20151209.pdf|pdf]]) </br> === Tree Mulltipliers === * Lattice Multiplication ([[Media:VLSI.Arith.LatticeMult.20170204.pdf|pdf]]) * Wallace Tree ([[Media:VLSI.Arith.WallaceTree.20170204.pdf|pdf]]) * Dadda Tree ([[Media:VLSI.Arith.DaddaTree.20170701.pdf|pdf]]) </br> === Booth Multipliers === * [[Media:RNS4.BoothEncode.20161005.pdf|Booth Encoding Note]] * Booth Multiplier Note ([[Media:BoothMult.20160929.pdf|H1.pdf]]) </br> == Divider == * Binary Divider ([[Media:VLSI.Arith.1.A.Divider.20131217.pdf|pdf]])</br> </br> </br> go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] [[Category:Digital Circuit Design]] [[Category:FPGA]] nq37xlaszjf1qboi32jg5ep3p8ghsl4 0 158767 2822557 2818203 2026-08-17T16:07:51Z SunKissedMocha 3067192 /* References */ Fixed broken reference link. 2822557 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} Simple formatting includes fonts, font size, font style, font color, and text alignment. == Objectives and Skills == Objectives and skills for simple formatting include:<ref>[https://pdfhost.io/v/kZr9QRh6MH_University_of_New_South_Wales__Computer_Skills_Assessment_Framework University of New South Wales: Computer Skills Assessment Framework]</ref> * Apply basic formatting: font; font size; font style; color; align text == Multimedia == # [https://www.youtube.com/watch?v=ViGf0RKbCyA Word: Formatting Text] == Activities == These activities may be completed using any word processing application (Microsoft Word, LibreOffice Writer, Google Docs, Apple Pages, etc.): # Start your word processing application and open a new, blank document. # Enter two paragraphs of text in your new document. You can write about the formatting features you see (font, font size, font style; color, text alignment, etc.) and where they are located. # Save your document. # Add a heading at the top of your document labeled 'Simple Formatting'. # Change the font for the heading to a sans-serif font (Calibri, Arial, Helvetica, Sans, etc.). # Change the font for the body paragraphs to a serif font (Cambria, Times, Times New Roman, Serif, etc.). # Change the font size for the heading to 18 point. # Change the font size for the body paragraphs to 12 point. # Change the heading font style to bold and italic. # Change the heading font color to blue. # Change the heading text alignment to centered. # Change the body paragraphs text alignment to justified. # Save your document. == See Also == * [[Computer Skills/Intermediate/Formatting]] * [[Computer Skills/Advanced/Formatting]] * [[Computer Skills/Proficient/Formatting]] == References == {{Reflist}} {{subpage navbar}} {{CourseCat}} [[Category:Computer Skills]] [[Category:Word processing]] [[Category:Completed resources]] sqcpvbmkuj4u7rjbot7gsalcy62928f 0 158778 2822558 2818205 2026-08-17T16:08:59Z SunKissedMocha 3067192 /* References */ Fixed broken reference link. 2822558 wikitext text/x-wiki {{:{{BASEPAGENAME}}/Sidebar}} Simple presentations includes creating a simple slideshow. == Objectives and Skills == Objectives and skills for simple formatting include:<ref>[https://pdfhost.io/v/kZr9QRh6MH_University_of_New_South_Wales__Computer_Skills_Assessment_Framework University of New South Wales: Computer Skills Assessment Framework]</ref> * Create simple PowerPoint / Google Slides presentation. == Multimedia == # [https://www.youtube.com/watch?v=k6pg4nZS6fA PowerPoint: Getting Started] == Activities == Complete [https://www.learnfree.org/series/introduction-to-microsoft-powerpoint Introduction to Microsoft PowerPoint]. These activities may be completed using any presentation application (Microsoft PowerPoint, LibreOffice Impress, Google Slides, Apple Keynote, etc.): # Start your presentation application. It should automatically open with a new, blank presentation. # Add a title and your name. Title the presentation 'Presentations'. # Add a new slide. Title the slide 'Text'. Add text that describes the text options available in your presentation application. # Add a new slide. Title the slide 'Images'. Add an image to the slide. # Select a theme for your presentation. Apply the theme to all slides. # Check spelling for your presentation. # Save your presentation. # Practice presenting your presentation. # Print your presentation. If you would like to learn more about how to create a more technical PowerPoint presentation that stands out, LearnFree has an extensive [https://www.learnfree.org/series/powerpoint-2016 PowerPoint 2016 tutorial]. == See Also == * [[Computer Skills/Intermediate/Presentations]] * [[Computer Skills/Advanced/Presentations]] * [[Computer Skills/Proficient/Presentations]] == References == {{Reflist}} {{subpage navbar}} {{CourseCat}} [[Category:Computer Skills]] [[Category:Presentations]] [[Category:Completed resources]] mwq2pl64uipyaeimnoivwwz11bsezkn 4 162205 2822570 2821373 2026-08-17T21:03:57Z MediaWiki message delivery 983498 /* Tech News: 2026-34 */ new section 2822570 wikitext text/x-wiki {{Archive box|[[/2014/]] · [[/2015/]] · [[/2016/]] · [[/2017/]] · [[/2018/]] · [[/2019/]] · [[/2020/]] · [[/2021/]] · [[/2022/]] · [[/2023/]] · [[/2024/]] · [[/2025/]]}} __TOC__ {{Clear}} == Tech News: 2026-31 == <section begin="technews-2026-W31"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/31|Translations]] are available. '''Updates for editors''' * [[File:Maki-gift-15.svg|12px|link=|class=skin-invert|Wishlist item]] [[mw:Special:MyLanguage/ContentTranslation|Content Translation]] now supports dark mode, fulfilling a [[m:Community Wishlist/W544|Community Wishlist request]]. This brings the tool in line with the accessibility features available in the Vector 2022 and Minerva skins, helping reduce visual fatigue for users translating content. [https://phabricator.wikimedia.org/T367077] * DiscussionTools' source mode and the 2017 wikitext editor will now offer autocomplete for links (<bdi lang="zxx" dir="ltr"><code><nowiki>[[</nowiki></code></bdi>), templates (<bdi lang="zxx" dir="ltr"><code><nowiki>{{</nowiki></code></bdi>), HTML and parser tags (<bdi lang="zxx" dir="ltr"><code><nowiki><</nowiki></code></bdi>), and magic words (<bdi lang="zxx" dir="ltr"><code><nowiki>__</nowiki></code></bdi>), making it quicker and easier to insert links, templates, and other wiki markup while editing. [https://phabricator.wikimedia.org/T432400] * The [[mw:Special:MyLanguage/Readers/Reader Growth/Mobile page previews|Readers Growth team]] has concluded its experiment with mobile page previews and will not roll out the feature. Page Previews are a pop-up bottom sheet that appears when readers tap a blue link, showing a thumbnail, lead paragraph, and an option to open the article. The experiment showed flat retention and negative indicator metrics, suggesting that mobile web readers preferred navigating directly to linked articles rather than using page previews. * The Reader Experience team has seen encouraging early results from the [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|Reading Lists feature]], with 93% of participating users reporting that it was useful. Reading Lists help active readers save articles for future reading and support their learning goals on Wikimedia projects. The team plans further improvements before expanding the feature to more users. * The [[mw:Special:MyLanguage/Wikimedia Apps/Team/Explore Feed Refresh|Explore Feed Refresh]] initiative was tested with new and casual Wikipedia app readers. The refreshed feed helps readers discover new and relevant content. After a 10.5% increase in engagement with the feed, Wikimedia Apps team has decided to scale the Home Feed redesign to iOS with the learnings from the Android release applied. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where subject names in the Article Guidance feature were displayed with incorrect capitalization on French Wikipedia, has now been fixed. Subject names will now follow the correct capitalization rules for the language. [https://phabricator.wikimedia.org/T427201] '''Updates for technical contributors''' * After running several [[mw:Special:MyLanguage/Contributors/Account Creation Experiments|Account Creation Experiments]] to improve registration completion rates, a new version of the username field on [[Special:CreateAccount|Create Account]] has been rolled out. It includes [[:c:File:Create account - July 2026 updates.png|a popover summarizing the username policy]] to provide clearer guidance during account creation. As part of this change, the messages <bdi lang="zxx" dir="ltr"><code><nowiki>createacct-helpusername</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>createacct-username-help</nowiki></code></bdi> that several communities have configured will no longer be used. If communities want to customize the guidance shown in the new popover, they can instead edit the following messages: <bdi lang="zxx" dir="ltr"><code><nowiki>createacct-username-policy-popover-bullet1</nowiki></code></bdi>, <bdi lang="zxx" dir="ltr"><code><nowiki>createacct-username-policy-popover-bullet2</nowiki></code></bdi>, and <bdi lang="zxx" dir="ltr"><code><nowiki>createacct-username-policy-popover-bullet3</nowiki></code></bdi>. [https://phabricator.wikimedia.org/T430604] * Later this week, the [[mw:Special:MyLanguage/Help:Extension:CodeMirror|CodeMirror syntax highlighter]] will offer [[w:en:Theme (computing)|themes]]. The themes can be picked from a dropdown menu in the full [[mw:Special:MyLanguage/Help:Extension:CodeMirror#CodeMirror preferences|CodeMirror preferences]] dialog. For wikitext, available themes are default, colorblind-friendly (previously the colorblind preference option on [[Special:Preferences#mw-prefsection-editing]]) and no-highlighting. For code languages (i.e., CSS/JavaScript/JSON/Vue/Lua), there are several themes available. These same themes will eventually be available for wikitext, too. [https://phabricator.wikimedia.org/T163533] * From now on, wikis can restrict editing in the "User" namespace to only the page owner and certain user groups. [[mw:Special:MyLanguage/Manual:$wgRestrictUserPageEditing|Read the configuration documentation]] to learn more. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.14|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/31|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W31"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 18:49, 27 July 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30856308 --> == Tech News: 2026-32 == <section begin="technews-2026-W32"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/32|Translations]] are available. '''Updates for editors''' * The [[mw:Special:MyLanguage/Readers/Reader Experience|Reader Experience team]] has developed a [https://82db7c8d4b.catalyst.wmcloud.org/w/index.php?title=Regent%27s_Park&uselang=de patch demo] that wraps the page toolbar onto two lines when there is not enough horizontal space for all the buttons. This aims to reduce crowding in the Vector 2022 toolbar, which can occur on some language Wikipedias at certain screen widths. [https://phabricator.wikimedia.org/T429518] * The Reader Experience team is planning to launch [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|Reading Lists]], a [[m:Special:MyLanguage/Community Wishlist Survey 2021/Mobile and apps/Have Apps reading lists available on Destop/Mobile|Community Wishlist item]], which is currently available to try in beta, as a full feature in September. Before then, volunteer translator help is needed for [https://translatewiki.net/w/i.php?title=Special%3ATranslate&group=ext-readinglists&filter=&action=translate string translations] into a number of languages. The feature supports reading and learning goals on Wikipedia. * Next week, the table of contents on Wikimedia Commons file pages will be improved by consolidating the file page table of contents with the page table of contents. This will make it easier to understand a file page’s structure, navigate to specific sections, and share links to individual sections. [https://phabricator.wikimedia.org/T332644] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:24}} community-submitted {{PLURAL:24|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where some [[w:TIFF|TIFF]] images failed to load after clicking their thumbnail, causing a broken image to be displayed instead of the full-size image, has now been fixed. [https://phabricator.wikimedia.org/T429326] '''Updates for technical contributors''' * The variable and function selector in AbuseFilter has been updated to support search and autocomplete. It will allow filter maintainers to find the desired variable or function more quickly. [https://phabricator.wikimedia.org/T323698] * The MJPEG and VP8 formats are removed from the video player. The MP4 format (MPEG-4 Part 2) is added instead, which provides higher quality videos to older iPhone devices. It may take a few weeks to retroactively update all existing videos. The default format for modern devices stays the same (VP9/WebM). [https://phabricator.wikimedia.org/T358266] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.15|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/32|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W32"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:46, 3 August 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30872536 --> == Tech News: 2026-33 == <section begin="technews-2026-W33"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/33|Translations]] are available. '''Updates for editors''' * [[File:Maki-gift-15.svg|12px|link=|class=skin-invert|Wishlist item]] A new ChartWizard is [[c:Special:ChartWizard/Data:Example.Pie.chart|now available on Wikimedia Commons]] for users interested in creating charts from their own data. The wizard makes the [[mw:Special:MyLanguage/Extension:Chart|Chart extension]] more beginner-friendly by allowing editors to create charts, such as bar and pie charts, without needing to use JSON. Users can still switch to the JSON editor if they prefer. Feedback on the new tool is welcome on the [[m:Talk:Community Wishlist/W414|wish talk page]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:19}} community-submitted {{PLURAL:19|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where the Wikipedia iOS app’s Picture of the Day widget displayed the same image every day instead of updating daily, has now been fixed. [https://phabricator.wikimedia.org/T430692] '''Updates for technical contributors''' * [[mw:Special:MyLanguage/Extension:Math|Math formula]] SVG images will soon be generated in the browser instead of on the server. MathML continues to be generated on the server and renders in the browser without JavaScript. Wikibooks will see this change on 12 August, Wikisource on 19 August and Wikipedia from 20-27 August. You can try this by selecting "{{int:Mw-math-mathjax}}" in your preferences. This change is part of [[mw:Special:MyLanguage/RESTBase/deprecation|deprecating RESTBase]] and [[phab:T431372|deprecating Mathoid]]. [https://phabricator.wikimedia.org/T271001] * Category pages will soon support sorting entries by the time they are added to a category. This will make it easier to find recently or long-standing categorized pages. It will also improve workflows for maintenance categories such as deletion backlogs and other time-based review tasks. You can use <bdi lang="zxx" dir="ltr"><code><nowiki>cldsort=timestamp</nowiki></code></bdi> URL argument in category view to sort the entries. [https://phabricator.wikimedia.org/T433768] * [[mw:Special:MyLanguage/Extension:Gadgets|Gadgets]] and user scripts on Wikimedia wikis may now use [[phab:T395347|ES2018 features]] and [[phab:T419142|ES2019 features]] in JavaScript code. Previously, the platform only allowed up to ES2017. MediaWiki validates the source code to protect functionality from syntax errors and to ensure scripts are valid in all [[mw:Special:MyLanguage/Compatibility#Browser_support_matrix|supported browsers]]. [https://phabricator.wikimedia.org/T419142] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.16|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/33|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W33"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:45, 10 August 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30901051 --> == Tech News: 2026-34 == <section begin="technews-2026-W34"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/34|Translations]] are available. '''Weekly highlight''' * The [[mw:Special:MyLanguage/Help:Extension:CampaignEvents/Registration/Worklist|Worklist feature]] for the Event Registration tool is now live on all Wikimedia wikis. With Worklist, event organizers can add the articles their event will focus on directly to the event page. The Worklist also powers [[mw:Special:MyLanguage/Help:Extension:CampaignEvents/Registration/Worklist#How Event Pathways uses the worklist|Event Pathways]] which notifies other editors of the upcoming or ongoing event when they edit an article featured in the event's Worklist. This is the minimum viable version (MVP), and feedback is welcome. Organizers are encouraged to try the feature. A hands-on [[m:Special:MyLanguage/Event:Worklist Setup Workshop: Get Your Event Ready|Worklist Setup Workshop]] will take place on 18 August at 16:00 UTC and 19 August at 11:00 UTC. '''Updates for editors''' * [[Special:ShortPages]] displays short pages by their size, but in many cases it gets filled with disambiguations and soft redirects, making it harder to find the short articles themselves. Starting this weekend, you will be able to choose not to include an article in the special page by adding the magic word <bdi lang="zxx" dir="ltr"><code><nowiki>__EXPECTSHORTPAGE__</nowiki></code></bdi>. [https://phabricator.wikimedia.org/T433203] * One new wiki has been created: a {{int:project-localized-name-group-wikipedia/en}} in [[d:Q3436680|Bole]] ([[w:bol:|<bdi lang="zxx" dir="ltr"><code><nowiki>w:bol:</nowiki></code></bdi>]]) [https://phabricator.wikimedia.org/T429921] * Starting the week of August 17, the page toolbar will wrap onto two lines when there is not enough horizontal space for all the buttons. This is a [[phab:T429518|fully merged patch from the Reader Experience team]] which aims to reduce crowding in the Vector 2022 toolbar, that may occur on some language Wikipedias at certain screen widths. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:16}} community-submitted {{PLURAL:16|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, uploading large files to Wikimedia Commons has become more stable and less prone to failure following some fixes related to the “Could not acquire lock” upload error. [https://phabricator.wikimedia.org/T386640] '''Updates for technical contributors''' * Debian Bullseye will reach the end of its Long Term Support on 31 August 2026. [[phab:T434103|Some Cloud VPS projects]] still have instances running Debian Bullseye. Maintainers of those projects are encouraged to migrate to Debian Bookworm or Debian Trixie. A [[wikitech:Help:Cloud VPS instance operating system migration|migration guide]] is available to help with the process, and users may also want to consider whether their workload is better suited to Toolforge. If you need help or cannot complete the migration by 31 August, please contact the Cloud VPS admins as soon as possible. [[listarchive:list/cloud-announce@lists.wikimedia.org/thread/RVIPQSYLKMSL5M46JP6NEJVGVE6I2RXQ/|Read more]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.16|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/34|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W34"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:03, 17 August 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30922806 --> 11xvnelvcswohwzxlvhin1bmb9keyfn 0 162872 2822565 2745863 2026-08-17T19:38:29Z Mu301 3705 removed [[Category:Active General Engineering Projects]]; added [[Category:Inactive General Engineering Projects]] using [[Help:Gadget-HotCat|HotCat]] 2822565 wikitext text/x-wiki [[File:Moog_Synthesizer_3P_(1972),_CRuNCh_Lab.jpg|thumb|Synthesizer interface with knob for every possibility]] ==Problem/Finish Description== There is no standard user interface to a synthesizer, yet there is a great synthesizer in the cheapest kids toy. Goal is to develop an open source, standardized user interface to a synthesizer. ==Conceive== Synthesizer interfaces typically have limited selection or a knob for every possibility. Neither engage kids. Parents end up throwing away any kids toy that generates sounds. Drums seem to be the starting point of making synthesizer. And the most attractive drum interface seems to be the beat bearing [[https://www.youtube.com/watch?v=BxnSKfaxNpE video]]. Electronic music and DIY festivals exist at which this synthesizer could be demonstrated. [[File:System_block_diagram_3.jpg|thumb|Current System Diagram]] ==Design== {| class="wikitable" |- | {{collapse top|Block Diagram and Subsystems}} Block diagrams were created using [https://chrome.google.com/webstore/detail/empty-title/mkaakpdehdafacodkgkpghoibnmamcme?hl=en-US Google Drawing]. <gallery> File:System block diagram.jpg|Original system block diagram File:System block diagram 2.jpg|The revised system block diagram File:System block diagram 3.jpg|The current system block diagram </gallery> The original block diagram had the FPGA attached to the flatscreen monitor through a VGA output. However, it was decided that having a computer connect to the monitor would be easier. The current diagram has arrows depicting the flow of information through the system. {{collapse bottom}} {{collapse top|Electronics}} [[File:Fritzing.png|thumb|Fritzing]] We used an open-source software that allows people to design prototypes on the computer called [http://fritzing.org/download/ fritzing] in order to create a more detailed and accurate block diagram. The way the program works is by dragging and dropping parts from the parts bin onto the screen and connect them. [[File:Beat bearing board final.jpg|thumb|The final diagram]] Our first attempt at using fritzing did not depict an accurate diagram of the system. The reason is because fritzing does not have the Papilio Platform Papilio One (an FPGA platform) or the Papilio Platform LogicStart Metawing V1.2 in their database. <gallery> File:Papilioplatformpapilioone.JPG| Papilio Platform Papilio One File:Metawing2.JPG|Papilio Platform LogicStart Metawing V1.2 </gallery> [[Wikipedia:Field-programmable gate array|FPGA]] stands for Field Programmable Gate Array. FPGA is a circuit designed to be programmed by a customer or designer after it has been manufactured. A [http://papilio.cc/ papilio] uses FPGA in order to become a digital circuit. We learned it is possible to create your own fritzing parts and add them to the program. According to [http://fritzing.org/support-us/developer/fritzing-part-format/ fritzing], a file is made up of a metadata file, and up to four SVG files. There are also multiple image files since there are multiple ways to view an image in fritzing (breadboard, schematic, and pcb). Fritzing uses specific font and templates for their parts which are available for download [http://fritzing.org/learning/tutorials/creating-custom-parts/download-fonts-and-templates/ here]. In addition, since there are so many files associated with making one part, many of the websites gave instructions on how to name/organize files to make it easier to find them. Once all of the files are ready, they are uploaded into fritzing and there it can be determined where the pins and connections should be placed. As the project moved forward, we decided to put the Fritzing aspect of the project on hold. However, the research we have done is a good starting point which can be used in the future. {{collapse bottom}} {{collapse top|User Interface}} {{collapse top|First Design}} The MIDI shield has three buttons and two analog knobs, and the Papilio Platform has a joystick and eight switches. Each will have a different function. The required functions are listed below: *Buttons **Select/Reset: push briefly to start sequence, hold to clear **Memorize: save current setup to layer new sounds **Instrument Select: cycles through available instruments *Knobs **Volume control **Tempo control **Pitch control **Papilio switch to toggle functions *Switches **Individual rows - edit on/off **Toggle Knob functions **Toggle instrument type for Instrument Select *Joystick **Measure select **Loop select Creating a music sequence: *Press Select *Press Instrument Select to choose instruments for each row *Place marbles *Press Select to run/test sequence *Press Memorize to save sequence *Rearrange marbles and choose new instruments *Press Select to run/test new layer *Press Memorize to add loop to sequence Save Options: *Separate program on PC to save/load songs *Songs play independent of Processing {{collapse bottom}} {{collapse top|Microphone Input & Looping}} [[w:Live_looping|Looping]] is becoming a part of performance. This [https://www.youtube.com/watch?v=jMNIvLiCnw8 video] shows a [http://www.bossus.com/gear/productdetails.php?ProductId=1182 looping machine] being used with [http://www.bossus.com/gear/productdetails.php?ProductId=686 two petal latch/moment] function and other devices. All music originated through a microphone. No synthesizer was used. No midi codes as found in the example midi arduino software below are being used. Everything is done by recording the microphone. Do the steal balls substitute for the pedals and buttons? Can an arduino interface be better than the different looping interfaces of various vendors? {{collapse bottom}} {{collapse top|Market Survey}} These features and functions of electronic music need to be surveyed in order to expand the features: * [[w:List_of_MIDI_editors_and_sequencers|Open Source]] software * [[w:Harmonizer|Pitch shifting]] * [[w:Effects_unit|Effects machines]] * [[w:Music_sequencer|Sequencers]] * [[w:Sampler_(musical_instrument)|Samplers]] * [[w:Digital_audio_editor|Editors]] to create files that they can use {{collapse bottom}} {{collapse bottom}} |} ==Implement== {| class="wikitable" |- | {{collapse top|Materials}} An [[Wikipedia:Arduino|arduino]] is a single-board multi-controller that makes using electronics easier. It can be plugged into a computer via a USB port. It also has a DC power jack. [[Wikipedia:MIDI|MIDI]] stands for Musical Instrument Digital Interface. In other words, MIDI is data that tells an instrument what to play. The MIDI Breakout allows the arduino (or other micro-controller) to communicate with electronic instruments. A MIDI shield is similar to the MIDI Breakout except that it has additional buttons and knobs. <Gallery> File:Arduinouno9.JPG|The Arduino Uno SMD File:Midibreakout.JPG|MIDI Breakout board File:Midishieldright.JPG|MIDI shield File:Keyboard519.JPG|Casio CTK 519 Keyboard File:Midicable.JPG|MIDI cable File:Usbcable2.JPG|USB cable </Gallery> For this project, a '''MIDI Shield''' must be used, not a '''MIDI Breakout board'''. {{collapse bottom}} {{collapse top|Soldering Midi Shields}} [[File:Assembledmidishield.JPG|thumb|center|Assembled MIDI Shield]] However, the MIDI shield did't work. And after trying many times, discovered that the board was soldered incorrectly. Instead on one strip of solder running across the analog pins, each pin needed to be soldered individually. <gallery> File:Midisolderingwrong.JPG|Incorrectly soldered MIDI shield File:Midishieldright.JPG|Correctly soldered MIDI shield </gallery> '''Make sure that each pin is soldered individually!''' The MIDI Shield is made up of the following parts: <Gallery> File:Midishield.JPG|The board File:MIDIports.JPG|In/Out ports File:Momentarypushbuttons.JPG|Momentary push buttons File:Potentiometers54.JPG|Potentiometers File:Analogpins.JPG|Analog pins </Gallery> [https://www.sparkfun.com/products/9595 SparkFun] states that potentiometers are used to control volume, tone, and pitch. {{collapse bottom}} {{collapse top|MIDI}} {{collapse top|Introduction to Arduino Midi programming}} Binary numbers play a major role in programming MIDI. In the Mary Had A Little Lamb Code (see [[User:Opersing2688/ENES-100/Project_1: |here]]) most of the code is comprised of a set of numbers. Below is an example of a portion of the code. These numbers are referring hex (0x) numbers. <syntaxhighlight lang="cpp"> noteOn(0x90, 0x40, 0x28) noteOn(0x90, 0x3E, 0x28) noteOn(0x90, 0x3C, 0x28) </syntaxhighlight> {| border="1" class="wikitable" |- ! Binary | 0000 |0001 |0010 |0011 |0100 |0101 |0110 |0111 |1000 |1001 |1010 |1011 |1100 |1101 |1110 |1111 |- ! Decimal |0 |1 |2 |3 |4 |5 |6 |7 |8 |9 |10 |11 |12 |13 |14 |15 |- !Hex |0 |1 |2 |3 |4 |5 |6 |7 |8 |9 |A |B |C |D |E |F |} Binary, decimal, and hex (short for hexadecimal) are all ways to write the same thing. [https://ccrma.stanford.edu/~craig/articles/linuxmidi/misc/essenmidi.html This site] says "0x" indicates that the number is a hexadecimal number. The 90 which follows the 0x refers to the decimal; thus, 0x90 equals 10010000, or 8 bits of information. '''Arudino Code''' A table of common commands and their meanings {| class="wikitable" |- ! Command !! Meaning |- |//|| Whatever is following is just a comment |- |0x90|| Turn note on |- |0x80|| Turn note off |- |0X1E; note < 0x5A; note ++|| Start on note 30 (0x1E) and if the following notes are less than note 90 (0x5A), add one note (note ++). In other words, play a scale |- |delay (100)||Delay the next note by 100 milliseconds |- |0x00 (in the velocity column)|| Play the note at a silent velocity. Mutes/turns off the key |- |int|| Integer |- |int note = [command]|| Command is only followed in that particular section |- |void||Whatever is in that command is super important (they are followed throughout the entire code) |- |void setup|| Command is only done once |- |void loop|| Command is done over and over |- |Serial begin (31250)|| Setting of the MIDI baud rate (baud rate = symbols per second). 31250 bits sent per second. |- |void noteOn(int cmd, int pitch, int velocity)|| Says what the three values in the noteOn mean. |} '''MIDI Code''' From [http://www.music-software-development.com/midi-tutorial.html MIDI tutorial] learned that there are 16 MIDI channels, meaning up to 16 instruments can be played at once. The velocity value determines how loud the note is played. {| class="wikitable" |- ! Volume !! Velocity Value |- |pp||31 |- |p||42 |- |mp||53 |- |mf||64 |- |f||80 |- |ff||96 |} In order to play two notes at once, simply have two "noteOn" lines in a row (see below). <syntaxhighlight lang="cpp"> noteOn(0x90, 0x4B, 0x60); // E flat noteOn(0x90, 0x50, 0x60); //A flat </syntaxhighlight> The middle column of numbers in the code (0x4B, 0x50) correlate with a note on the keyboard. Their binary numbers are 01001011 and 01010000 respectively. Using different combinations of numbers are used to play different notes. Note values range from 0-127 (middle C = 60, C# = 61, D = 62, etc.). According to the [http://www.music-software-development.com/midi-tutorial.html MIDI tutorial], the sounds use a "program change" message to indicate that a different instrument is being played. A program change contains one status byte and one data byte. A status byte is 1100 CCCC and one data byte is 0XXX XXXX. The MIDI channel (0-15) is XXXXXXX. It is important to note that once you determine the note you want to be played, you must convert it to a hex number. [http://roselab.jhu.edu/~raj/MISC/hexdectxt.html This] site can convert to hex as well as the windows calculator. [http://www.midi.org/techspecs/gm1sound.php The general MIDI Level 1 Patch Map] was used to determine what tone is used (piano, violin, space pad, etc.). For example, suppose a xylophone tone was wanted. Look at the chart, determine the number (in this case, 14), and then convert it to hex (0E). Then insert it into the code. '''Helpful Links''' *[http://www.music-software-development.com/midi-tutorial.html MIDI Tutorial] *[http://roselab.jhu.edu/~raj/MISC/hexdectxt.html Hex Dec Converter] *[http://www.midi.org/techspecs/gm1sound.php General MIDI sound set] *[http://www.midi.org/techspecs/midimessages.php MIDI Messages] *[https://ccrma.stanford.edu/~craig/articles/linuxmidi/misc/essenmidi.html Essentials of the MIDI protocol] *[http://people.cs.clemson.edu/~johnmc/courses/cpsc872/exam1/spec.html Guide to MIDI software specs] ''''How to upload code to the arduino/MIDI shield''' #Place MIDI shield on top of arduino #Plug arduino into computer via USB cable #Enter code into arduino software #Upload code onto arduino #Turn on keyboard #Switch to tone-map G (press "Transpose/Tune/MIDI" button until the tone map screen appears in the viewing window, press the "+" key so the window says "Tone map G) #Plug in "out" side of MIDI cable into "out" port on MIDI shield #Plug in the "in" side of the MIDI cable into the "in" port of the keyboard '''Coding Tips''' *Make sure the right hex number is selected. It's very easy to get the hex and decimal numbers confused. *Double check '''EVERYTHING'''. This will save so much time in the long run. *Labeling helps (but only if the labels are correct) *Understanding how the code works helps greatly {{collapse bottom}} {{collapse top|Test Arduino/Midi Shield Code}} A sample MIDI code '''Goal''': To play a simple series of notes <syntaxhighlight lang="cpp">> /* MIDI note player This sketch shows how to use the serial transmit pin (pin 1) to send MIDI note data. If this circuit is connected to a MIDI synth, it will play the notes F#-0 (0x1E) to F#-5 (0x5A) in sequence. The circuit: * digital in 1 connected to MIDI jack pin 5 * MIDI jack pin 2 connected to ground * MIDI jack pin 4 connected to +5V through 220-ohm resistor Attach a MIDI cable to the jack, then to a MIDI synth, and play music. created 13 Jun 2006 modified 13 Aug 2012 by Tom Igoe This example code is in the public domain. http://www.arduino.cc/en/Tutorial/Midi */ void setup() { // Set MIDI baud rate: Serial.begin(31250); } void loop() { // play notes from F#-0 (0x1E) to F#-5 (0x5A): for (int note = 0x1E; note < 0x5A; note ++) { //Note on channel 1 (0x90), some note value (note), middle velocity (0x45): noteOn(0x90, note, 0x45); delay(100); //Note on channel 1 (0x90), some note value (note), silent velocity (0x00): noteOn(0x90, note, 0x00); delay(100); } } // plays a MIDI note. Doesn't check to see that // cmd is greater than 127, or that data values are less than 127: void noteOn(int cmd, int pitch, int velocity) { Serial.write(cmd); Serial.write(pitch); Serial.write(velocity); } </syntaxhighlight> {{collapse bottom}} {{collapse top|Keyboard Synthesizer Manual}} The Casio CTK 519 Keyboard [http://www.usersmanualguide.com/casio/musical_instruments/ctk-519_en user manual] gives information about MIDI. It said that MIDI messages are received by attaching the "out" port to the device and the "in" port to the keyboard. The manual also said that there are 16 MIDI channels on the keyboard and that both the sending machine and the receiving machine have to be set to the same channel. Another thing the manual mentioned is that the keyboard has two tone maps. Tone map N allows tones from 0 to 99 whereas tone map G allows for tones from 0 to 127. The manual also said to use MIDI channels 1, 2, 3, 4, or 10. In order to change the channels as well as the tone map, press the transpose/tune/MIDI button three or four times and use the + and - buttons to change the setting. The keyboard is not General MIDI compatible but it can still connect to a computer or other MIDI equipment. {{collapse bottom}} {{collapse top|Sample MIDI Songs}} {{Collapse top|Mary had a Little Lamb}} [http://www.youtube.com/watch?v=sZmr6XU1g2k&feature=youtu.be Video] <syntaxhighlight lang="cpp"> void setup() { Serial.begin(31250); //MIDI protocol baud rate is 31250 bits per second } void loop() { //Plays Mary Had a Little Lamb on a loop at 145 BPM //Bar 1 noteOn(0x90, 0x40, 0x28); //Quarter note: E delay(414); noteOn(0x90, 0x3E, 0x28); //Quarter note: D delay(414); noteOn(0x90, 0x3C, 0x28); //Quarter note: C delay(414); noteOn(0x90, 0x3E, 0x28); //Quarter note: D delay(414); //Bar 2 noteOn(0x90, 0x40, 0x28); //Quarter note: E delay(414); noteOn(0x90, 0x40, 0x28); //Quarter note: E delay(414); noteOn(0x90, 0x40, 0x28); //Half note: E delay(828); //Bar 3 noteOn(0x90, 0x3E, 0x28); //Quarter note: D delay(414); noteOn(0x90, 0x3E, 0x28); //Quarter note: D delay(414); noteOn(0x90, 0x3E, 0x28); //Half note: D delay(828); //Bar 4 noteOn(0x90, 0x40, 0x28); //Quarter note: E delay(414); noteOn(0x90, 0x43, 0x28); //Quarter note: G delay(414); noteOn(0x90, 0x43, 0x28); //Half note: G delay(828); //Bar5 noteOn(0x90, 0x40, 0x28); //Quarter note: E delay(414); noteOn(0x90, 0x3E, 0x28); //Quarter note: D delay(414); noteOn(0x90, 0x3C, 0x28); //Quarter note: C delay(414); noteOn(0x90, 0x3E, 0x28); //Quarter note: D delay(414); //Bar 6 noteOn(0x90, 0x40, 0x28); //Quarter note: E delay(414); noteOn(0x90, 0x40, 0x28); //Quarter note: E delay(414); noteOn(0x90, 0x40, 0x28); //Quarter note: E delay(414); noteOn(0x90, 0x40, 0x28); //Quarter note: E delay(414); //Bar 7 noteOn(0x90, 0x3E, 0x28); //Quarter note: D delay(414); noteOn(0x90, 0x3E, 0x28); //Quarter note: D delay(414); noteOn(0x90, 0x40, 0x28); //Quarter note: E delay(414); noteOn(0x90, 0x3E, 0x28); //Quarter note: D delay(414); //Bar 8 noteOn(0x90, 0x3C, 0x28); //Whole note: C delay(1656); noteOn(0x90, 0x3C, 0x00); //"Silent" note that makes sure the note stops playing. delay(2000); //End song //Wait 2 seconds after the last note is struck to repeat } void noteOn(int cmd, int pitch, int velocity) { //Sets what each of the 3 values in the "noteOn" function does Serial.write(cmd); //All MIDI protocol messages start with 0x90 to signify the start of a MIDI message Serial.write(pitch); //The note. Middle C (0x3C), for example Serial.write(velocity); //Length of time the note is played. Values range from 0 to 127 (0x64), for example } </syntaxhighlight> {{Collapse bottom}} {{Collapse top|Chords, Multiple Instruments & Drums}} <syntaxhighlight lang="cpp"> void setup() { Serial.begin(31250); //MIDI protocol baud rate is 31250 bits per second } void loop() { // Channel 0 (hex = 0xC0) is alto sax (65 on the Gen MIDI Patch Map) hex = 0x41 Serial.write(0xC0); Serial.write(0x41); // Channel 1 (hex = 0xC1) is piano 0 (0 on patch map) hex = 0x00 Serial.write(0xC1); Serial.write(0x00); // Channel 9 (hex = 0xC9) is drums 0 (the drum line is always channel 9) Serial.write(0xC9); Serial.write(0x00); //t=0 ... from www.music-software-development.com/midi-tutorial.html noteOn(0x90, 0x48, 0x40); // start sax noteOn(0x91, 0x3C, 0x40); //start piano noteOn(0x91, 0x43, 0x40); //start piano noteOn(0x91, 0x4C, 0x40); //start piano noteOn(0x99, 0x23, 0x7F); //start bass drum //0x90 refers to channel 0 (sax), 0x91 refers to channel 1 (piano), and 0x99 refers to channel 9 (drums) delay(414); // delay song by 414 miliseconds //t=1 noteOn(0x90, 0x48, 0x00); //stop sax noteOn(0x99, 0x23, 0x00); //stop bass drum noteOn(0x90, 0x4A, 0x40); //start sax delay(414); //t=2 noteOn(0x90, 0x4A, 0x00); //stop sax noteOn(0x90, 0x4C, 0x40); //start sax noteOn(0x99, 0x23, 0x7F); //start bass drum delay(414); //t=3 noteOn(0x90, 0x4C, 0x00); //stop sax noteOn(0x99, 0x23, 0x00); //stop bass drum noteOn(0x90, 0x4F, 0x40); //start sax delay(414); //t=4 noteOn(0x90, 0x4F, 0x00); //start sax noteOn(0x91, 0x3C, 0x40); //play cord again noteOn(0x91, 0x43, 0x40); //play cord again noteOn(0x91, 0x4C, 0x40); //play cord again delay(2000); //End song //Wait 2 seconds after the last note is struck to repeat } void noteOn(int cmd, int pitch, int velocity) { //Sets what each of the 3 values in the "noteOn" function does Serial.write(cmd); //All MIDI protocol messages start with 0x90 to signify the start of a MIDI message Serial.write(pitch); //The note. Middle C (0x3C), for example Serial.write(velocity); //Volume of note } </syntaxhighlight> {{collapse bottom}} {{Collapse top|Sail by AWOLNATION}} We wanted to program part of a song that was relatively simple but had a variety of instruments so we chose Sail by AWOLNATION. We decided to use tone "synth strings" which is number 51 on the patch map. The song is in E flat minor which means for the beginning notes we want an E flat and A flat. We also raised it up an octave. E flat was number 75 on the keyboard and its hex number is 4B. A flat was number 80, hex number is 50. {{Collapse top|Version 1}} <syntaxhighlight lang="cpp">> void setup() { Serial.begin(31250); //MIDI protocol baud rate is 31250 bits per second } void loop() { // channel 0 synth strings 1 (51) 0xC0,0x33 Serial.write(0xC0); Serial.write(0x33); //t=0 noteOn(0x90, 0x4B, 0x60); // start strings, E flat noteOn(0x90, 0x50, 0x60); //start strings, A flat noteOn(0x90, 0x4B, 0x00); //stop strings, E flat noteOn(0x90, 0x50, 0x00); //stop strings, A flat noteOn(0x90, 0x4B, 0x60); // start strings, E flat noteOn(0x90, 0x50, 0x60); //start strings, A flat noteOn(0x90, 0x4B, 0x00); //stop strings, E flat noteOn(0x90, 0x50, 0x00); //stop strings, A flat delay(414); //t=1 noteOn(0x90, 0x4B, 0x60); // start strings, E flat noteOn(0x90, 0x50, 0x60); //start strings, A flat noteOn(0x90, 0x4B, 0x00); //stop strings, E flat noteOn(0x90, 0x50, 0x00); //stop strings, A flat noteOn(0x90, 0x4B, 0x60); // start strings, E flat noteOn(0x90, 0x50, 0x60); //start strings, A flat noteOn(0x90, 0x4B, 0x00); //stop strings, E flat noteOn(0x90, 0x50, 0x00); //stop strings, A flat delay(414); //End song //Wait 2 seconds after the last note is struck to repeat } void noteOn(int cmd, int pitch, int velocity) { Serial.write(cmd); Serial.write(pitch); Serial.write(velocity); } </syntaxhighlight> {{Collapse bottom}} When we uploaded it to the arduino and then plugged in the MIDI cable, the piano started playing, but it was really soft and scratchy. The tempo was also faster than what we wanted. See video [https://www.youtube.com/watch?v=QEpjKGXkmrk here]. We split each second into two (each "t =" only had 4 noteOn's instead of 8) and re-uploaded. It still sounded very faint. We tried switching to tone map G (I was previously on tone map N) and it started playing normally. See [http://www.youtube.com/watch?v=4NHujVNEy-s here]. {{collapse top|Version 2}} We then raised the note velocity to 60 so it would be louder. We tried going higher than 60 but the notes would just go silent. We also added the bass note (E flat). The E bass flat is number 39 with a hex number of 27. We also added more of the song into the code. This code represents 8 measures of the song. <syntaxhighlight lang="cpp"> void setup() { Serial.begin(31250); //MIDI protocol baud rate is 31250 bits per second } void loop() { // channel 0 synth strings 1 (51) 0xC0,0x33 Serial.write(0xC0); Serial.write(0x33); // channel 1 Pad 3 poly synth (91) 0xC1,0x5B Serial.write(0xC1); Serial.write(0x5B); // channel 9 drums 0 Serial.write(0xC9); Serial.write(0x00); //0x4B = E flat 8va //0x50 = A flat 8va //0x49 = G flat 8va //0x27 = E flat (bass) //t=0 noteOn(0x90, 0x4B, 0x60); // start strings, E flat noteOn(0x90, 0x50, 0x60); //start strings, A flat noteOn(0x90, 0x4B, 0x00); //stop strings, E flat noteOn(0x90, 0x50, 0x00); //stop strings, A flat delay(550); //t=1 noteOn(0x90, 0x4B, 0x60); // start strings, E flat noteOn(0x90, 0x50, 0x60); //start strings, A flat noteOn(0x90, 0x4B, 0x00); //stop strings, E flat noteOn(0x90, 0x50, 0x00); //stop strings, A flat delay(550); //t=2 noteOn(0x90, 0x4B, 0x60); // start strings, E flat noteOn(0x90, 0x4E, 0x60); //start strings, G flat noteOn(0x90, 0x27, 0x60); //start strings, E flat (bass) noteOn(0x90, 0x4B, 0x00); //stop strings, E flat noteOn(0x90, 0x4E, 0x00); //stop strings, G flat noteOn(0x90, 0x27, 0x00); //stop strings, E flat (bass) delay(550); //t=3 noteOn(0x90, 0x4B, 0x60); // start strings, E flat noteOn(0x90, 0x4E, 0x60); //start strings, G flat noteOn(0x90, 0x27, 0x60); //start strings, E flat (bass) noteOn(0x90, 0x4B, 0x00); //stop strings, E flat noteOn(0x90, 0x4E, 0x00); //stop strings, G flat noteOn(0x90, 0x27, 0x00); //stop strings, E flat (bass) delay(550); //t=4 noteOn(0x90, 0x4B, 0x60); // start strings, E flat noteOn(0x90, 0x4E, 0x60); //start strings, G flat noteOn(0x90, 0x27, 0x60); //start strings, E flat (bass) noteOn(0x90, 0x4B, 0x00); //stop strings, E flat noteOn(0x90, 0x4E, 0x00); //stop strings, G flat noteOn(0x90, 0x27, 0x00); //stop strings, E flat (bass) delay (550); //t=5 noteOn(0x90, 0x4B, 0x60); // start strings, E flat noteOn(0x90, 0x4E, 0x60); //start strings, G flat noteOn(0x90, 0x27, 0x60); //start strings, E flat (bass) noteOn(0x90, 0x4B, 0x00); //stop strings, E flat noteOn(0x90, 0x4E, 0x00); //stop strings, G flat noteOn(0x90, 0x27, 0x00); //stop strings, E flat (bass) delay(550); //t=6 noteOn(0x90, 0x4B, 0x60); // start strings, E flat noteOn(0x90, 0x4E, 0x60); //start strings, G flat noteOn(0x90, 0x27, 0x60); //start strings, E flat (bass) noteOn(0x90, 0x4B, 0x00); //stop strings, E flat noteOn(0x90, 0x4E, 0x00); //stop strings, G flat noteOn(0x90, 0x27, 0x00); //stop strings, E flat (bass) delay(550); //t=7 noteOn(0x90, 0x4B, 0x60); // start strings, E flat noteOn(0x90, 0x4E, 0x60); //start strings, G flat noteOn(0x90, 0x27, 0x60); //start strings, E flat (bass) noteOn(0x90, 0x4B, 0x00); //stop strings, E flat noteOn(0x90, 0x4E, 0x00); //stop strings, G flat noteOn(0x90, 0x27, 0x00); //stop strings, E flat (bass) delay (550); //t=8 noteOn(0x90, 0x4B, 0x60); // start strings, E flat noteOn(0x90, 0x50, 0x60); //start strings, A flat noteOn(0x90, 0x27, 0x60); //start strings, E flat (bass) noteOn(0x90, 0x4B, 0x00); //stop strings, E flat noteOn(0x90, 0x50, 0x00); //stop strings, A flat noteOn(0x90, 0x27, 0x00); //stop strings, E flat (bass) delay(550); //t=9 noteOn(0x90, 0x4B, 0x60); // start strings, E flat noteOn(0x90, 0x50, 0x60); //start strings, A flat noteOn(0x90, 0x27, 0x60); //start strings, E flat (bass) noteOn(0x90, 0x4B, 0x00); //stop strings, E flat noteOn(0x90, 0x50, 0x00); //stop strings, A flat noteOn(0x90, 0x27, 0x00); //stop strings, E flat (bass) delay(550); //t=10 noteOn(0x90, 0x4B, 0x60); // start strings, E flat noteOn(0x90, 0x4E, 0x60); //start strings, G flat noteOn(0x90, 0x27, 0x60); //start strings, E flat (bass) noteOn(0x90, 0x4B, 0x00); //stop strings, E flat noteOn(0x90, 0x4E, 0x00); //stop strings, G flat noteOn(0x90, 0x27, 0x00); //stop strings, E flat (bass) delay(550); //t= 11 noteOn(0x90, 0x4B, 0x60); // start strings, E flat noteOn(0x90, 0x4E, 0x60); //start strings, G flat noteOn(0x90, 0x27, 0x60); //start strings, E flat (bass) noteOn(0x90, 0x4B, 0x00); //stop strings, E flat noteOn(0x90, 0x4E, 0x00); //stop strings, G flat noteOn(0x90, 0x27, 0x00); //stop strings, E flat (bass) delay(550); //t=12 noteOn(0x90, 0x4B, 0x60); // start strings, E flat noteOn(0x90, 0x4E, 0x60); //start strings, G flat noteOn(0x90, 0x27, 0x60); //start strings, E flat (bass) noteOn(0x90, 0x4B, 0x00); //stop strings, E flat noteOn(0x90, 0x4E, 0x00); //stop strings, G flat noteOn(0x90, 0x27, 0x00); //stop strings, E flat (bass) delay (550); //t=13 noteOn(0x90, 0x4B, 0x60); // start strings, E flat noteOn(0x90, 0x4E, 0x60); //start strings, G flat noteOn(0x90, 0x27, 0x60); //start strings, E flat (bass) noteOn(0x90, 0x4B, 0x00); //stop strings, E flat noteOn(0x90, 0x4E, 0x00); //stop strings, G flat noteOn(0x90, 0x27, 0x00); //stop strings, E flat (bass) delay(550); //t=14 noteOn(0x90, 0x4B, 0x60); // start strings, E flat noteOn(0x90, 0x4E, 0x60); //start strings, G flat noteOn(0x90, 0x27, 0x60); //start strings, E flat (bass) noteOn(0x90, 0x4B, 0x00); //stop strings, E flat noteOn(0x90, 0x4E, 0x00); //stop strings, G flat noteOn(0x90, 0x27, 0x00); //stop strings, E flat (bass) delay(550); //t= 15 noteOn(0x90, 0x4B, 0x60); // start strings, E flat noteOn(0x90, 0x4E, 0x60); //start strings, G flat noteOn(0x90, 0x27, 0x60); //start strings, E flat (bass) noteOn(0x90, 0x4B, 0x00); //stop strings, E flat noteOn(0x90, 0x4E, 0x00); //stop strings, G flat noteOn(0x90, 0x27, 0x00); //stop strings, E flat (bass) delay (550); //t= 16 noteOn(0x90, 0x4B, 0x60); // start strings, E flat noteOn(0x90, 0x50, 0x60); //start strings, A flat noteOn(0x90, 0x27, 0x60); //start strings, E flat (bass) noteOn(0x90, 0x4B, 0x00); //stop strings, E flat noteOn(0x90, 0x50, 0x00); //stop strings, A flat noteOn(0x90, 0x27, 0x00); //stop strings, E flat (bass) delay(550); //t= 17 noteOn(0x90, 0x4B, 0x60); // start strings, E flat noteOn(0x90, 0x50, 0x60); //start strings, A flat noteOn(0x90, 0x27, 0x60); //start strings, E flat (bass) noteOn(0x90, 0x4B, 0x00); //stop strings, E flat noteOn(0x90, 0x50, 0x00); //stop strings, A flat noteOn(0x90, 0x27, 0x00); //stop strings, E flat (bass) delay(550); //t= 18 noteOn(0x90, 0x49, 0x60); // start strings, D flat noteOn(0x90, 0x4D, 0x60); //start strings, F noteOn(0x90, 0x25, 0x60); //start strings, D flat (bass) noteOn(0x90, 0x49, 0x00); //stop strings, D flat noteOn(0x90, 0x4D, 0x00); //stop strings, F flat noteOn(0x90, 0x25, 0x00); //stop strings, D flat (bass) delay(550); //t= 19 noteOn(0x90, 0x49, 0x60); // start strings, D flat noteOn(0x90, 0x4D, 0x60); //start strings, F noteOn(0x90, 0x25, 0x60); //start strings, D flat (bass) noteOn(0x90, 0x49, 0x00); //stop strings, D flat noteOn(0x90, 0x4D, 0x00); //stop strings, F flat noteOn(0x90, 0x25, 0x00); //stop strings, D flat (bass) delay(550); //t= 20 noteOn(0x90, 0x49, 0x60); // start strings, D flat noteOn(0x90, 0x4D, 0x60); //start strings, F noteOn(0x90, 0x25, 0x60); //start strings, D flat (bass) noteOn(0x90, 0x49, 0x00); //stop strings, D flat noteOn(0x90, 0x4D, 0x00); //stop strings, F flat noteOn(0x90, 0x25, 0x00); //stop strings, D flat (bass) delay(550); //t= 21 noteOn(0x90, 0x49, 0x60); // start strings, D flat noteOn(0x90, 0x4D, 0x60); //start strings, F noteOn(0x90, 0x25, 0x60); //start strings, D flat (bass) noteOn(0x90, 0x49, 0x00); //stop strings, D flat noteOn(0x90, 0x4D, 0x00); //stop strings, F flat noteOn(0x90, 0x25, 0x00); //stop strings, D flat (bass) delay(550); //t= 22 noteOn(0x90, 0x49, 0x60); // start strings, D flat noteOn(0x90, 0x4D, 0x60); //start strings, F noteOn(0x90, 0x25, 0x60); //start strings, D flat (bass) noteOn(0x90, 0x49, 0x00); //stop strings, D flat noteOn(0x90, 0x4D, 0x00); //stop strings, F flat noteOn(0x90, 0x25, 0x00); //stop strings, D flat (bass) delay(550); //t= 23 noteOn(0x90, 0x49, 0x60); // start strings, D flat noteOn(0x90, 0x4D, 0x60); //start strings, F noteOn(0x90, 0x25, 0x60); //start strings, D flat (bass) noteOn(0x90, 0x49, 0x00); //stop strings, D flat noteOn(0x90, 0x4D, 0x00); //stop strings, F flat noteOn(0x90, 0x25, 0x00); //stop strings, D flat (bass) delay(550); //t= 24 noteOn(0x90, 0x49, 0x60); // start strings, D flat noteOn(0x90, 0x4D, 0x60); //start strings, F noteOn(0x90, 0x25, 0x60); //start strings, D flat (bass) noteOn(0x90, 0x49, 0x00); //stop strings, D flat noteOn(0x90, 0x4D, 0x00); //stop strings, F flat noteOn(0x90, 0x25, 0x00); //stop strings, D flat (bass) delay(550); //t= 25 noteOn(0x90, 0x49, 0x60); // start strings, D flat noteOn(0x90, 0x4D, 0x60); //start strings, F noteOn(0x90, 0x25, 0x60); //start strings, D flat (bass) noteOn(0x90, 0x49, 0x00); //stop strings, D flat noteOn(0x90, 0x4D, 0x00); //stop strings, F flat noteOn(0x90, 0x25, 0x00); //stop strings, D flat (bass) delay(550); //t=26 noteOn(0x90, 0x4E, 0x60); //start strings, G flat noteOn(0x90, 0x55, 0x60);//start strings, D flat noteOn(0x90, 0x2A, 0x60); //start strings, G flat (bass) noteOn(0x90, 0x4E, 0x00); //stop strings, G flat noteOn(0x90, 0x55, 0x00); //stop strings, D flat noteOn(0x90, 0x2A, 0x00); //start stop, G flat (bass) delay(550); //t=27 noteOn(0x90, 0x4E, 0x60); //start strings, G flat noteOn(0x90, 0x55, 0x60);//start strings, D flat noteOn(0x90, 0x2A, 0x60); //start strings, G flat (bass) noteOn(0x90, 0x4E, 0x00); //start strings, G flat noteOn(0x90, 0x55, 0x00);//start strings, D flat noteOn(0x90, 0x2A, 0x00); //start strings, G flat (bass) delay(550); //t=28 noteOn(0x90, 0x4E, 0x60); //start strings, G flat noteOn(0x90, 0x55, 0x60);//start strings, D flat noteOn(0x90, 0x2A, 0x60); //start strings, G flat (bass) noteOn(0x90, 0x4E, 0x00); //start strings, G flat noteOn(0x90, 0x55, 0x00);//start strings, D flat noteOn(0x90, 0x2A, 0x00); //start strings, G flat (bass) delay(550); //t=29 noteOn(0x90, 0x4E, 0x60); //start strings, G flat noteOn(0x90, 0x55, 0x60);//start strings, D flat noteOn(0x90, 0x2A, 0x60); //start strings, G flat (bass) noteOn(0x90, 0x4E, 0x00); //start strings, G flat noteOn(0x90, 0x55, 0x00);//start strings, D flat noteOn(0x90, 0x2A, 0x00); //start strings, G flat (bass) delay(550); //t=30 noteOn(0x90, 0x49, 0x60); // start strings, D flat noteOn(0x90, 0x50, 0x60); //start strings, A flat noteOn(0x90, 0x25, 0x60); //start strings, D flat (bass) noteOn(0x90, 0x49, 0x00); // stop strings, D flat noteOn(0x90, 0x50, 0x00); //stop strings, A flat noteOn(0x90, 0x25, 0x00); //stop strings, D flat (bass) delay(550); //t=31 noteOn(0x90, 0x49, 0x60); // start strings, D flat noteOn(0x90, 0x50, 0x60); //start strings, A flat noteOn(0x90, 0x25, 0x60); //start strings, D flat (bass) noteOn(0x90, 0x49, 0x00); // stop strings, D flat noteOn(0x90, 0x50, 0x00); //stop strings, A flat noteOn(0x90, 0x25, 0x00); //stop strings, D flat (bass) delay(550); //t=32 noteOn(0x90, 0x49, 0x60); // start strings, D flat noteOn(0x90, 0x50, 0x60); //start strings, A flat noteOn(0x90, 0x25, 0x60); //start strings, D flat (bass) noteOn(0x90, 0x49, 0x00); // stop strings, D flat noteOn(0x90, 0x50, 0x00); //stop strings, A flat noteOn(0x90, 0x25, 0x00); //stop strings, D flat (bass) delay(550); //t=33 noteOn(0x90, 0x49, 0x60); // start strings, D flat noteOn(0x90, 0x50, 0x60); //start strings, A flat noteOn(0x90, 0x25, 0x60); //start strings, D flat (bass) noteOn(0x90, 0x49, 0x00); // stop strings, D flat noteOn(0x90, 0x50, 0x00); //stop strings, A flat noteOn(0x90, 0x25, 0x00); //stop strings, D flat (bass) delay(550); //End song //Wait 2 seconds after the last note is struck to repeat } void noteOn(int cmd, int pitch, int velocity) { Serial.write(cmd); Serial.write(pitch); Serial.write(velocity); } </syntaxhighlight> {{collapse bottom}} Video is [http://www.youtube.com/watch?v=1hefxFKwiQI&feature=youtu.be here]. We also played the song in the normal piano tone. This created a much louder noise, even when the volume was down. See video [http://www.youtube.com/watch?v=N4f6r_Esa8o&feature=youtu.be here]. {{collapse bottom}} {{collapse bottom}} {{collapse top|Drums}} {{Collapse top|Table of drum sounds}} {| class="wikitable" |- ! Drum Sound !! Key Number !! Hex Number |- |Acoustic Bass Drum||35||23 |- |Bass Drum 1||36||24 |- |Side Stick||37||25 |- |Acoustic Snare||38||26 |- |Hand Clap||39||27 |- |Electric Snare||40||28 |- |Low Floor Tom||41||29 |- |Closed Hi Hat||42||2A |- |High Floor Tom ||43||2B |- |Pedal Hi-Hat||44||2C |- |Low Tom||45||2D |- |Open Hi-Hat||46||2E |- |Low-Mid Tom||47||2F |- |Hi-Mid Tom||48||30 |- |Crash Cymbal 1||49||31 |- |High Tom||50||32 |- |Ride Cymbal 1||51||33 |- |Chinese Cymbal||52||34 |- |Ride Bell||53||35 |- |Tambourine||54||36 |- |Splash Cymbal||55||37 |- |Cowbell||56||38 |- |Crash Cymbal 2||57||39 |- |Vibraslap||58||3A |- |Ride Cymbal 2||59||3B |- |Hi Bongo||60||3C |- |Low Bongo||61||3D |- |Mute Hi Conga||62||3E |- |Open Hi Conga||63||3F |- |Low Conga||64||40 |- |High Timbale||65||41 |- |Low Timbale||66||42 |- |High Agogo||67||43 |- |Low Agogo||68||44 |- |Cabasa||69||45 |- |Maracas||70||46 |- |Short Whistle||71||47 |- |Long Whistle || 72 || 48 |- |Short Guiro||73||49 |- |Long Guiro||74 ||4A |- |Claves ||75||4B |- |Hi Wood Block||76||4C |- |Low Wood Block||77||4D |- |Mute Cuica||78||4E |- |Open Cuica||79 ||4F |- |Mute Triangle||80||50 |- |Open Triangle||81||51 |} {{Collapse bottom}} {{Collapse top|Exploring drum sounds}} [http://www.youtube.com/watch?v=OhzLRsQCfzo&feature=youtu.be video] <syntaxhighlight lang="cpp">> void setup() { Serial.begin(31250); //MIDI protocol baud rate is 31250 bits per second } void loop() { // channel 9 drums 0 Serial.write(0xC9); Serial.write(0x00); //t= noteOn(0x99, 0x23, 0x60); // short whistle noteOn(0x99, 0x48, 0x60); //start bass drum noteOn(0x99, 0x57, 0x60); //hand clap? delay(414); //t= noteOn(0x99, 0x34, 0x60); // start chinese cymbal delay(414); //t= noteOn(0x99, 0x34, 0x00); //stop chinese cymbal delay(414); //t= noteOn(0x99, 0x48, 0x60); //start bass drum noteOn(0x99, 0x48, 0x00); //stop bass drum delay(414); //t= noteOn(0x99, 0x48, 0x60); //start bass drum noteOn(0x99, 0x48, 0x00); //stop bass drum //t noteOn(0x99, 0x48, 0x60); //start bass drum noteOn(0x99, 0x48, 0x00); //stop bass drum delay(414); //t= noteOn(0x99, 0x48, 0x60); //start bass drum noteOn(0x99, 0x48, 0x00); //stop bass drum delay(414); //t= noteOn(0x99, 0x3A, 0x60); //start vibraslap noteOn(0x99, 0x3A, 0x00); //stop vibraslap drum delay(414); //t= noteOn(0x99, 0x48, 0x60); //start bass drum noteOn(0x99, 0x48, 0x00); //stop bass drum delay(200); //t= noteOn(0x99, 0x48, 0x60); //start bass drum noteOn(0x99, 0x48, 0x00); //stop bass drum delay(414); //t= noteOn(0x99, 0x48, 0x60); //start bass drum noteOn(0x99, 0x48, 0x00); //stop bass drum delay(200); //t= noteOn(0x99, 0x44, 0x60); //start low agogo noteOn(0x99, 0x44, 0x00); //stop lowagogo delay(414); //t= noteOn(0x99, 0x37, 0x60); // start splash cymbal noteOn(0x99, 0x37, 0x00);// stop splash cymbal delay(414); //t= noteOn(0x99, 0x32, 0x60); //start high tom noteOn(0x99, 0x32, 0x00); //stop high tom delay(200); //t= noteOn(0x99, 0x48, 0x60); //start bass drum noteOn(0x99, 0x48, 0x00); //stop bass drum delay(500); //t= noteOn(0x99, 0x38, 0x60); // start cowbell noteOn(0x99, 0x38, 0x00);// stop cowbell delay(50); //t= noteOn(0x99, 0x38, 0x60); // start cowbell noteOn(0x99, 0x38, 0x00);// stop cowbell delay(50); //t= noteOn(0x99, 0x38, 0x60); // start cowbell noteOn(0x99, 0x38, 0x00);// stop cowbell delay(50); //t= noteOn(0x99, 0x38, 0x60); // start cowbell noteOn(0x99, 0x38, 0x00);// stop cowbell delay(50); //t= noteOn(0x99, 0x38, 0x60); // start cowbell noteOn(0x99, 0x38, 0x00);// stop cowbell delay(50); //t= noteOn(0x99, 0x38, 0x60); // start cowbell noteOn(0x99, 0x38, 0x00);// stop cowbell delay(50); //t= noteOn(0x99, 0x38, 0x60); // start cowbell noteOn(0x99, 0x38, 0x00);// stop cowbell delay(500); //t= noteOn(0x99, 0x38, 0x60); // start cowbell noteOn(0x99, 0x38, 0x00);// stop cowbell delay(50); //t= noteOn(0x99, 0x38, 0x60); // start cowbell noteOn(0x99, 0x38, 0x00);// stop cowbell delay(50); //t= noteOn(0x99, 0x38, 0x60); // start cowbell noteOn(0x99, 0x38, 0x00);// stop cowbell delay(50); //t= noteOn(0x99, 0x38, 0x60); // start cowbell noteOn(0x99, 0x38, 0x00);// stop cowbell delay(50); //t= noteOn(0x99, 0x38, 0x60); // start cowbell noteOn(0x99, 0x38, 0x00);// stop cowbell delay(50); //t= noteOn(0x99, 0x44, 0x60); //start low agogo noteOn(0x99, 0x44, 0x00); //stop lowagogo delay(200); //t= noteOn(0x99, 0x28, 0x60); // start electric snare noteOn(0x99, 0x28, 0x00);// stop electric snare delay(414); //t= noteOn(0x99, 0x28, 0x60); // start electric snare noteOn(0x99, 0x28, 0x00);// stop electric snare delay(100); //t= noteOn(0x99, 0x28, 0x60); // start electric snare noteOn(0x99, 0x28, 0x00);// stop electric snare delay(150); //t= noteOn(0x99, 0x28, 0x60); // start electric snare noteOn(0x99, 0x28, 0x00);// stop electric snare delay(160); //t= noteOn(0x99, 0x39, 0x60); // start crash cymbal 2 noteOn(0x99, 0x39, 0x00);// stop crash cymbal 2 delay(414); //t= noteOn(0x99, 0x39, 0x60); // start crash cymbal 2 noteOn(0x99, 0x39, 0x00);// stop crash cymbal 2 delay(414); //t= noteOn(0x99, 0x38, 0x60); // start cowbell noteOn(0x99, 0x38, 0x00);// stop cowbell delay(414); //End song //Wait 2 seconds after the last note is struck to repeat } void noteOn(int cmd, int pitch, int velocity) { Serial.write(cmd); Serial.write(pitch); Serial.write(velocity); } </syntaxhighlight> {{Collapse bottom}} {{Collapse top|All drum sounds from from the [http://www.midi.org/techspecs/gm1sound.php General MIDI Level 1 Percussion Key Map]}} [http://www.youtube.com/watch?v=Tg7W3sDPGc4 video] <syntaxhighlight lang="cpp"> void setup() { Serial.begin(31250); //MIDI protocol baud rate is 31250 bits per second } void loop() { // channel 9 drums 0 Serial.write(0xC9); Serial.write(0x00); //t= noteOn(0x99, 0x23, 0x60); // start acoustic bass drum delay(414); //t= noteOn(0x99, 0x23, 0x00); // stop acoustic bass drum noteOn(0x99, 0x24, 0x60); // start bass drum 1 delay(414); //t= noteOn(0x99, 0x24, 0x00); // stop bass drum 1 noteOn(0x99, 0x25, 0x60); // start side stick delay(414); //t= noteOn(0x99, 0x25, 0x00); // stop side stick noteOn(0x99, 0x26, 0x60); // start acoustic snare delay(414); //t= noteOn(0x99, 0x26, 0x00); // stop acoustic snare noteOn(0x99, 0x27, 0x60); // start hand clap delay(414); //t= noteOn(0x99, 0x27, 0x00); // stop hand clap noteOn(0x99, 0x28, 0x60); // start electric snare delay(414); //t= noteOn(0x99, 0x28, 0x00); // stop electric snare noteOn(0x99, 0x29, 0x60); // start low floor tom delay(414); //t= noteOn(0x99, 0x29, 0x00); // stop low floor tom noteOn(0x99, 0x2A, 0x60); // start closed hi-hat delay(414); //t= noteOn(0x99, 0x2A, 0x00); // stop closed hi-hat noteOn(0x99, 0x2B, 0x60); // start high floor tom delay(414); //t= noteOn(0x99, 0x2B, 0x00); // stop high floor tom noteOn(0x99, 0x2C, 0x60); // start pedal hi-hat delay(414); //t= noteOn(0x99, 0x2C, 0x00); // stop pedal hi-hat noteOn(0x99, 0x2D, 0x60); // start low tom delay(414); //t= noteOn(0x99, 0x2D, 0x00); // stop low tom noteOn(0x99, 0x2E, 0x60); // start open hi-hat delay(414); //t= noteOn(0x99, 0x2E, 0x00); // stop open hi-hat noteOn(0x99, 0x2F, 0x60); // start low-mid tom delay(414); //t= noteOn(0x99, 0x2F, 0x00); // stop low-mid tom noteOn(0x99, 0x30, 0x60); // start high mid-tom delay(414); //t= noteOn(0x99, 0x30, 0x00); // stop high mid-tom noteOn(0x99, 0x31, 0x60); // start crash cymbals 1 delay(414); //t= noteOn(0x99, 0x31, 0x00); // stop crash cymbals 1 noteOn(0x99, 0x32, 0x60); // start high tom delay(414); //t= noteOn(0x99, 0x32, 0x00); // stop high tom noteOn(0x99, 0x33, 0x60); // start ride cymbal 1 delay(414); //t= noteOn(0x99, 0x33, 0x00); // stop ride cymbal 1 noteOn(0x99, 0x34, 0x60); // start Chinese cymbal delay(414); //t= noteOn(0x99, 0x34, 0x00); // stop Chinese cymbal noteOn(0x99, 0x35, 0x60); // start ride bell delay(414); //t= noteOn(0x99, 0x35, 0x00); // stop ride bell noteOn(0x99, 0x36, 0x60); // start tambourine delay(414); //t= noteOn(0x99, 0x36, 0x00); // stop tambourine noteOn(0x99, 0x37, 0x60); // start splash cymbal delay(414); //t= noteOn(0x99, 0x37, 0x00); // stop splash cymbal noteOn(0x99, 0x38, 0x60); // start cowbell delay(414); //t= noteOn(0x99, 0x38, 0x00); // stop cowbell noteOn(0x99, 0x39, 0x60); // start crash cymbal 2 delay(414); //t= noteOn(0x99, 0x39, 0x00); // stop crash cymbal 2 noteOn(0x99, 0x3A, 0x60); // start vibraslap delay(414); //t= noteOn(0x99, 0x3A, 0x00); // stop vibraslap noteOn(0x99, 0x3B, 0x60); // start ride cymbal 2 delay(414); //t= noteOn(0x99, 0x3B, 0x00); // stop ride cymbal 2 noteOn(0x99, 0x3C, 0x60); // start hi-bongo delay(414); //t= noteOn(0x99, 0x3C, 0x00); // stop hi-bongo noteOn(0x99, 0x3D, 0x60); // start low bongo delay(414); //t= noteOn(0x99, 0x3D, 0x00); // stop low bongo noteOn(0x99, 0x3E, 0x60); // start mute hi-conga delay(414); //t= noteOn(0x99, 0x3E, 0x00); // stop mute hi-conga noteOn(0x99, 0x3F, 0x60); // start open hi-conga delay(414); //t= noteOn(0x99, 0x3F, 0x00); // stop open hi-conga noteOn(0x99, 0x40, 0x60); // start low conga delay(414); //t= noteOn(0x99, 0x40, 0x00); // stop high conga noteOn(0x99, 0x41, 0x60); // start high timbale delay(414); //t= noteOn(0x99, 0x41, 0x00); // stop high timbale noteOn(0x99, 0x42, 0x60); // start low timbale delay(414); //t= noteOn(0x99, 0x42, 0x00); // stop low timbale noteOn(0x99, 0x43, 0x60); // start high agogo delay(414); //t= noteOn(0x99, 0x43, 0x00); // stop high agogo noteOn(0x99, 0x44, 0x60); // start low agogo delay(414); //t= noteOn(0x99, 0x44, 0x00); // stop low agogo noteOn(0x99, 0x45, 0x60); // start cabasa delay(414); //t= noteOn(0x99, 0x45, 0x00); // stop cabasa noteOn(0x99, 0x46, 0x60); // start maracas delay(414); //t= noteOn(0x99, 0x46, 0x00); // stop maracas noteOn(0x99, 0x47, 0x60); // start short whistle delay(414); //t= noteOn(0x99, 0x47, 0x00); // stop short whistle noteOn(0x99, 0x48, 0x60); // start long whistle delay(414); //t= noteOn(0x99, 0x48, 0x00); // stop whistle noteOn(0x99, 0x49, 0x60); // start short guiro delay(414); //t= noteOn(0x99, 0x49, 0x00); // stop short guiro noteOn(0x99, 0x4A, 0x60); // start long guiro delay(414); //t= noteOn(0x99, 0x4A, 0x00); // stop long guiro noteOn(0x99, 0x4B, 0x60); // start claves delay(414); //t= noteOn(0x99, 0x4B, 0x00); // stop claves noteOn(0x99, 0x4C, 0x60); // start hi-wood block delay(414); //t= noteOn(0x99, 0x4C, 0x00); // stop hi-wood block noteOn(0x99, 0x4D, 0x60); // start low wood block delay(414); //t= noteOn(0x99, 0x4D, 0x00); // stop low wood block noteOn(0x99, 0x4E, 0x60); // start mute cuica delay(414); //t= noteOn(0x99, 0x4E, 0x00); // stop mute cuica noteOn(0x99, 0x4F, 0x60); // start open cuica delay(414); //t= noteOn(0x99, 0x4F, 0x00); // stop open cuica noteOn(0x99, 0x50, 0x60); // start mute triangle delay(414); //t= noteOn(0x99, 0x50, 0x00); // stop mute triangle noteOn(0x99, 0x51, 0x60); // start open triangle delay(414); //t= noteOn(0x99, 0x51, 0x00); // stop triangle delay(414); //End song //Wait 2 seconds after the last note is struck to repeat } void noteOn(int cmd, int pitch, int velocity) { Serial.write(cmd); Serial.write(pitch); Serial.write(velocity); } </syntaxhighlight> {{Collapse bottom}} {{collapse top|Exploring MIDI Level 2 Drum Sounds}} All of the current drum sounds are from [[Wikipedia:General MIDI|General MIDI Level 1]]. There is [[Wikipedia:General MIDI Level 2|General MIDI Level 2]] which is based off of General MIDI. According to [http://www.midi.org/techspecs/gm.php midi.org], General MIDI 2 is a group of extensions made to General MIDI 1 which allows more sounds to be played. There are other possible drum kits besides the one previously used. [http://www.voidaudio.net/percussion.html The Void], for example, lists other possible kits such as a room kit, power kit, orchestra kit, and more. These kits all have different [http://www.pjb.com.au/muscript/gm.html patch numbers]. According to [[Wikipedia:General MIDI Level 2#Drum sounds|Wikipedia]], ''"the drum bank is accessed by setting cc#0 (Bank Select MSB) to 120 and cc#32 (Bank Select LSB) to 0 and PC (Program Change) to select drum kit"''. [http://www.pgmusic.com/tutorial_gm.htm PG Music] also has a list of possible drum kits. [[File:GMStandardDrumMap.gif]] {{collapse bottom}} {{collapse bottom}} {{collapse top|Speed and Volume}} Used the midisheild potentiometer connected on Analog0 (A0) to control the speed of a beat. Started with analogIn arduino example. {{collapse top|Controlling speed of song}} <syntaxhighlight lang="cpp"> /* MIDI note player */ int potPin = 0; // select the input pin for the potentiometer int Speed = 13; // select the pin for the Speed int val = 0; // variable to store the value coming from the sensor void setup() { // Set MIDI baud rate: Serial.begin(31250); // pinMode(Speed, OUTPUT); // declare the Speed as an OUTPUT } void loop(){ //Note on channel 1 (0x90), some note value (note), middle velocity (0x45): noteOn(0x90, 0x43, 0x45); delay(100); //Note on channel 1 (0x90), some note value (note), silent velocity (0x00): noteOn(0x90, 0x23, 0x00); delay(100); val = analogRead(potPin); // read the value from the sensor digitalWrite(Speed, HIGH); // Makes song fast delay(val); // stop the program for some time digitalWrite(Speed, LOW); // Makes song slow delay(val); // stop the program for some time } // plays a MIDI note. Doesn't check to see that // cmd is greater than 127, or that data values are less than 127: void noteOn(int cmd, int pitch, int velocity) { Serial.write(cmd); Serial.write(pitch); Serial.write(velocity); } </syntaxhighlight> {{collapse bottom}} This [https://www.youtube.com/watch?v=OHnBrhMDEnA VIDEO] shows the speed change. The second analog port was tested controling the volume by editing the velocity part of midi codes. {{collapse top|Controlling volume}} <syntaxhighlight lang="cpp"> /* MIDI note player */ int potPin = 0; // select the input pin for the potentiometer int Speed = 13; // select the pin for the Speed int val = 0; // variable to store the value coming from the sensor const int sensorMin = 23; // sensor minimum, discovered through experiment const int sensorMax = 1000; // sensor maximum, discovered through experiment int volume=50; int val2; // second potentiometer void setup() { // Set MIDI baud rate: Serial.begin(31250); // pinMode(Speed, OUTPUT); // declare the Speed as an OUTPUT } void loop(){ //Note on channel 1 (0x90), some note value (note), middle velocity (0x45): noteOn(0x90, 0x43, volume); delay(100); val2=analogRead(1); volume=map(val2,0,1000,0,100); // takes range on val2 and converts to pot range. val = analogRead(potPin); // read the value from the sensor digitalWrite(Speed, HIGH); // makes song faster delay(val); // stop the program for some time digitalWrite(Speed, LOW); // Slows down Speed delay(val); // stop the program for some time } // plays a MIDI note. // cmd is greater than 127, or that data values are less than 127: void noteOn(int cmd, int pitch, int velocity) { Serial.write(cmd); Serial.write(pitch); Serial.write(velocity); } </syntaxhighlight> {{collapse bottom}} [https://www.youtube.com/watch?v=jFncP7lQf9E&feature=youtube_gdata_player This video] shows the volume change. {{collapse bottom}} {{collapse bottom}} {{collapse top|Beat Bearing Board}} The goal is to place a steel ball on top of two washers. This should electrically connect them. {{collapse top|Attachment of washer halves to the plexiglass board}} The first design was based off of the instructions for building a beat bearing board found on the [http://www.jameco.com/Jameco/workshop/jamecofavorites/beatsequencer.html Jameco BeatBearing] webpage, which called for screwing the washer halves to the board. However, instead of soldering the wires to soldering tabs, our modified design based on these instructiuons was to use wiring crimps to connect the wires to the washer system. <Gallery> File:Washer in Vice.JPG|Washer was held down with a vice to drill holes big enough for number 6 screws. This method of drilling was most successful. File:Holes.JPG|Holes to fit number 6 screws were also drilled into the plexiglass board. File:Vicewasher.JPG|The washers were then cut down the middle with the drilled holes on either side of the vertical cut. File:Washerwiringcrimps.JPG|The wiring crimps were added in between the nut and plexiglass board when the washer halves were screwed down. File:Channelunderplexiglassboard.JPG|The ends of the screws would eventually have to be cut off to make the system flush with the plexiglass runners forming the chgannels. File:Ballbearingwasher.JPG|Ball bearing sitting atop screwed down system </Gallery> The next design we created was based off of ideas gathered from our classmates, modified to our own specifications. It called for the washer halves to be glued down to the plexiglass, where the wires could come through the bottom of the board and attach to the washers. This was the design we used moving forward with the project. <Gallery> File:Zapagapglue.JPG|Zap-a-Gap glue was the glue we found to be the most transparent, increasing the look of the board, and offered the best attachment of the washer halves to the board. File:Zapagapgluedown.JPG|Zap-a-Gap glue was applied to the entire surface area between the washer and the board. File:Bothhalvesofwasherswithzapagapglue.JPG|The attachment the glue gave us was clean and sturdy. File:Ballbearingtouchingplexiglass.JPG|The only issue with the glued down design, was that the ball bearing came into contact with the plexiglass when sitting on washer halves, which affected the conductivity. </Gallery> The glued down design was chosen by our group to be used as the design for connecting the washer halves to the plexiglass. The problem with the ball bearing touching the plexiglass was tackled in the wire connection part of our design. {{collapse bottom}} {{collapse top|Designing Wire Connection to washers}} The first wire connection designs had the wires coming up through separate holes drilled into the plexiglass board from the bottom, then attached to the washer halves by either being coiled around the washer or sandwiched between the washer when glued down. <Gallery> File:Wirethroughplexiglass.JPG|Wire coming through hole drilled in plexiglass. File:Sandwichidea.JPG|Design of wire being sandwiched between washer and plexiglass when glued down. The contact of the wire to the washer would provide the connection needed. File:Coiledidea.JPG|Design of wire being coiled around washer then glued down to provide the proper wire connection </Gallery> The coiled design was chosen to be used as the design, because it offered a better connection. New ideas for advancements to the coil design were given to our group by the class, and are shown below. These ideas were offered to solve the problem of the ball bearing touching the plexiglass when placed on the washer system. We chose the design we thought to have the most potential, and tested it. <Gallery> File:Ball bearing touch pleaxiglass idea 1.JPG| First idea: Glue smaller washers on each washer half to elevate ball bearing. File:Second idea to elevate ball bearing.JPG|Second idea: Cut the washer unevenly and place an object on the smaller washer piece to also give the ball bearing elevation. File:Idea bouncing off hole in center idea for wires.JPG|Third idea: Drill a hole in between the center of the washer halves, into the plexiglass, for the ball bearing to set in the washer halves cleanly, without touching the plexiglass. File:Third idea where ball bearing goes through plexiglass.JPG|Fourth idea: Advancement of third idea where wires come up through same hole ball bearing will clear, limiting the number of holes needed to be drilled in the plexiglass from 3 to 1. </Gallery> The fourth idea was then built, and tested. The design process for building the prototype are shown below. <Gallery> File:5'16" inch hole drilled in plesiglass.JPG|Here is the hole that was drilled into the plexiglass, which will be between the two washer halves, for the wires to come up through, and ball bearing to set through. File:Single hole in plexiglass idea.JPG|This is our prototype for the fourth idea. The wires came up through the center hole, coiled around the washer halves, then were glued down with the washers to the plexiglass board. File:Zoomed out view hole in center of washer.JPG|Zoomed out view of prototype. File:Underview ball bearing.JPG|Underneath view of prototype. File:Ball bearing atop system.JPG|Prototype with ball bearing resting atop the system. The ball bearing does not touch any part of the plexiglass thanks to the hole in the center of washer halves. File:Ball bearing for idea tested with multimeter.JPG|Zoomed in view of ball bearing sitting on prototype. </Gallery> This prototype was then tested using a multimeter. The multimeter measured resistance of the system, and produces a noise if the sensors are connected to a system which is conductive. <Gallery> File:Multimeter used to test conductivity.JPG|This was the multimeter used to test the prototype. When the black and red sensors were attached to each end of the wire, no sound was produced by the multimeter, telling us the system was not conductive. </Gallery> Adjustments to this prototype were then made, and in the next section the final working manufacturing design can be seen. {{collapse bottom}} {{collapse top|Testing Washer Attachment System}} The final working design was discovered after the prototype seen above was tested. It included aspects from the prototype built, as well as aspects from other design ideas not yet tested. But when built, tested, duplicated, then tested again, this design was consistently working. Also, the plexiglass board configuration is including along with the working washer system design. *The important part of our working design was the measurements of the washer halves. The spacing between each half is crucial for the ball bearing to sit in the system without touching the plexiglass. Here are the drawings with labels and measurements of the working design: <Gallery> File:Overview of washer system with measurements.JPG|Drawing of washer halves with spacing measurements. File:Underview of the board.JPG|Underview of the plexiglass board with measurements of drilled holes for wires to go up through. File:Drawing of working washer coil system.JPG|Drawing of wire connection system: wire comes up through hole in plexiglass and is coiled around washer half, then glued down. File:Side view of working washer system.JPG|Side view of entire design with labels. </Gallery> When this design was built and the ball bearing was placed atop, then tested with the multimeter, the multimeter produced a sound, signifying that the system was conductive. Thus we had a working design. <Gallery> File:Glued down washer with wires coiled.JPG|This is the working design. Wires coming through plexiglass in two separate holes, coiled around washer halves, then glued to plexiglasss with Zap-a-Gap glue. File:Underneath view of working design.JPG|This is an underneath view of the working design with shows the plexiglass configuration of the runners on either side of the washer system to allow for the wires to flow smoothly under the board. File:Ball Bearing on Glued washer with wires coiled.JPG|Ball bearing resting on working design. File:Multimeter used to test conductivity.JPG|When tested with the multimeter, the sound signifying a connection was set off, telling us the system was conductive. </Gallery> '''VIDEO''' --- [https://www.youtube.com/watch?v=6sXeg4cDLxk Washer Design Tested With Multimeter] The design was then duplicated, using small wooden spacers (one of which was wrapped in electrical tape), to guarantee the exact measurements of the spacing of washer halves was maintained. The duplicate washer system was tested and proved to be successful, giving more credibility to the working final design. <Gallery> File:Both spacers over head view.JPG|Spacers placed in original working system to confirm correct measurements. File:Me holding spacer in place.JPG|The spacers were then held in between washer halves of duplicate to maintain correct spacing, which is crucial for working system. File:Overhead view of duplicate washer system.JPG|Here is the duplicate system with the spacers set in between washer system as it sets in the glue. File:Duplicate washer system without spacers.JPG|Duplicate of the working washer system. File:Multimeter testing duplicate washer system.JPG|When tested with the multimeter, the duplicate washer system also was conductive, as a sound was produced form the multimeter. </Gallery> So we have developed a final working design of the washer system, that will be used along with the designed plexiglass board, to create the beat bearing board for the Music project. {{collapse bottom}} {{collapse top|Planning Beat Bearing Board Construction}} The design of the board was broken up into calculating the accurate measurements so that it sat well on top of the flat screen monitor and was spaced correctly. The calculations and design of the board then came together and we achieved a blueprint of the board which is seen below. <gallery> File:Monitor screen.JPG|These were are the dimensions of the screen we will be using for our project. File:Final dimensions of plexiglass board.JPG|This is a drawing of the final the dimensions of the plexiglass board. The plexiglass runners will be 1 1/32" and the space for the washer systems will be 1 3/8". File:Washer spacing picture.JPG|This is the drawing of the length vertically that the washer systems will be, influencing the space in between the plexiglass runners they will be able to occupy. The total space is 11/8" (9/8 + 1/8 + 1/8). File:Correct and final drawing of washer system spacing.JPG|This is the final drawing of the washer system spacing and its dimensions. The space between each washer system should be 17/24". </gallery> {{collapse bottom}} {{collapse top|Creating Construction Spacing Template}} {{collapse top|Learning SketchUp}} [[Wikipedia:SketchUp|Google SketchUp]] was used to draw a 3D model of the washer template that would be printed using the MakerBot and used to glue down the 32 washer systems to the board correctly and efficiently. We successfully drew and printed the washer template, however the dimensions of the spaces for the washers have to be amended. Below is a SketchUp file that can be accessed and amended. These videos were helpful when learning about converting SketchUp files to STL files that could then be transported to Makerware software and then printed. Also just for learning how to use SketchUp and the functions of all the tools. *[http://www.youtube.com/watch?v=yaV940hHtDQ Creating a MakerBot 3D Model in SketchUp Walk Through] *[http://www.youtube.com/watch?v=dx9Fl5jXFKw SketchUp Skills - Dimension Tool] Important tools to utilize while drawing in SketchUp: <Gallery> File:Push Pull tool.JPG|This tool will allow you to create depth in the shapes drawn. The same tool can then be used to push through a 3D figure and create holes in the object. File:Eraser tool.JPG|It is important to click on the lines of an object when trying to erase, otherwise SketchUp does not recognize the function. File:Orbit tool.JPG|The orbit tool is essential when using SketchUp, for it is the key to viewing any side of your drawing. For example, if you wanted to push a hole into the opposite side of the cube drawn, you have to use the orbit tool to rotate the drawing and have my view on the side I want to work with. File:Pan Tool.JPG|This tool is convenient when your drawing is large, or if you plan to have multiple drawings. </Gallery> {{collapse bottom}} {{collapse top|Dimensions}} This table has all of the conversions from inches to millimeters to obtain a more accurate drawing in SketchUp. The calculations were all done in inches, so it was important to get values in millimeters that we could input into SketchUp during the drawing process of the template. Using millimeters while working in SketchUp will yield the most accurate desired dimensions. {| class="wikitable" |- ! Measured Part !! Measurement in Inches !! Conversion to Millimeters |- | Width of Prism || 1 3/8 in || 34.925 mm |- | Length of Prism || 13 3/8 in || 339.72 mm |- | Height of Prism || 3/16 in || 4.7625 mm |- | Gap Between Washer System (top and bottom) || 1/8 in || 3.1750 mm |- | Space Between Washer Halves || 3/16 in || 4.7625 mm |- | Vertical Distance of Washer System || 9/8 in || 28.575 mm |- | Horizontal Distance (diameter of washer) || 7/8 in || 22.225 mm |- | Space Between Washer Systems || 17/24 in || 17.992 mm |- | Length of Cut Washer Ends || 1/4 in || 6.3500 mm |- | Vertical Distance of Cut Washer || 0.4375 in || 11.112 mm |} '''[https://docs.google.com/file/d/0B3rtTquqFlTgLW8zekdQdVJPeDNwNVlxTHFfZ3JIZmttUVU4/edit Washer Template Drawing File In SketchUp]''' '''IMPORTANT''' --- You will need to install Google SketchUp in order to open the file. Click the file link, and then hit '''"Download."''' Then, if SketchUp is installed on your computer, it should automatically be opened with SketchUp. When the SketchUp window comes up, hit '''"Choose Template."''' Next, select '''"Architectural Design - Millimeters"''' and then hit '''"Start Using SketchUp."''' You should have then successfully opened the file in SketchUp, with the ability to make changes to the drawing. {{collapse bottom}} {{collapse top|3D printing Template}} '''3D Printing''' The first step to print a SketchUp drawing on the MakerBot is to convert the SketchUp file to an STL file. The SketchUp STL extension can be found on the '''[http://extensions.sketchup.com/en/content/sketchup-stl SketchUp Extension Warehouse]''', and then by following the steps your SketchUp file can be converted to an STL file quite easily. You will need to Sign In with a Google account to download the extension. Next the file will need to be uploaded into MakerWare software, and adjusted properly to obtain optimal 3D printing. A tutorial on how how to operate and use MakerWare can be found by clicking the link below. *[https://en.wikiversity.org/wiki/MakerBot/Quick_start_guide,_Basic_steps_to_print MakerWare Software Guide] Finally, once the file is exported from MakerWare onto an SD card, it is ready to be printed using the MakerBot. A tutorial on how to save the file properly on the SD card, and use the MakerBot appropriately and Safely can be found by clicking the link below. *[https://en.wikiversity.org/wiki/MakerBot/Hardware MakerBot Hardware Guide] Below are some screen shots of our work using MakerWare software to print the washer template after converting the SketchUp file to an STL file and then uploaded into MakerWare software. <Gallery> File:My drawing in Makerware.png|This is my drawing of the washer template uploaded into Makerware software as an STL file. I had to rotate the initially placed object longways on the building plate because otherwise the ends of the model would stick off the side of the building plate. File:Make buton in Makerware.png|Once clicking "Make" in Makerware this menu came up, check the "Print preview" box. Also the speed and extruding settings can be adjusted on this menu. File:Print Preview Makerware.png|This is the print preview for my washer template in Makerware. The print time it gave was about 85 minutes, and by looking at the print preview it was concluded that it would be a clean print, so the file was transferred to an SD card and then sent the print to the MakerBot. </Gallery> ''Washer Template''' The washer template drawn in SketchUp was created to make the construction of the board easier and more efficient. Specifically, the template will be used to glue the washer halves with the coiled wire down to the board, with eh correct spacing, for all 32 washer systems in each row. Because the MakerBot only has an 11 inch building plate, and the total length of our board is 13 3/8 inches, we cut the original design of the template in half, and then printed two of the same template. The images below show the successfully printed template which was drawn in SketchUp. <Gallery> File:First attemp of new print on MakerBot.JPG|This is the result of the first attempted re-print of the washer template on the MakerBot. The print was a mess on the right end, and so we had to stop it after about 3 layers. The most likely problem was the build plate in the MakerBot was not leveled properly. File:Two washer templates printed from MakerBot.JPG|These are the two washer templates that were successfully printed with the MakerBot. Unfortunately the dimensions of the holes to hold the washer halves in place are too large, and do not fit the requirement of being snug with the washer in it. File:Me holding template.JPG|This is one of the washer templates printed. It is a steady structure, and even in the thin outer parts it is held together strongly. File:Another view of me holding template.JPG|Here is a better view of the washer template. File:One more view!.JPG|Thickness of the template is shown better at this angle. </Gallery> After examining the printed washer templates, and placing cut washer-halves into the cut holes, it appears that the measurements for the spaces designed to fit the washer halves into place are too big. This means the next step is to redesign the washer template in SketchUp, using the dimensions that will be found by re-measuring the washer halves, and the printed template. This is why we left the SketchUp file, which can be found above in the [https://en.wikiversity.org/wiki/User:1sfoerster/enes100/fall2013/p3music#SketchUp "SketchUp"] section of this page. Instead of starting form scratch, our drawing can just be amended to fit the modifications of the washer size and new measurements taken. Then a new template will be printed again using the same process. {{collapse bottom}} {{collapse top|Rebuilding template with room for washer halves}} The original washer template was the correct length and width but the holes for the washers were too big. 1) Change the cut out to be 8mm wide in a sample template When we tested to see if it would still work with the ball bearing we found that the spacing was too far apart. 2) Change the distance between the two halves to 2.3mm When we tested this we found it to work perfectly with the ball bearing. 3) Create a full size washer template When we did this everything worked fine but have of the first section would not extrude through in Google Sketch Up. To solve this we still printed the template and used the sample template. <Gallery> File:Image (14).jpeg|Here is a view to see that the diameter of the circle is a perfect fit. The gap between the outside of the washer and the template is not a proper fit. File:Image (15).jpeg|This is a comparison from the old template with the new sample template in dark gray. The new template still needed to be re-worked. File:Image (16).jpeg|This is the second sample template that was a perfect fit for the washers. File:Image (13).jpeg|This was the final design for the template that we used to wire the board. There were problems with sketchup when we tried to extrude the first hole for the washers. We used the second sample template for the first holes for the washers. </Gallery> {{collapse bottom}} {{collapse bottom}} {{collapse top|First Construction Attempt}} {{collapse top|Setting Up Plexiglass Board}} Next the calculations were done to figure what numbers to use when drawing in SketchUp to use throughout the template design. This included knowing the dimensions for the plexiglass runners, rectangular prism of template, and the washer system spacing. The board will be constructed using plexiglass. The plexiglass pieces needed to be attached will be glued together using acrylic glue. Information about using acrylic glue, and safety concerns can be found below. *[http://www.youtube.com/watch?v=hT6Ow_cBTps How to use Acrylic Glue] *[http://www.tapplastics.com/uploads/pdf/MSDS%20TAP%20Acrylic%20Cement%20New.pdf MSDS For Arcrylic Glue by Tapplastics] *The channels underneath the board were made from 1/4" plexiglass runners which were glued using PVC pipe to the base 1/8" plexiglass board. The channels are 1" wide, and as long as the base board, which will depend on the size of the monitor screen we decide to use. The channels should be spread out enough so there 1/4" of space above and below the top of washer. This will allow for the wiring to run fluidly through the channel on the underside of the board, without having excess space. '''Cutting Plexiglass''' *We used scoring and a [https://www.youtube.com/watch?v=cai6ZTczaQw table saw] to cut the plexiglass. Scoring worked well for the 1/8" pieces, and the table saw was used for the 1/4" pieces because they were too thick to score and break apart, especially because we needed them to be only about an inch wide. <Gallery> File:Plexiglass on top of table saw.JPG|Slab of 1/4" thick plexiglass with lines draw on marking where to cut to make 1 1/32" wide plexiglass runners, all which are 13 3/8". The slab is sitting on top of the table saw which will be used to cut the runners. Adel did all the markings. File:Lines drawn on plexiglass.JPG|Closer view of the lines Adel marked on plexiglass slab for me to cut. There are five total runners marked that will be cut. File:Cut runner.JPG|This is one of the plexiglass runners that was cut from the marked slab. The width = 1 1/32", the length = 13 3/8" and the thickness once again is 1/4". File:Another view of cut runner.JPG|Here is another view of a cut runner piece that was done using the table saw it is sitting on in the picture. File:All five runners stacked.JPG|All five runners that we cut form the slab of plexiglass stacked while resting on the table saw. File:Close up view of laid out board.JPG|Close up view of runners resting on top of 1/8" plexiglass board in an example of what the board will look like with the runners glued down. File:Retreated view of what board will look like.JPG|Retreated view of what the board will look like when the runners are glued down. The space in between the plexiglass runners is 1 3/8" wide, which is wear the washer template to be printed will be placed when gluing down the washer halves. </Gallery> Next clamps were used to position the pieces <Gallery> File:Close up with board and template.jpeg|Close up of the board and the template to show tight fit. File:Board with template.jpeg|Board with template before using epoxy. </Gallery> {{collapse bottom}} {{collapse top|Gluing Runners Onto Board}} Steps #Use syringe to apply epoxy to glue the two pieces of plexiglass together. #apply pressure to the plexiglass runners. Applying too much pressure or no pressure will not make a good seal. Make sure to practice to find the right amount of pressure needed. #Use camps so that the plexiglass runners will not move. #Put syringe next to plexiglass seem and the epoxy will seep under the space. Watch video below for example. '''**WARNING**''' Use gloves, because it is extremely sticky and can damage skin. <Gallery> File:Applying epoxy.jpeg|Applying epoxy. File:Clamped board.jpeg|The board is clamped and drying. File:Glued Board.jpeg|The board has been glued and no clamps are needed because it is dry. </Gallery> '''Below is a video of the epoxy being applied to the runners. ''' [http://www.youtube.com/watch?v=5HnUrzx0_uI epoxy and runners] '''Alternative design''' While the epoxy will work to glue the runners to the board we decided to try hot glue to see if it would work. Hot glue did work and was safer and easier to work with. # To glue the runner to the board using hot glue simple apply glue to the runner till its completely covered # Put on top of board and apply pressure till the glue has dried # Scrape off any excess glue that seeped out onto the board <Gallery> File:The two runners.JPG|The two runners glued down using hot glue. </Gallery> {{collapse bottom}} {{collapse top|Gluing washers on board}} # Use hot glue guns # Apply small amount of glue on washer # Turn washer over into appropriate placement '''**Warning**''' When the washer touches the board after it has hot glue on it, you have about 2 seconds before it is stuck there forever. <Gallery> File:Washer template.JPG|We used the template to set up the outside washers. File:First row of washers.JPG|This is the first row of washers completed. File:Completed board.JPG|All washers are glued down. </Gallery> *[http://www.youtube.com/watch?v=DYL9llShv70 Video Applying Washers to the Board Video] *[http://www.youtube.com/watch?v=Ej3arbujMm0 Video Grinding the washer down] *[http://www.youtube.com/watch?v=XDgOl6WGbSw Video Zap-A-Gap vs. Hot Glue] {{collapse bottom}} {{collapse top|Drilling Holes}} # Used a 1/8 inch drill bit to drill each hole. # Used the washer template so that we knew where each hole would go. # When drilling the holes go about half way into the washer '''Below is a video of how we drilled the holes''' [http://www.youtube.com/watch?v=cTbcQ7UVPfg drilling holes] <Gallery> File:Drilling the holes.JPG|Drilling the holes after being marked with the template. </Gallery> {{collapse bottom}} {{collapse bottom}} {{collapse top|Arduino reading beat bearing board switch}} Modified Arduino Example: StateChangeDetection. Turned LED to turn on as we placed the ball on washer halves and turn off when removed. [[File:Mini project.jpg|thumb|center| Drawing showing components and wiring]] [https://www.youtube.com/watch?v=ye6moE03LcY&feature=youtu.be video of working] {{collapse bottom}} {{collapse bottom}} {{collapse top|Wiring Harness}} <Gallery> File:System block diagram.jpg|Sketch of the system block diagram made on Google Drawings File:Ribbon cable.JPG|A 32-wire ribbon cable considered for use in the wiring harness. File:Split ribbon cable.JPG|How the ribbon cable will be split. The red wire on the left is the ground wire. File:MIDI shield and arduino.JPG|The MIDI shield (red) attached to the Arduino (blue) </Gallery> {{collapse top|Connecting Grounds}} # Cut 28 pieces of wire at 2.5" # Cut 4 pieces of wire at 6" # Twist 7 pieces of the shorter wire together and one piece of longer wire at the end (do this 4 times) # Feed the wire where the pieces meet through the holes # With the wire sticking out of the holed wrap it around the washer halves on apply super glue to hole them together <Gallery> File:Image (3).jpeg|The wires sticking out of the drilled holes. File:Image (2).jpeg|Takes a very long time to get each wire through the hole while holding everything in place. File:Image (7).jpeg|This is the board with all of the negative washers wired. File:Image (18).jpeg|This is a wire and its casing. This is how we fixed the wires that were too short. </Gallery> '''Apply solder in the hole to connect the wire with the washer''' <Gallery> File:The tape and washer.JPG|The tape was used to hold the washers in place. File:The washer being taped.JPG|The washer taped down so it will not go anywhere. File:Soldering the washers.JPG|Soldering the washers File:The solder without the washer.JPG|The solder without the washer File:The row of washers.JPG|The row of washers File:Wiring the washers.JPG|Wiring the washers </Gallery> {{collapse bottom}} {{collapse top|Attaching the switched side}} # Each positive washer has to have a different wire unlike the negative side where they are wired in a continuous path. # Use a ribbon cable to wire the positive just like the negative side except keep the wire on the ribbon cable. # Each positive washer needs a different wire. <gallery> File:Image (23).jpeg|The length of the wires compared to the length of the board. File:Stripping the wire more.jpeg|Working on the first row of wiring. File:Stripping the wires.jpeg|Done the first row, working on the second. File:The end of the wires.jpeg|The end of the wires, that connects to the arduino. File:The wire is too short.jpeg|Some wires came out to be too short. File:Image (18).jpeg|This is a photo of the stripped wire that will be put on the wire that is too small. File:The wire is now longer.jpeg|Now the wire is longer and still conducts electricity. File:Ribbon wire pins.jpeg|The white plastic piece that hooked to the ribbon wire so we could test continuity. File:Image (24).jpeg|The board completely wired and the washers glued to the wires. </gallery> [http://www.youtube.com/watch?v=hhsPi8bygSE Video of the positive side being tested for continuity] '''Soldering each wire in the ribbon cable to the washer''' <Gallery> File:Preparing the positive side.jpeg| Preparing the ribbon wire to be soldered File:Overall Layout of the wiring.jpeg| The ribbon wire is cut be two inches longer than the board File:Tape washers so they don't move while soldering.jpeg| We taped the washes down so they wouldn't move while soldering File:Soldering the positive side.jpeg| An example of how the ribbon wire is connected to the washer by solder File:Close up of the solder joint.jpeg| Close up of the solder joint </Gallery> [https://www.youtube.com/watch?v=Te6q0imlcIw video of soldering the wire and washer] {{collapse bottom}} {{collapse bottom}} {{collapse top|Serial Monitor and Arrays}} The arduino is going to have to communicate with the papilio or the computer running processing in order to coordinate the LCD display under the beat bearing board and perhaps save/load songs, communicate timber, pitch, volume, speed, drum rudiment, etc. The arduino [http://www.ladyada.net/learn/arduino/lesson4.html serial library] allows the arduino to send and receive information. The arduino can send information back to the computer through the serial monitor. However, when we selected the serial monitor, the information came back in symbols. What we want is for it to come back the name of the drum sound that is being play at that moment. <gallery> File:Serial monitor.JPG|The serial monitor (upper right hand corner) File:Serial monitor feedback.JPG|What the serial monitor showed when the drum code was being played </gallery> [http://www.youtube.com/watch?annotation_id=annotation_4020997863&feature=iv&src_vid=ytNC0tL8REU&v=ejPNlXb4_Vk Arrays] are going to be important in the development of this code. An array is a list in which each item in the list has a number. The video's example of an array was a stack of papers and each paper has a number. If you want to select one paper, you would select the number it is assigned in the array. More information on arrays can be found [http://arduino.cc/en/Reference/Array here] Below is a sample code taken from an [http://arduino.cc/en/Tutorial/Array tutorial] which explains how an array works. {{Collapse top|Example Array Code}} <syntaxhighlight lang="cpp"> /* Arrays Demonstrates the use of an array to hold pin numbers in order to iterate over the pins in a sequence. Lights multiple LEDs in sequence, then in reverse. Unlike the For Loop tutorial, where the pins have to be contiguous, here the pins can be in any random order. The circuit: * LEDs from pins 2 through 7 to ground created 2006 by David A. Mellis modified 30 Aug 2011 by Tom Igoe This example code is in the public domain. http://www.arduino.cc/en/Tutorial/Array */ int timer = 100; // The higher the number, the slower the timing. int ledPins[] = { 2, 7, 4, 6, 5, 3 }; // an array of pin numbers to which LEDs are attached int pinCount = 6; // the number of pins (i.e. the length of the array) void setup() { // the array elements are numbered from 0 to (pinCount - 1). // use a for loop to initialize each pin as an output: for (int thisPin = 0; thisPin < pinCount; thisPin++) { pinMode(ledPins[thisPin], OUTPUT); } } void loop() { // loop from the lowest pin to the highest: for (int thisPin = 0; thisPin < pinCount; thisPin++) { // turn the pin on: digitalWrite(ledPins[thisPin], HIGH); delay(timer); // turn the pin off: digitalWrite(ledPins[thisPin], LOW); } // loop from the highest pin to the lowest: for (int thisPin = pinCount - 1; thisPin >= 0; thisPin--) { // turn the pin on: digitalWrite(ledPins[thisPin], HIGH); delay(timer); // turn the pin off: digitalWrite(ledPins[thisPin], LOW); } } </syntaxhighlight> {{Collapse bottom}} {{collapse bottom}} {{collapse top|LCD monitor programming with [http://www.processing.org/ processing]}} At first, eight successive versions of the monitor code were made [https://www.youtube.com/watch?v=VZcjVnrtQvY video]. {{Collapse top|8th version}} <syntaxhighlight lang="cpp"> void setup(){ setupSD(); setupCG(); } void draw(){ drawSD(); drawCG(); } float y = 100; void setupSD() { size(360, 640); // inverted stroke(255); // moving line color frameRate(200); } void drawSD() { // background(); blank reveals fading circles y = y - 1; if (y < 0) { y = height; } line(0, y, width, y); } PGraphics pg; int barWidth = 90; //adjust bar width to fit 4 int lastBar = -1; void setupCG(){ size(360, 640); //inverted pg = createGraphics(1, 1); //minimized grey box, now virtually invisible } void drawCG(){ fill(0, 10); //duration of circle fade rect(0, 0, width, height); colorMode(HSB, height, height, height); //attempts to give circle hue behavior stroke(HSB, height, height, height); //attempts to give stroke hue behavior ellipse(mouseX, mouseY, 90, 90); //dimensions of circle 60 -> 90 pg.beginDraw(); //pg.background(); hope to make background transparent int ellipse = mouseX / barWidth; //insert drawH() here, replacing the fill() function of drawCG(). if (ellipse != lastBar) { //replaced whichBar with ellipse, no change. int barX = ellipse * barWidth; fill(mouseY, height, height); rect(barX, 0, barWidth, height); lastBar = ellipse; } pg.stroke(HSB, height, height, height); //attempts to give stroke hue behavior pg.ellipse(mouseX-120, mouseY-60, 60, 60); pg.endDraw(); // Draw the offscreen buffer to the screen with image() } </syntaxhighlight> {{Collapse bottom}} Current version is the 11th: [https://www.youtube.com/watch?v=U19hzauNVYY Video]. {{Collapse top|11th Version}} <syntaxhighlight lang="cpp"> void setup(){ setupSD(); setupCG(); setupH(); } void draw(){ drawSD(); drawCG(); drawH(); } float y = 100; void setupSD() { size(640, 360); // back to original dimensions stroke(255); // moving line color frameRate(200); } void drawSD() { //tried changing y to x (no change) // background(); blank reveals fading circles y = y + 1; //swap sign; goes left to right but now it doesn't repeat if (y < 0) { //if + and >, the line doesn't appear y = height; //height and width are no difference } line(y, height, y, 0); //put 0 at end } PGraphics pg; void setupCG(){ size(640, 360); //back to original //minimized grey box, now virtually invisible //trying to delete this function caused a string of NullPointerException errors under pg.beginDraw(); //deleted pg = createGraphics(1, 1); no longer needed } void drawCG(){ fill(0, 12); rect(0, 0, width, height); fill(255); //white stroke(255); //white ellipse(mouseX, mouseY, 90, 90); //dimensions of circle 60 -> 90 /* *pg.beginDraw(); * //pg.background(); hope to make background transparent *pg.noFill(); *pg.stroke(255); *pg.ellipse(mouseX-120, mouseY-60, 60, 60); *pg.endDraw(); * * // Draw the offscreen buffer to the screen with image() *image(pg, 120, 60); *Erasing this chunk of code got rid of the grey box */ } int barWidth = 90; //adjust bar width to fit 4 int lastBar = -1; void setupH() { size(640,360); //inverted colorMode(HSB, height, height, height); noStroke(); //altered from noStroke(); //background(); } void drawH() //need to change bar to horizontal { int whichBar = mouseX / barWidth; if (whichBar != lastBar) { int barX = whichBar * barWidth; fill(mouseY, height, height); rect(barX, 0, barWidth, height); lastBar = whichBar; } } </syntaxhighlight> {{Collapse bottom}} {{collapse bottom}} |} ==Operate== ==Demo== * [https://docs.google.com/presentation/d/1hE2JM-Z3unBdQP__O_AY6L5NyhJyNECCBi1R-aMHxCg/edit?usp=sharing Presentation] * [https://www.youtube.com/watch?v=BxnSKfaxNpE video] ==Next Steps== *Build plexiglass beat bearing board (intro class) *Fit into the Roland Boss Loop Station world [http://www.youtube.com/watch?v=jMNIvLiCnw8 video] *Expand drum repertoire of midi synthesizers (intro class) ::shrink this [[w:Drum_rudiment|drum rudiment]] history into a small paragraph ::add the [http://www.freedrumlessons.com/drum-lessons/drum-rudiments.php 40 rudiments] ::go through different [http://www.studydrums.com/prime01.html drum patterns] that drummers practice and bundle them into arduino code * go through [http://audacity.sourceforge.net/ free software] file formats/mechanisms for recording and mixing sounds that can capture (store in a file on hard drive) what this beat bearing synthesizer creates ... figure out what data captured by the program running in the arduino that controls the interface can be stored ... see if it can be translated into an open source format (intro class) *Write sample code to use the midi buttons to stop and start a song (intro class) *Processing use of the LCD monitor (intro class) *Papilio FPGA use LCD monitor (enes-245) *Papilio interface to beat bearing board (enes-245) *Papilio serial interface to arduino (enes-245) # Write arduino code to cycle through all drum possibilities using the midi shield buttons to stop and start moving through the possibilities # Write arduino code to using the midi shield pots to change tempo # Write arduino code to send signals to processing through usb cable [[Category:Inactive General Engineering Projects]] g0d7s1w1z7b7kydwgnpt7uzhg9syc9y 0 171005 2822551 2822292 2026-08-17T14:30:45Z Young1lim 21186 /* Geometric Series Examples */ 2822551 wikitext text/x-wiki Many of the functions that arise naturally in mathematics and real world applications can be extended to and regarded as complex functions, meaning the input, as well as the output, can be complex numbers <math>x+iy</math>, where <math>i=\sqrt{-1}</math>, in such a way that it is a more natural object to study. '''Complex analysis''', which used to be known as '''function theory''' or '''theory of functions of a single complex variable''', is a sub-field of analysis that studies such functions (more specifically, '''holomorphic''' functions) on the complex plane, or part (domain) or extension (Riemann surface) thereof. It notably has great importance in number theory, e.g. the [[Riemann zeta function]] (for the distribution of primes) and other <math>L</math>-functions, modular forms, elliptic functions, etc. <blockquote>The shortest path between two truths in the real domain passes through the complex domain. — [[wikipedia:Jacques_Hadamard|Jacques Hadamard]]</blockquote>In a certain sense, the essence of complex functions is captured by the principle of [[analytic continuation]].{{mathematics}} ==''' Complex Functions '''== * Complex Functions ([[Media:CAnal.1.A.CFunction.20140222.Basic.pdf|1.A.pdf]], [[Media:CAnal.1.B.CFunction.20140111.Octave.pdf|1.B.pdf]], [[Media:CAnal.1.C.CFunction.20140111.Extend.pdf|1.C.pdf]]) * Complex Exponential and Logarithm ([[Media:CAnal.5.A.CLog.20131017.pdf|5.A.pdf]], [[Media:CAnal.5.A.Octave.pdf|5.B.pdf]]) * Complex Trigonometric and Hyperbolic ([[Media:CAnal.7.A.CTrigHyper..pdf|7.A.pdf]], [[Media:CAnal.7.A.Octave..pdf|7.B.pdf]]) '''Complex Function Note''' : 1. Exp and Log Function Note ([[Media:ComplexExp.29160721.pdf|H1.pdf]]) : 2. Trig and TrigH Function Note ([[Media:CAnal.Trig-H.29160901.pdf|H1.pdf]]) : 3. Inverse Trig and TrigH Functions Note ([[Media:CAnal.Hyper.29160829.pdf|H1.pdf]]) ==''' Complex Integrals '''== * Complex Integrals ([[Media:CAnal.2.A.CIntegral.20140224.Basic.pdf|2.A.pdf]], [[Media:CAnal.2.B.CIntegral.20140117.Octave.pdf|2.B.pdf]], [[Media:CAnal.2.C.CIntegral.20140117.Extend.pdf|2.C.pdf]]) ==''' Complex Series '''== * Complex Series ([[Media:CPX.Series.20150226.2.Basic.pdf|3.A.pdf]], [[Media:CAnal.3.B.CSeries.20140121.Octave.pdf|3.B.pdf]], [[Media:CAnal.3.C.CSeries.20140303.Extend.pdf|3.C.pdf]]) ==''' Residue Integrals '''== * Residue Integrals ([[Media:CAnal.4.A.Residue.20140227.Basic.pdf|4.A.pdf]], [[Media:CAnal.4.B.pdf|4.B.pdf]], [[Media:CAnal.4.C.Residue.20140423.Extend.pdf|4.C.pdf]]) ==='''Residue Integrals Note'''=== * Laurent Series with the Residue Theorem Note ([[Media:Laurent.1.Residue.20170713.pdf|H1.pdf]]) * Laurent Series with Applications Note ([[Media:Laurent.2.Applications.20170327.pdf|H1.pdf]]) * Laurent Series and the z-Transform Note ([[Media:Laurent.3.z-Trans.20170831.pdf|H1.pdf]]) * Laurent Series as a Geometric Series Note ([[Media:Laurent.4.GSeries.20170802.pdf|H1.pdf]]) === Laurent Series and the z-Transform Example Note === * Overview ([[Media:Laurent.4.z-Example.20170926.pdf|H1.pdf]]) ====Geometric Series Examples==== * Causality ([[Media:Laurent.5.Causality.1.A.20191026n.pdf|A.pdf]], [[Media:Laurent.5.Causality.1.B.20191026.pdf|B.pdf]]) * Time Shift ([[Media:Laurent.5.TimeShift.2.A.20191028.pdf|A.pdf]], [[Media:Laurent.5.TimeShift.2.B.20191029.pdf|B.pdf]]) * Reciprocity ([[Media:Laurent.5.Reciprocity.3A.20191030.pdf|A.pdf]], [[Media:Laurent.5.Reciprocity.3B.20191031.pdf|B.pdf]]) * Combinations ([[Media:Laurent.5.Combination.4A.20200702.pdf|A.pdf]], [[Media:Laurent.5.Combination.4B.20201002.pdf|B.pdf]]) * Properties ([[Media:Laurent.5.Property.5A.20220105.pdf|A.pdf]], [[Media:Laurent.5.Property.5B.20220126.pdf|B.pdf]]) * Permutations ([[Media:Laurent.6.Permutation.6A.20230711.pdf|A.pdf]], [[Media:Laurent.5.Permutation.6B.20251225.pdf|B.pdf]], [[Media:Laurent.5.Permutation.6C.20260817.pdf|C.pdf]], [[Media:Laurent.5.Permutation.6C.20240528.pdf|D.pdf]]) * Applications ([[Media:Laurent.5.Application.6B.20220723.pdf|A.pdf]]) * Double Pole Case :- Examples ([[Media:Laurent.5.DPoleEx.7A.20220722.pdf|A.pdf]], [[Media:Laurent.5.DPoleEx.7B.20220720.pdf|B.pdf]]) :- Properties ([[Media:Laurent.5.DPoleProp.5A.20190226.pdf|A.pdf]], [[Media:Laurent.5.DPoleProp.5B.20190228.pdf|B.pdf]]) ====The Case Examples==== * Example Overview : ([[Media:Laurent.4.Example.0.A.20171208.pdf|0A.pdf]], [[Media:Laurent.6.CaseExample.0.B.20180205.pdf|0B.pdf]]) * Example Case 1 : ([[Media:Laurent.4.Example.1.A.20171107.pdf|1A.pdf]], [[Media:Laurent.4.Example.1.B.20171227.pdf|1B.pdf]]) * Example Case 2 : ([[Media:Laurent.4.Example.2.A.20171107.pdf|2A.pdf]], [[Media:Laurent.4.Example.2.B.20171227.pdf|2B.pdf]]) * Example Case 3 : ([[Media:Laurent.4.Example.3.A.20171017.pdf|3A.pdf]], [[Media:Laurent.4.Example.3.B.20171226.pdf|3B.pdf]]) * Example Case 4 : ([[Media:Laurent.4.Example.4.A.20171017.pdf|4A.pdf]], [[Media:Laurent.4.Example.4.B.20171228.pdf|4B.pdf]]) * Example Summary : ([[Media:Laurent.4.Example.5.A.20171212.pdf|5A.pdf]], [[Media:Laurent.4.Example.5.B.20171230.pdf|5B.pdf]]) ==''' Conformal Mapping '''== * Conformal Mapping ([[Media:CAnal.6.A.Conformal.20131224.pdf|6.A.pdf]], [[Media:CAnal.6.A.Octave..pdf|6.B.pdf]]) go to [ [[Electrical_%26_Computer_Engineering_Studies]] ] [[Category:Complex analysis]] a4ytt9g70eyif9r28sihex55h6wdwv1 0 201011 2822654 2711458 2026-08-18T05:28:57Z Jtneill 10242 added [[Category:Motivation and emotion/Book/Family]] using [[Help:Gadget-HotCat|HotCat]] 2822654 wikitext text/x-wiki {{title|Illegitimate children and emotion:<br>What are the emotional impacts of being an illegitimate child?}} {{MECR3|1=https://www.youtube.com/watch?v=G4aJXJAq1h8}} __TOC__ ==Overview== [[File:Kit Harrington SDCC 2013.jpg|thumb|right|''Figure 1''. Kit Harrington who stars as 'Jon Snow' - the illegitimate child of the Game of Thrones series]] The famous Jon Snow character off the [http://www.hbo.com/game-of-thrones Game of Thrones] series came into this world as an illegitimate child and as a result was instantly cast as an outsider from that moment on. As the story progresses, we learn that Jon has always felt alienated and was forced to grow up quicker in comparison to his other siblings. Jon was often blamed as being the main source of strain on his father, Ned Stark and his wife Catelyn's marriage, as Jon served as a constant reminder of his father's infidelity and this is why Catelyn could never truly love Jon and treat him like one of her own children. Even his biological mother had no place for Jon, as he had not a clue what she looked like, nor what were the circumstances surrounding why Stark left her, but he guessed his father was too ashamed to acknowledge what he had done. Thus, with a passionate desire to prove his self-worth and honour, Jon eventually chose to become a member of the Night's Watch, where the circumstances of his birth would be of little importance. Furthermore, as Jon grows older it becomes apparent to his friends that he has abstained from having sexual intercourse, reluctantly admitting that this is due to the fear of making a women fall pregnant and in turn creating another bastard child like himself. Jon also shows compassion for those who are in a similar situation of constantly being rejected, particularly his tomboyish half sister who also understands what it's like to be overshadowed. <blockquote>''“You're Ned Stark's bastard, aren't you?“ Lannister said, "Let me give you some counsel, bastard, never forget what you are, for surely the world will not. Make it your strength. Then it can never be your weakness. Armor yourself in it, and it will never be used to hurt you." (''George R.R. Martin). </blockquote> This book chapter aims at defining what illegitimacy is, inform readers the various emotional impacts that an illegitimate child may face throughout their upbringing and into adulthood, and analyse this phenomenon through two central theories, the Social Exchange Theory and the Social Identity Theory. Furthermore, it will be highlighted how the perception of illegitimacy has changed over the years and as a result statistics indicate that more and more women are having children out of wedlock. Ultimately this book chapter aims at providing a better understanding of the various societal expectations and norms surrounding this issue and the need for the removal of stigma to be replaced by acceptance of illegitimacy. {{Robelbox/close}} == Emotion == [[File:Mother and Child by Katharine R. Wireman.jpg|thumb|''Figure 2.'' Mother and Child|246x246px|left]] [[w:Emotions|Emotions]] can be defined as short-lived, feeling-purpose expressive reactions, that coordinate bodily responses and act as a pathway to express important life events through a distinct pattern of neural activity (Reeve, 2015). Thus, in line with this topic, emotion serves as a vital resource to facilitate social and interpersonal functions, such as communicating one's feelings to others, influencing how one interacts with others, creating, maintaining and dissolving relationships, and facilitating social interaction (Reeve, 2015). == Illegitimate children == [[w:Legitimacy_(family_law)|Illegitimacy]] can be defined as the status of a child who is born to unmarried parents (Dictionary of Law, 2015). However an illegitimate child can also incorporate someone who was born as a result of an affair or being underage, which is generally considered to be under 16 years old. Other terms that are often used to describe an illegitimate child are [[w:love child| love child]], [[w:bastard|bastard]], or non-marital child ([http://sustaindemographicdividend.org/wp-content/uploads/2012/07/SDD-2011-Final.pdf The Sustainable Demographic Dividend, 2011).] == Historical and cultural contexts == [[File:The Outcast (1851) - Richard Redgrave.jpg|thumb|314x314px|''Figure 3.'' 'The Outcast' by Richard Redgrave, 1851 - A patriarch kicking his daughter and her illegitimate baby out of the house]] History has demonstrated that illegitimate children have continually been confronted with psychological hardships, and this has occurred under the premise of 'deterring extramarital sexual relations and preventing disruption of the family unit (Haney, 2001; Maldonado, 2013). As Wendel and Rev (2005) point out, illegitimate children used to be legally considered as '[[w:terra nullius|terra nullius]]', that is children of no one. Therefore an illegitimate child born in the U.S could not legally inherit anything from their biological mother and/or father, or even their adoptive parents. However in 1977 many states attempted to ameliorate these unconstitutional laws in the famous trial of ''Trimble vs. Gordon'', yet they were unsuccessful due to the Supreme Court overruling the case on the basis of upholding [[w:traditional family values|traditional family values]] (Le Ray, 1994). The Court however did make an impressionable statement in regards to the issue:<blockquote>''"The status of illegitimacy has expressed through the ages society's condemnation of irresponsible liaisons beyond the bonds of marriage. But visiting this condemnation on the head of an infant is illogical and unjust. Moreover, imposing disabilities on the illegitimate child is contrary to the basic concept of our system that legal burdens should bear some relationship to individual responsibility or wrongdoing. Obviously, no child is responsible for his birth and penalizing the illegitimate child is an ineffectual-as well as an unjust-way of deterring the parent"'' (Wendel & Ray, 2005)''.''</blockquote>his highlights how every illegitimate child that has been born over the centuries has instantly been considered as being apart of the [[w:social class|lower social status]] bracket and in turn could not receive any properties, deeds, titles etc. Moreover, Britain also severely impacted illegitmate children's entitlement to claim citizenship, as only within the past couple of years has it been possible for anyone under the illegitimate status to be able to claim British citizenship by descent. Therefore anyone who had a British mother or father were not legally considered liable to claim citizenship (De Cruz, 2010). Yet 'illegitimacy' is arguably a universal phenomenon, as most countries across the world have high rates of [[w:adultery|adultery]] or [[w:out-of-wedlock|out-of-wedlock]] engagements which result in illegitimate births (The Sustainable Demographic Dividend, 2015). Thus it's the prevailing societal [[w:norm|norms]] and expectations which encourage the reinforcement of stigma surrounding this issue to continue. Furthermore, before the 1960's, unmarried mothers were usually considered unsuitable and unworthy of various public benefits such as mother's pensions (Kenny, Higgins, Soloff, & Sweid, 2012). [[File:Teenage birth rate per 1000 women 15–19, 2000-09.svg|thumb|402x402px|''Figure 4.'' Teenage birth rates per 1000 women aged 15–19, 2000-09 (United Nations Statistics Division - Demographic and Social Statistics). ]] === Rates of illegitimate births across the world === Statistics demonstrate that each continent, and the states and country's within that continent have varying levels of illegitimate births over the years. The lowest level of illegitimate birth rates come from the Asian and Pacific Island areas at 17.2%, as most children in that area are more likely to have married parents (The Sustainable Demographic Dividend, 2015). In contrast the U.S has one of the largest rates at over 40.6% of total births annually (Centers for Disease Control and Prevention, 2012). However the highest rate of illegitimate births fell upon non-Hispanic Blacks at 69.4%, with Latin America coming in second at 74%, and South Africa at 59% (The Sustainable Demographic Dividend, 2015). Table 1. ''Percentage of children who were born in various circumstances (Australian Bureau of Statistics, 2013)'' {| class="wikitable" |- ! Circumstance !! Total |- | Born within marriage (nuptial) ||202 046 |- | Born out-of-wedlock (ex-nuptial) ||106 019 |- | Born through underage sex |||11 420 |} {| cellpadding="10" cellspacing="12" style="float: right; width: 30%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 10%; background-color:FloralWhite; border: 2px solid DarkSalmon; vertical-align: top; -moz-border-radius-topleft: 12px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | <imagemap> File:video.png|center|100px default [https://youtu.be/-dHdSfnxc2M] desc none</imagemap>{{center top}} Watch a quick [https://youtu.be/-dHdSfnxc2M video] demonstrating how society viewed unmarried mothers and their illegitimate children during the '70's. {{center bottom}} |} It is possible however that some countries are able to welcome illegitimate children into their societies without judgement. For example, countries like Austria have a relatively high rate of illegitimate births, yet there is no associated stigma, and in turn the children can be legitimised by subsequent marriage (Pinchbeck, 1954). === Religion === It is has long been a tradition of most Western cultures that a good catholic or any religious upbringing involves abstinence before marriage. However over the years it's becoming more and more common to find there's a more 'tolerable attitude towards people having non-marital heterosexual intercourse' as well as the increase of families that do not conform to the stereotypical married, two-parent ideal (Reekie, 1998). However most Churches would condemn this act as one of the most sinful, and in turn would not acknowledge the person as a child of God (Church, 2009). This further reinstates illegitimate individuals into feeling like they do not belong, and can further relate to many other behavioural and psychological impacts which are discussed further on. == What increases the likelihood of an illegitimate birth? == Research has indicated that there are a number of factors that have an impact on increasing the rate of illegitimate births. Firstly, the level of income by the either the mother and/or father plays a significant role, as statistics indicate that 67% of families that live below the state's [[w:median income|median income]] level are more likely to have an out-of-wedlock birth (ABS, 2002). The level of education of the biological mother and/or father also plays an influential role, as 57% of women who gave birth to a child before marriage did not have a high school certificate, and only 8.8% of the total illegitimate births were to women who had a college degree (ABS, 2002). Age is also considered an important factor for this phenomenon, as 86% of mothers aged between 15-19 were not married, and the next age bracket between 25 to 29 years also had a significant portion of mothers who were not married at 31.9%. However the fastest growth rate of age demographics for illegitimate birth rates falls in the 30-35 age bracket (ABS, 2012). Finally the rise in [[w:cohabitation|cohabiting parents]] over the last couple of decades has been one of the main reasons as to why there's been an increase in ex-nuptial births. For most of the twentieth century, illegitimate births were only around the 4-6% mark, rising to 8% during the 1960's (Commonwealth Bureau of Census and Statistics, 1973). However in just over 35 years between 1970-2005, the proportion of ex-nuptial births rose dramatically to 32% (Lancaster, Huang, & Pedisich, 1994; Laws, Abeywardana, Walker, & Sullivan, 2007; Nassar & Sullivan, 2001). This indicates that more and more women are having children out of wedlock, especially during their 30's, and the various effects such as stigmatization and the disapproving attitudes of society are becoming less prevalent. == Behavioural and psychological effects == It is natural for people to have psychological needs such as having warm, caring interpersonal relationships with others, or successfully completing individual goals and aspirations. All these examples assist in reinforcing positive emotional regulation in areas such as biological reactions, coping mechanisms, and social functions. However research has demonstrated that illegitimate children often struggle in these kinds of areas as a child and in their adult life. <blockquote>''“Being illegitimate is a technicality. It does not mean that there is anything wrong with you. Men use "bastard" as a curse. But to use the term thus is to show that they themselves are less than a proper human being.”'' (Theresa Breslin, ''The Medici Seal)''</blockquote> {{RoundBoxTop|theme=1}} ==== A sense of belonging ==== Most illegitimate children reportedly crave fitting in above all other [[w:psychological needs|psychological needs]]. But research indicates that the majority of the time these children are left to feel like an outsider, especially in the earlier decades where children were often shunned by their families and their community as it was considered socially and religiously immoral to be an illegitimate child (Qian, Lichter, Mellott, 2005). {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} ==== Stigma ==== Another common form of psychological effect involves the stigmitisation of the illegitimate child, as the individual can be marked by family and society alike as a symbol of disgrace typically associated with a particular circumstance, quality, or person (Qian, Lichter, Mellott, 2005). This can further increase the individual into feeling like an outsider, and has a number of ramifications for others who are in the same situation, such as reinstating this behaviour as being acceptable. {{RoundBoxBottom}} {{RoundBoxTop|theme=5}} ==== Damage of self-concept ==== The hostility received from parents and other family members can also severely damage one's self concept, that is the 'who am I' component of yourself. Thus, illegitimate children often question whether their lives are worth living, what role they play being alive etc, with some research indicating a small association between illegitimacy and increased rates of suicidal thinking and/or self-harming behaviours such as excessive alcohol consumption (Bethmann & Kvasnicka, 2013). {{RoundBoxBottom}} {{RoundBoxTop|theme=6}} ==== Difficulty in starting/maintaining relationships ==== Illegitimate children have also reported difficulty in starting and maintaining relationships with others, whether it be romantically involved or as a friend, and this can occur during both childhood years and adulthood due to reported low feelings of trustworthiness, mutual respect and pessimistic views of the future (Bennett, Bloom, 1992). {{RoundBoxBottom}} {{RoundBoxTop|theme=4}} ==== Not wanting to have children of their own ==== The individual may also not want to 'let history repeat itself' per se, that is falling into the same pattern as one's own mother or father through creating an illegitimate child. Whether it be out of wedlock or through an affair, the individual will not want to risk the chance of making that child go through the same trauma and various emotional difficulties as they did. As a result research indicates that a significant proportion of illegitimate children abstain from sexual intercourse (Qian, Litchter, Mellott, 2005). {{RoundBoxBottom}} {{RoundBoxTop|theme=3}} ==== Feeling compassion for others in similar situations ==== It is also quite common for individuals who identify as an outcast due to their illegitimate status, are sympathetic and compassionate to those who are in a similar situation as their's. Studies such as (Parnell, 2004) indicate that the majority of children who experienced various forms of negative attitudes and behaviour due to their illegitimate title, such as bullying, condescending remarks etc., tended to reach out to other class mates or people in society who were experiencing the same thing. {{RoundBoxBottom}} {{RoundBoxTop|theme=9}} ==== Delinquency ==== Studies have also demonstrated that illegitimate children are more prone to behavior problems, such as a study conducted by The Unmarried Parenthood Committee of the Welfare Council of Toronto (1943) which found that out of 92 illegitimate teenage boys aged between 14 and 15 who were brought up by their 'unnatural' mothers, over a quarter of the group had engaged in some form of delinquent behaviour. Similar findings support these results in a study conducted by the National Institute of Child Health and Development summary (1992), in which they found children who were born out of marriage were more likely to engage in criminal activity. {{RoundBoxBottom}} Other research indicates that there is a small relationship between illegitimacy and factors such as lower educational achievement, lower job attainment, lower impulse control and signs of impaired cognitive development (Peterson, Benstein & Yatrow, 1979; Walsh, 1990; Card, 1977), however more research needs to be conducted within this field. == Theories == <div style="background:white; border:2px DarkOrchid solid; padding:12px;"> [[File:Flickr - The U.S. Army - Operation Good Heart.jpg|thumb|''Figure 5''. Relationships are an important aspect of emotional stability]] '''Social exchange theory''' The [[w:social_exchange_theory| Social Exchange Theory]] is one useful framework that can be used to better understand the phenomenon of illegitimacy and the effects this has on the individuals emotions. The theory proposes that people thrive for exchange with other humans in order to maximize benefits and reduce costs. Thus, if an individual weighs the potential benefits and risks of a social relationship and perceives it as unsuitable, the individual will terminate the relationship or avoid approaching that person all together (McDonnell, 2006). Certain risks that would see an individual abandon a social relationship can be things such as money, time and effort. Other factors that are an important factor of this theory is [[w:interdependence|interdependence]] and [[w:self-interest|self-interest]] (Lawler & Thye, 1999), as these are one of the basic foundations of social and interpersonal relationships. But most importantly in lieu with the theme of this topic, an illegitimate child will not be approached by others to start or maintain a relationship as the exchange will be deemed as a negative relationship due to the costs outweighing the benefits. Therefore, if this theory was used to analyse the Jon Snow case study, it is clear that Jon encounters many people who know of his illegitimate status and thus deem becoming friends with Jon, or even speaking to him, would have minimal benefits for that person and in turn will not pursue any kind of relationship with him. </div><div style="background:white; border:2px DarkOrchid solid; padding:12px;">[[File:Self-concept.jpg|thumb|''Figure 6''. One's self-concept is made up of self-schemas, their past, present and future selves]]'''Social Identity theory ''' The [[w:social identity theory|Social Identity Theory]] was first coined by Tajfel and Turner in 1979, in an effort to better understand the psychological basis of inter-group discriminationn- that is what are the underlying conditions which lead to group members favouring their in group members as opposed to out group members. Therefore individuals are motivated to maximise positive distinctiveness of the in-group relative to the out-group. Thus Tajfel and Turner (1979) argued that there are three cognitive processes which relate to an individuals sense of being within the 'in' or 'out' group. * '''Social Categorization''' This involves the process of deciding which group, either the in-group or the out-group, that the individual or other people belong to and this is achieved through [[w:categorisation|categorisation]]. This process also helps provide the individual in answering the question of 'who am I' to establish their [[w:Self-concept|self concept]] (see ''Figure 6''). * '''Social Identification''' This involves a more overt process whereby the individual finds a suitable compatibility within the chosen in-group through norms and attitudes of other members, and decides if it's worthy of emulation. This is an important process in identifying how the individual looks at themselves, as well as further constraining the in-group versus out-group bias. * '''Social Comparison''' Finally social comparison involves the individual's own self-concept, or the social concept of another person becomes closely meshed with the perceptions of group memberships. [[w:Self-esteem|Self-esteem]] also ties in closely with this concept, as the ability to perform to the groups expectations within society is either enhanced or detracted. However this final concept can also further enhance the between-group bias prevalent, as individuals in both the in-group and out-group are motivated to compare one another as more favorable. All of these factors ultimately determine which group the individual identifies itself with and in turn the various ramifications of being associated with that group. To give an example of this, Jon Snow clearly wants to be considered as part of the in-group of the Stark family without any labels attached to his name. However he learns that no matter how hard he tries to fit in, he will always be an outsider. However when he joins the Night's Watch, it becomes quickly apparent the Jon's fighting skills are extremely efficient, and he finds a place to fit in by training new members of the Night's Watch with his knowledge and skill, and in turn becomes admired by a lot of people. </div> == Siblings of illegitimate children == Research also indicates that the siblings of illegitimate children, whether they are full-blooded or half, can also be profoundly impacted emotionally by this phenomenon. Some case studies demonstrate feelings of jealousy or distaste towards their half-sibling, often resulting in hostility and disengagement of pursuing any king of relationship with them (Qian, Litchter, Mellott, 2005). Other case studies indicate a degree of acceptance and in turn fully embrace the illegitimate child as part of the family (Chan & Fung, 2015). However the feedback indicates that on average the majority of the half-siblings saw their illegitimate brother or sister on a spectrum in which one day they may feel envy and resentment and the next they see that they are ultimately a good person despite their illegitimate status (Chan & Fung, 2015; Qian, Litchter, Mellott, 2005). Nevertheless even if an illegitimate child was born into a rich or poor family, the label still carried a significant amount of stigma surrounding it, and often families in the earlier centuries would rather pretend this person did not exist to ensure their image was not tainted, rather than letting them grow up with their other full-blooded relatives (Haney, 2001). {{Robelbox|theme={{{theme|10}}}|title=Example}} Bringing Jon Snow back into the equation, Jon always got along well with his half-siblings, as he was raised with equal-footing by his father. In particular his youngest half-sister Arya holds a special place in his heart, giving her a special gift before he leaves to join the night's watch. However after arriving Jon hears news of his brother Robb's intentions of heading to war in order to avenge their fathers death, and Jon instantly wishes to leave and fight alongside his brother to remain faithful to his family's name. Thus despite all of Jon's siblings knowing that he did not share the same mother as them, they still accepted them as part of the family. {{Robelbox/close}} Therefore it is possible and quite common that despite children who are born out of wedlock or through other circumstances being branded as illegitimate, the siblings and other family members surrounding them will still accept them fully without judgement. However it is also common for siblings to turn their backs on illegitimate family members, as they consider the individual to not be apart of the family. == How to combat the emotional impacts of illegitimacy == '''Stigma management''' is one way of combating the issue of illegitimacy through either [[w:stigma mangement|passing]] or [[w:stigma management|revealing]]. Passing involves purposely concealing one's stigma in order to be able to join the dominant in-group, as well as fabricating false evidence to further hide oneself, and being discrete with who they reveal personal information to (Leary, 1999). Thus illegitimate children would aim at hiding their status as much as possible from anyone they come in contact with. Revealing on the other hand involves informing family, friends, coworkers etc. of your associated stigma in an effort to minimize its significance, eliminate unfair judgement and in turn change the way people view this phenomenon as normal (Beatty & Maclean, 2005). '''Emotional regulation''' can also be used as a strategic way of overcoming the severe emotional impacts that the individual may be experiencing due to the illegitimate stigma associated to themselves. As interpersonal relationships serve as one of the main sources of stable emotional [[w:well-being|well-being]], it is crucial for the individual to take control of the negative impacts they may be feeling. Thus, emotional regulation refers to how people can influence which various types of emotions they experience, when they have them, and how they express and experience these emotions (Gross, 2008). [[File:Oprah Winfrey 2013.jpg|thumb|163x163px|''Figure 8''. Oprah Winfrey]] == Fun facts == There are quite a number of well-known figures from around the world that were born with an 'illegitimate' status, however this has not stopped them from achieving great things in their life - whether they be admirable or distasteful. * [[w:Oprah Winfrey|Oprah Winfrey]] * [[w:Leonardo Da Vinci|Leonardo Da Vinci]] * [[w:Marilyn Monroe|Marilyn Monroe]] * [[w:Fidel Castro|Fidel Castro]] * [[w:Alexander Hamilton|Alexander Hamilton]] *[[File:JackNicholsonMar10.jpg|thumb|178x178px|''Figure 9''. Jack Nicholson]][[w:Jack Nicholson|Jack Nicholson]] * [[w:Eric Clapton|Eric Clapton]] * [[w:Tobey Maguire|Tobey Maguire]] * [[w:Rod McKuen|Rod McKuen]] * [[w:Bo Jackson|Bo Jackson]] * [[w:David Bowie|David Bowie]] == Quiz == <quiz display=simple> {Q1. Which of the following is NOT considered a psychological and/or behavioural effect of being an illegitimate child? |type="()"} -Delinquency -Sense of belonging -Damaged self-concept +Low dopamine levels {Q2. What is another common label used to describe an illegitimate child? |type="()"} -Hyper-active infant -Anchor baby +Bastard -Mamzer {Q3. Which celebrity below is an illegitimate child? |type="()"} -Adolf Hitler -Dick Van Dyke +Oprah Winfrey -Cate Blanchett {Q4. Over the years history has demonstrated that society upholds a strong disapproval for illegitimate children. Yet within today's society the stigmatization is only getting worse, with research indicating illegitimacy is becoming a serious issue needed to combat. True or false? |type="()"} +False - there is a growing consensus that there is nothing wrong with having children out of wedlock -True - Most people believe it's normal to denounce those who are born out of wedlock and encourage this kind of behaviour </quiz> == Conclusion == Overall it is clear that the type of environment in which a child is brought up in is crucial in their development of how they see themselves in the world now and in the future. Therefore ensuring the child knows that they are in no way ‘illegitimate’, merely the relationship in which they were made is deemed illegitimate by society, allows a strong sense of self esteem and contentment to ensue. Thus the parents need to make it clear to the child that they are not responsible for the circumstances of the conception. It is clear that there are a number of emotional impacts that an illegitimate child could be faced with, in particular the feeling of being an outcast, as well as inability to maintain relationships. Furthermore, as ex-marital birth rates are rapidly increasing, more awareness surrounding this issue and in turn embracing these children as normal human beings is occurring. == See also == * [[w:Maternal_deprivation|Maternal deprivation]] (Wikipedia) * [http://brandongaille.com/20-noteworthy-statistics-of-blended-families/ Blended families] * [[Motivation and emotion/Book/2014/Infidelity and needs|Infidelity]] * [[Motivation and emotion/Book/2014/Adoption and emotion|Adoption]] * [[Motivation and emotion/Book/2014/Belongingness motivation|Belonging]] * [[Motivation and emotion/Book/2014/Social comparison and motivation|Social Comparison]] * [[Motivation and emotion/Book/2013/Parenting and emotional development in children|Parenting and social development]] * [[Motivation and emotion/Book/2014/Self esteem and depression|Self-esteem]] == References == {{Hanging indent|1= Australian Bureau of Statistics. (2002). Australian social trends 2002 (Cat. No. 4102.0) Canberra: ABS. Australian Bureau of Statistics. (2012c). Births, Australia 2011 (Cat. No. 3310.0) Canberra: ABS. Australian Bureau of Statistics (2013). Births of Australia 2013, http://www.abs.gov.au/AUSSTATS/abs@.nsf/mf/3301.0. Bachrach, C. A., & Carver, K. (1992). Outcomes of Early Childbearing, National Institutes of Health, National Institute of Child Health and Development (NICHD) Conference Proceedings, May 1992. Beatty, C. J. A., & Maclean, J. T. (2005). Out of sight but not out of mind:managing invisible social identities in the workplace, ''Academy of Management Review, 30,'' 78-95. doi:10.5465/amr.2005.15281431. Bennett, N., & Bloom, D. (1992). The Influence of Non-marital Childbearing on the Formation of Marital Unions. Paper given at NICHD conference on "Outcomes of Farly Childbearing", May 1992. Bethmann, D., & Kvasnicka, M. (2013). World war II, missing men and out of wedlock childbearing. The Economic Journal, 123(567), 162-194. doi:10.1111/j.1468-0297.2012.02526.x Card, J. J. (1977). Long Term Consequences for Children Born to Adolescent Parents", Final Report to NJCHD, American Institutes for Research, Palo Alto, California. Centers for Disease Control and Prevention (2013). National Vital Statistics System - Birth Data in the U.S. Retrieved from: http://www.cdc.gov/nchs/births.htm. Chan, K. H., & Fung, K. W. T. (2015). The health and behavioural outcomes of out-of-wedlock children from families of social fathers, ''Review of Economics of he Household, 13'', (2), 385-411. Commonwealth Bureau of Census and Statistics. (1973). Official year book of Australia (No. 59). Canberra: Commonwealth Bureau of Census and Statistics. Cook, C. R. (2009). Sex, Sin and Science: What evolution says about religion and desire, Dog Ear Publishing. De Cruz, P. (2010). Family law, sex, and society: A comparative study of family law. New York;London: Routledge. Dictionary of Law ''- illegitimacy'' (2015). (8th ed.) Oxford University Press. Gross, J. J. (2008). The neural bases of emotion regulation: reappraisal and suppression of negative emotion, Biological Psychiatry, 63 (6), 577-586. Haney, K. (2001). Gomez v. Perez: Mitigating the stigma of illegitimacy, ''The Journal of contemporary legal issues, 14,'' (1), 363. Kenny, P., Higgins, D., Soloff, C., & Sweid, R. (2012). Past adoption experiences: National Research Study on the Service Response to Past Adoption Practices (Research Report No. 21). Melbourne: Australian Institute of Family Studies Lancaster, P., Huang, J., & Pedisich, E. (1994). Australia's mothers and babies 1991 (National Perinatal Statistics No. 1). Canberra: Australian Institute of Health and Welfare. Laws, P., Abeywardana, S., Walker, J., & Sullivan, E. (2007). Australia's mothers and babies 2005 (National Perinatal Statistics No. 20). Canberra: Australian Institute of Health and Welfare Leary, K. (1999). Passing, posing and keeping it real, ''Constellations, 6'' (1), 85-96. DOI: 10.1111/1467-8675.00122. Le Ray, C. (1994). Implications of DNA Technology on Posthumous Paternity Determination: Deciding the Facts When Daddy Can't Give His Opinion, 35 B.C. L. REV. 747, 750 Maldonado, S. (2013). Illegitimate Harm: law, stigma, and discrimination against non-marital children, ''Florida Law Review, 63,'' (2), 345-394. McDonell, J., Strom-Gottfried, K. J., Burton, D. L., & Yaffe, J. (2006). Behaviorism, social learning, and exchange theory. In Robbins, S. P.; Chatterjee, P.; Canda, E. R.''Contemporary human behavior theory: a critical perspective for social work''.Pearson. pp. 349–85. Nassar, N., & Sullivan, E. (2001). Australia's mothers and babies 1999 (National Perinatal Statistics No. 11). Canberra: Australian Institute of Health and Welfare. Parnell, A. M. (2004). Out of wedlock: Causes and consequences of non-marital fertility. edited by lawrence L. wu and barbara wolf. russell sage foundation, 2001. 412 pp. cloth, $39.95. Social Forces, 82(4), 1675-1677. doi:10.1353/sof.2004.0087 Peterson, F. A., Benstein, J. L., & Yatrow, L. J. (1979). Infant Development in Father Absent Families, ''The Journal of Genetic Psychology, 135'', 51-61. Pinchback, I. (1954). Social attitudes to the problem of illegitimacy, ''The British Journal of Sociology, 5'' (4), 309-323. Qian, Z., Lichter, D. T., & Mellott, L. M. (2005). Out-of-wedlock childbearing, marital prospects and mate selection. Social Forces, 84(1), 473-491. doi:10.1353/sof.2005.0117 Reekie, G (1998). Measuring Immorality: Social inquiry and the problem of illegitimacy, Cambridge university press. Reeve, J. (2015). ''Understanding motivation and emotion'' (6th ed.). Hoboken, NJ: Wiley. Coop. Amazon. Google Books. Companion site. ISBN: Paperback 978-1-118-51779-6, E-text 978-1-118-80456-8. The Sustainable Demographic Dividend (2011). What do marriage and fertility have to do with the economy, http://sustaindemographicdividend.org/articles/international-family-indicators/global-childrens-trends. Turner, J. C., Brown, R. J., & Tajfel, H. (1979). Social comparison and group interest in in-group favoritism.''European Journal of Social Psychology, 9''(2), 187-204. doi:10.1002/ejsp.2420090207. The Unmarried Parenthood Committee of the Welfare Council of Toronto and District, (1943) ''A study of the Adjustment of Teen-Age Children Born out of Wedlock who Remained in the Custody of Their Mothers or Relatives'', Toronto: Social Planning Council. Trimble v. Gordon, 430 U.S. 762, 768 (1977); accord Lili Mostofi, Legitimizing the Bastard: The Supreme Court's Treatment of the Illegitimate Child, 14 J. CONTEMP. LEGAL ISSUES, 453, 453 & n.1 (2004); Walsh P. (1990). Illegitimacy, Child-Abuse and Neglect, and Cognitive Development, ''Journal of Genetic Psychology, l5'', 279-285. Wendel, P.(2005)Inheritance Rights and the Step-Partner Adoption Paradigm: Shades of the Discrimination Against Illegitimate Children, "Hofstra Law Review,34"(2), 351-403. }} {{CourseCat}} [[Category:Motivation and emotion/Book/Family]] q5ngdo05nw8x14eluw15etrjlyrrepv 2822655 2822654 2026-08-18T05:30:10Z Jtneill 10242 + categories 2822655 wikitext text/x-wiki {{title|Illegitimate children and emotion:<br>What are the emotional impacts of being an illegitimate child?}} {{MECR3|1=https://www.youtube.com/watch?v=G4aJXJAq1h8}} __TOC__ ==Overview== [[File:Kit Harrington SDCC 2013.jpg|thumb|right|''Figure 1''. Kit Harrington who stars as 'Jon Snow' - the illegitimate child of the Game of Thrones series]] The famous Jon Snow character off the [http://www.hbo.com/game-of-thrones Game of Thrones] series came into this world as an illegitimate child and as a result was instantly cast as an outsider from that moment on. As the story progresses, we learn that Jon has always felt alienated and was forced to grow up quicker in comparison to his other siblings. Jon was often blamed as being the main source of strain on his father, Ned Stark and his wife Catelyn's marriage, as Jon served as a constant reminder of his father's infidelity and this is why Catelyn could never truly love Jon and treat him like one of her own children. Even his biological mother had no place for Jon, as he had not a clue what she looked like, nor what were the circumstances surrounding why Stark left her, but he guessed his father was too ashamed to acknowledge what he had done. Thus, with a passionate desire to prove his self-worth and honour, Jon eventually chose to become a member of the Night's Watch, where the circumstances of his birth would be of little importance. Furthermore, as Jon grows older it becomes apparent to his friends that he has abstained from having sexual intercourse, reluctantly admitting that this is due to the fear of making a women fall pregnant and in turn creating another bastard child like himself. Jon also shows compassion for those who are in a similar situation of constantly being rejected, particularly his tomboyish half sister who also understands what it's like to be overshadowed. <blockquote>''“You're Ned Stark's bastard, aren't you?“ Lannister said, "Let me give you some counsel, bastard, never forget what you are, for surely the world will not. Make it your strength. Then it can never be your weakness. Armor yourself in it, and it will never be used to hurt you." (''George R.R. Martin). </blockquote> This book chapter aims at defining what illegitimacy is, inform readers the various emotional impacts that an illegitimate child may face throughout their upbringing and into adulthood, and analyse this phenomenon through two central theories, the Social Exchange Theory and the Social Identity Theory. Furthermore, it will be highlighted how the perception of illegitimacy has changed over the years and as a result statistics indicate that more and more women are having children out of wedlock. Ultimately this book chapter aims at providing a better understanding of the various societal expectations and norms surrounding this issue and the need for the removal of stigma to be replaced by acceptance of illegitimacy. {{Robelbox/close}} == Emotion == [[File:Mother and Child by Katharine R. Wireman.jpg|thumb|''Figure 2.'' Mother and Child|246x246px|left]] [[w:Emotions|Emotions]] can be defined as short-lived, feeling-purpose expressive reactions, that coordinate bodily responses and act as a pathway to express important life events through a distinct pattern of neural activity (Reeve, 2015). Thus, in line with this topic, emotion serves as a vital resource to facilitate social and interpersonal functions, such as communicating one's feelings to others, influencing how one interacts with others, creating, maintaining and dissolving relationships, and facilitating social interaction (Reeve, 2015). == Illegitimate children == [[w:Legitimacy_(family_law)|Illegitimacy]] can be defined as the status of a child who is born to unmarried parents (Dictionary of Law, 2015). However an illegitimate child can also incorporate someone who was born as a result of an affair or being underage, which is generally considered to be under 16 years old. Other terms that are often used to describe an illegitimate child are [[w:love child| love child]], [[w:bastard|bastard]], or non-marital child ([http://sustaindemographicdividend.org/wp-content/uploads/2012/07/SDD-2011-Final.pdf The Sustainable Demographic Dividend, 2011).] == Historical and cultural contexts == [[File:The Outcast (1851) - Richard Redgrave.jpg|thumb|314x314px|''Figure 3.'' 'The Outcast' by Richard Redgrave, 1851 - A patriarch kicking his daughter and her illegitimate baby out of the house]] History has demonstrated that illegitimate children have continually been confronted with psychological hardships, and this has occurred under the premise of 'deterring extramarital sexual relations and preventing disruption of the family unit (Haney, 2001; Maldonado, 2013). As Wendel and Rev (2005) point out, illegitimate children used to be legally considered as '[[w:terra nullius|terra nullius]]', that is children of no one. Therefore an illegitimate child born in the U.S could not legally inherit anything from their biological mother and/or father, or even their adoptive parents. However in 1977 many states attempted to ameliorate these unconstitutional laws in the famous trial of ''Trimble vs. Gordon'', yet they were unsuccessful due to the Supreme Court overruling the case on the basis of upholding [[w:traditional family values|traditional family values]] (Le Ray, 1994). The Court however did make an impressionable statement in regards to the issue:<blockquote>''"The status of illegitimacy has expressed through the ages society's condemnation of irresponsible liaisons beyond the bonds of marriage. But visiting this condemnation on the head of an infant is illogical and unjust. Moreover, imposing disabilities on the illegitimate child is contrary to the basic concept of our system that legal burdens should bear some relationship to individual responsibility or wrongdoing. Obviously, no child is responsible for his birth and penalizing the illegitimate child is an ineffectual-as well as an unjust-way of deterring the parent"'' (Wendel & Ray, 2005)''.''</blockquote>his highlights how every illegitimate child that has been born over the centuries has instantly been considered as being apart of the [[w:social class|lower social status]] bracket and in turn could not receive any properties, deeds, titles etc. Moreover, Britain also severely impacted illegitmate children's entitlement to claim citizenship, as only within the past couple of years has it been possible for anyone under the illegitimate status to be able to claim British citizenship by descent. Therefore anyone who had a British mother or father were not legally considered liable to claim citizenship (De Cruz, 2010). Yet 'illegitimacy' is arguably a universal phenomenon, as most countries across the world have high rates of [[w:adultery|adultery]] or [[w:out-of-wedlock|out-of-wedlock]] engagements which result in illegitimate births (The Sustainable Demographic Dividend, 2015). Thus it's the prevailing societal [[w:norm|norms]] and expectations which encourage the reinforcement of stigma surrounding this issue to continue. Furthermore, before the 1960's, unmarried mothers were usually considered unsuitable and unworthy of various public benefits such as mother's pensions (Kenny, Higgins, Soloff, & Sweid, 2012). [[File:Teenage birth rate per 1000 women 15–19, 2000-09.svg|thumb|402x402px|''Figure 4.'' Teenage birth rates per 1000 women aged 15–19, 2000-09 (United Nations Statistics Division - Demographic and Social Statistics). ]] === Rates of illegitimate births across the world === Statistics demonstrate that each continent, and the states and country's within that continent have varying levels of illegitimate births over the years. The lowest level of illegitimate birth rates come from the Asian and Pacific Island areas at 17.2%, as most children in that area are more likely to have married parents (The Sustainable Demographic Dividend, 2015). In contrast the U.S has one of the largest rates at over 40.6% of total births annually (Centers for Disease Control and Prevention, 2012). However the highest rate of illegitimate births fell upon non-Hispanic Blacks at 69.4%, with Latin America coming in second at 74%, and South Africa at 59% (The Sustainable Demographic Dividend, 2015). Table 1. ''Percentage of children who were born in various circumstances (Australian Bureau of Statistics, 2013)'' {| class="wikitable" |- ! Circumstance !! Total |- | Born within marriage (nuptial) ||202 046 |- | Born out-of-wedlock (ex-nuptial) ||106 019 |- | Born through underage sex |||11 420 |} {| cellpadding="10" cellspacing="12" style="float: right; width: 30%; background-color: inherit; margin-left: auto; margin-right: auto" | style="width: 10%; background-color:FloralWhite; border: 2px solid DarkSalmon; vertical-align: top; -moz-border-radius-topleft: 12px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 10px;" | <imagemap> File:video.png|center|100px default [https://youtu.be/-dHdSfnxc2M] desc none</imagemap>{{center top}} Watch a quick [https://youtu.be/-dHdSfnxc2M video] demonstrating how society viewed unmarried mothers and their illegitimate children during the '70's. {{center bottom}} |} It is possible however that some countries are able to welcome illegitimate children into their societies without judgement. For example, countries like Austria have a relatively high rate of illegitimate births, yet there is no associated stigma, and in turn the children can be legitimised by subsequent marriage (Pinchbeck, 1954). === Religion === It is has long been a tradition of most Western cultures that a good catholic or any religious upbringing involves abstinence before marriage. However over the years it's becoming more and more common to find there's a more 'tolerable attitude towards people having non-marital heterosexual intercourse' as well as the increase of families that do not conform to the stereotypical married, two-parent ideal (Reekie, 1998). However most Churches would condemn this act as one of the most sinful, and in turn would not acknowledge the person as a child of God (Church, 2009). This further reinstates illegitimate individuals into feeling like they do not belong, and can further relate to many other behavioural and psychological impacts which are discussed further on. == What increases the likelihood of an illegitimate birth? == Research has indicated that there are a number of factors that have an impact on increasing the rate of illegitimate births. Firstly, the level of income by the either the mother and/or father plays a significant role, as statistics indicate that 67% of families that live below the state's [[w:median income|median income]] level are more likely to have an out-of-wedlock birth (ABS, 2002). The level of education of the biological mother and/or father also plays an influential role, as 57% of women who gave birth to a child before marriage did not have a high school certificate, and only 8.8% of the total illegitimate births were to women who had a college degree (ABS, 2002). Age is also considered an important factor for this phenomenon, as 86% of mothers aged between 15-19 were not married, and the next age bracket between 25 to 29 years also had a significant portion of mothers who were not married at 31.9%. However the fastest growth rate of age demographics for illegitimate birth rates falls in the 30-35 age bracket (ABS, 2012). Finally the rise in [[w:cohabitation|cohabiting parents]] over the last couple of decades has been one of the main reasons as to why there's been an increase in ex-nuptial births. For most of the twentieth century, illegitimate births were only around the 4-6% mark, rising to 8% during the 1960's (Commonwealth Bureau of Census and Statistics, 1973). However in just over 35 years between 1970-2005, the proportion of ex-nuptial births rose dramatically to 32% (Lancaster, Huang, & Pedisich, 1994; Laws, Abeywardana, Walker, & Sullivan, 2007; Nassar & Sullivan, 2001). This indicates that more and more women are having children out of wedlock, especially during their 30's, and the various effects such as stigmatization and the disapproving attitudes of society are becoming less prevalent. == Behavioural and psychological effects == It is natural for people to have psychological needs such as having warm, caring interpersonal relationships with others, or successfully completing individual goals and aspirations. All these examples assist in reinforcing positive emotional regulation in areas such as biological reactions, coping mechanisms, and social functions. However research has demonstrated that illegitimate children often struggle in these kinds of areas as a child and in their adult life. <blockquote>''“Being illegitimate is a technicality. It does not mean that there is anything wrong with you. Men use "bastard" as a curse. But to use the term thus is to show that they themselves are less than a proper human being.”'' (Theresa Breslin, ''The Medici Seal)''</blockquote> {{RoundBoxTop|theme=1}} ==== A sense of belonging ==== Most illegitimate children reportedly crave fitting in above all other [[w:psychological needs|psychological needs]]. But research indicates that the majority of the time these children are left to feel like an outsider, especially in the earlier decades where children were often shunned by their families and their community as it was considered socially and religiously immoral to be an illegitimate child (Qian, Lichter, Mellott, 2005). {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} ==== Stigma ==== Another common form of psychological effect involves the stigmitisation of the illegitimate child, as the individual can be marked by family and society alike as a symbol of disgrace typically associated with a particular circumstance, quality, or person (Qian, Lichter, Mellott, 2005). This can further increase the individual into feeling like an outsider, and has a number of ramifications for others who are in the same situation, such as reinstating this behaviour as being acceptable. {{RoundBoxBottom}} {{RoundBoxTop|theme=5}} ==== Damage of self-concept ==== The hostility received from parents and other family members can also severely damage one's self concept, that is the 'who am I' component of yourself. Thus, illegitimate children often question whether their lives are worth living, what role they play being alive etc, with some research indicating a small association between illegitimacy and increased rates of suicidal thinking and/or self-harming behaviours such as excessive alcohol consumption (Bethmann & Kvasnicka, 2013). {{RoundBoxBottom}} {{RoundBoxTop|theme=6}} ==== Difficulty in starting/maintaining relationships ==== Illegitimate children have also reported difficulty in starting and maintaining relationships with others, whether it be romantically involved or as a friend, and this can occur during both childhood years and adulthood due to reported low feelings of trustworthiness, mutual respect and pessimistic views of the future (Bennett, Bloom, 1992). {{RoundBoxBottom}} {{RoundBoxTop|theme=4}} ==== Not wanting to have children of their own ==== The individual may also not want to 'let history repeat itself' per se, that is falling into the same pattern as one's own mother or father through creating an illegitimate child. Whether it be out of wedlock or through an affair, the individual will not want to risk the chance of making that child go through the same trauma and various emotional difficulties as they did. As a result research indicates that a significant proportion of illegitimate children abstain from sexual intercourse (Qian, Litchter, Mellott, 2005). {{RoundBoxBottom}} {{RoundBoxTop|theme=3}} ==== Feeling compassion for others in similar situations ==== It is also quite common for individuals who identify as an outcast due to their illegitimate status, are sympathetic and compassionate to those who are in a similar situation as their's. Studies such as (Parnell, 2004) indicate that the majority of children who experienced various forms of negative attitudes and behaviour due to their illegitimate title, such as bullying, condescending remarks etc., tended to reach out to other class mates or people in society who were experiencing the same thing. {{RoundBoxBottom}} {{RoundBoxTop|theme=9}} ==== Delinquency ==== Studies have also demonstrated that illegitimate children are more prone to behavior problems, such as a study conducted by The Unmarried Parenthood Committee of the Welfare Council of Toronto (1943) which found that out of 92 illegitimate teenage boys aged between 14 and 15 who were brought up by their 'unnatural' mothers, over a quarter of the group had engaged in some form of delinquent behaviour. Similar findings support these results in a study conducted by the National Institute of Child Health and Development summary (1992), in which they found children who were born out of marriage were more likely to engage in criminal activity. {{RoundBoxBottom}} Other research indicates that there is a small relationship between illegitimacy and factors such as lower educational achievement, lower job attainment, lower impulse control and signs of impaired cognitive development (Peterson, Benstein & Yatrow, 1979; Walsh, 1990; Card, 1977), however more research needs to be conducted within this field. == Theories == <div style="background:white; border:2px DarkOrchid solid; padding:12px;"> [[File:Flickr - The U.S. Army - Operation Good Heart.jpg|thumb|''Figure 5''. Relationships are an important aspect of emotional stability]] '''Social exchange theory''' The [[w:social_exchange_theory| Social Exchange Theory]] is one useful framework that can be used to better understand the phenomenon of illegitimacy and the effects this has on the individuals emotions. The theory proposes that people thrive for exchange with other humans in order to maximize benefits and reduce costs. Thus, if an individual weighs the potential benefits and risks of a social relationship and perceives it as unsuitable, the individual will terminate the relationship or avoid approaching that person all together (McDonnell, 2006). Certain risks that would see an individual abandon a social relationship can be things such as money, time and effort. Other factors that are an important factor of this theory is [[w:interdependence|interdependence]] and [[w:self-interest|self-interest]] (Lawler & Thye, 1999), as these are one of the basic foundations of social and interpersonal relationships. But most importantly in lieu with the theme of this topic, an illegitimate child will not be approached by others to start or maintain a relationship as the exchange will be deemed as a negative relationship due to the costs outweighing the benefits. Therefore, if this theory was used to analyse the Jon Snow case study, it is clear that Jon encounters many people who know of his illegitimate status and thus deem becoming friends with Jon, or even speaking to him, would have minimal benefits for that person and in turn will not pursue any kind of relationship with him. </div><div style="background:white; border:2px DarkOrchid solid; padding:12px;">[[File:Self-concept.jpg|thumb|''Figure 6''. One's self-concept is made up of self-schemas, their past, present and future selves]]'''Social Identity theory ''' The [[w:social identity theory|Social Identity Theory]] was first coined by Tajfel and Turner in 1979, in an effort to better understand the psychological basis of inter-group discriminationn- that is what are the underlying conditions which lead to group members favouring their in group members as opposed to out group members. Therefore individuals are motivated to maximise positive distinctiveness of the in-group relative to the out-group. Thus Tajfel and Turner (1979) argued that there are three cognitive processes which relate to an individuals sense of being within the 'in' or 'out' group. * '''Social Categorization''' This involves the process of deciding which group, either the in-group or the out-group, that the individual or other people belong to and this is achieved through [[w:categorisation|categorisation]]. This process also helps provide the individual in answering the question of 'who am I' to establish their [[w:Self-concept|self concept]] (see ''Figure 6''). * '''Social Identification''' This involves a more overt process whereby the individual finds a suitable compatibility within the chosen in-group through norms and attitudes of other members, and decides if it's worthy of emulation. This is an important process in identifying how the individual looks at themselves, as well as further constraining the in-group versus out-group bias. * '''Social Comparison''' Finally social comparison involves the individual's own self-concept, or the social concept of another person becomes closely meshed with the perceptions of group memberships. [[w:Self-esteem|Self-esteem]] also ties in closely with this concept, as the ability to perform to the groups expectations within society is either enhanced or detracted. However this final concept can also further enhance the between-group bias prevalent, as individuals in both the in-group and out-group are motivated to compare one another as more favorable. All of these factors ultimately determine which group the individual identifies itself with and in turn the various ramifications of being associated with that group. To give an example of this, Jon Snow clearly wants to be considered as part of the in-group of the Stark family without any labels attached to his name. However he learns that no matter how hard he tries to fit in, he will always be an outsider. However when he joins the Night's Watch, it becomes quickly apparent the Jon's fighting skills are extremely efficient, and he finds a place to fit in by training new members of the Night's Watch with his knowledge and skill, and in turn becomes admired by a lot of people. </div> == Siblings of illegitimate children == Research also indicates that the siblings of illegitimate children, whether they are full-blooded or half, can also be profoundly impacted emotionally by this phenomenon. Some case studies demonstrate feelings of jealousy or distaste towards their half-sibling, often resulting in hostility and disengagement of pursuing any king of relationship with them (Qian, Litchter, Mellott, 2005). Other case studies indicate a degree of acceptance and in turn fully embrace the illegitimate child as part of the family (Chan & Fung, 2015). However the feedback indicates that on average the majority of the half-siblings saw their illegitimate brother or sister on a spectrum in which one day they may feel envy and resentment and the next they see that they are ultimately a good person despite their illegitimate status (Chan & Fung, 2015; Qian, Litchter, Mellott, 2005). Nevertheless even if an illegitimate child was born into a rich or poor family, the label still carried a significant amount of stigma surrounding it, and often families in the earlier centuries would rather pretend this person did not exist to ensure their image was not tainted, rather than letting them grow up with their other full-blooded relatives (Haney, 2001). {{Robelbox|theme={{{theme|10}}}|title=Example}} Bringing Jon Snow back into the equation, Jon always got along well with his half-siblings, as he was raised with equal-footing by his father. In particular his youngest half-sister Arya holds a special place in his heart, giving her a special gift before he leaves to join the night's watch. However after arriving Jon hears news of his brother Robb's intentions of heading to war in order to avenge their fathers death, and Jon instantly wishes to leave and fight alongside his brother to remain faithful to his family's name. Thus despite all of Jon's siblings knowing that he did not share the same mother as them, they still accepted them as part of the family. {{Robelbox/close}} Therefore it is possible and quite common that despite children who are born out of wedlock or through other circumstances being branded as illegitimate, the siblings and other family members surrounding them will still accept them fully without judgement. However it is also common for siblings to turn their backs on illegitimate family members, as they consider the individual to not be apart of the family. == How to combat the emotional impacts of illegitimacy == '''Stigma management''' is one way of combating the issue of illegitimacy through either [[w:stigma mangement|passing]] or [[w:stigma management|revealing]]. Passing involves purposely concealing one's stigma in order to be able to join the dominant in-group, as well as fabricating false evidence to further hide oneself, and being discrete with who they reveal personal information to (Leary, 1999). Thus illegitimate children would aim at hiding their status as much as possible from anyone they come in contact with. Revealing on the other hand involves informing family, friends, coworkers etc. of your associated stigma in an effort to minimize its significance, eliminate unfair judgement and in turn change the way people view this phenomenon as normal (Beatty & Maclean, 2005). '''Emotional regulation''' can also be used as a strategic way of overcoming the severe emotional impacts that the individual may be experiencing due to the illegitimate stigma associated to themselves. As interpersonal relationships serve as one of the main sources of stable emotional [[w:well-being|well-being]], it is crucial for the individual to take control of the negative impacts they may be feeling. Thus, emotional regulation refers to how people can influence which various types of emotions they experience, when they have them, and how they express and experience these emotions (Gross, 2008). [[File:Oprah Winfrey 2013.jpg|thumb|163x163px|''Figure 8''. Oprah Winfrey]] == Fun facts == There are quite a number of well-known figures from around the world that were born with an 'illegitimate' status, however this has not stopped them from achieving great things in their life - whether they be admirable or distasteful. * [[w:Oprah Winfrey|Oprah Winfrey]] * [[w:Leonardo Da Vinci|Leonardo Da Vinci]] * [[w:Marilyn Monroe|Marilyn Monroe]] * [[w:Fidel Castro|Fidel Castro]] * [[w:Alexander Hamilton|Alexander Hamilton]] *[[File:JackNicholsonMar10.jpg|thumb|178x178px|''Figure 9''. Jack Nicholson]][[w:Jack Nicholson|Jack Nicholson]] * [[w:Eric Clapton|Eric Clapton]] * [[w:Tobey Maguire|Tobey Maguire]] * [[w:Rod McKuen|Rod McKuen]] * [[w:Bo Jackson|Bo Jackson]] * [[w:David Bowie|David Bowie]] == Quiz == <quiz display=simple> {Q1. Which of the following is NOT considered a psychological and/or behavioural effect of being an illegitimate child? |type="()"} -Delinquency -Sense of belonging -Damaged self-concept +Low dopamine levels {Q2. What is another common label used to describe an illegitimate child? |type="()"} -Hyper-active infant -Anchor baby +Bastard -Mamzer {Q3. Which celebrity below is an illegitimate child? |type="()"} -Adolf Hitler -Dick Van Dyke +Oprah Winfrey -Cate Blanchett {Q4. Over the years history has demonstrated that society upholds a strong disapproval for illegitimate children. Yet within today's society the stigmatization is only getting worse, with research indicating illegitimacy is becoming a serious issue needed to combat. True or false? |type="()"} +False - there is a growing consensus that there is nothing wrong with having children out of wedlock -True - Most people believe it's normal to denounce those who are born out of wedlock and encourage this kind of behaviour </quiz> == Conclusion == Overall it is clear that the type of environment in which a child is brought up in is crucial in their development of how they see themselves in the world now and in the future. Therefore ensuring the child knows that they are in no way ‘illegitimate’, merely the relationship in which they were made is deemed illegitimate by society, allows a strong sense of self esteem and contentment to ensue. Thus the parents need to make it clear to the child that they are not responsible for the circumstances of the conception. It is clear that there are a number of emotional impacts that an illegitimate child could be faced with, in particular the feeling of being an outcast, as well as inability to maintain relationships. Furthermore, as ex-marital birth rates are rapidly increasing, more awareness surrounding this issue and in turn embracing these children as normal human beings is occurring. == See also == * [[w:Maternal_deprivation|Maternal deprivation]] (Wikipedia) * [http://brandongaille.com/20-noteworthy-statistics-of-blended-families/ Blended families] * [[Motivation and emotion/Book/2014/Infidelity and needs|Infidelity]] * [[Motivation and emotion/Book/2014/Adoption and emotion|Adoption]] * [[Motivation and emotion/Book/2014/Belongingness motivation|Belonging]] * [[Motivation and emotion/Book/2014/Social comparison and motivation|Social Comparison]] * [[Motivation and emotion/Book/2013/Parenting and emotional development in children|Parenting and social development]] * [[Motivation and emotion/Book/2014/Self esteem and depression|Self-esteem]] == References == {{Hanging indent|1= Australian Bureau of Statistics. (2002). Australian social trends 2002 (Cat. No. 4102.0) Canberra: ABS. Australian Bureau of Statistics. (2012c). Births, Australia 2011 (Cat. No. 3310.0) Canberra: ABS. Australian Bureau of Statistics (2013). Births of Australia 2013, http://www.abs.gov.au/AUSSTATS/abs@.nsf/mf/3301.0. Bachrach, C. A., & Carver, K. (1992). Outcomes of Early Childbearing, National Institutes of Health, National Institute of Child Health and Development (NICHD) Conference Proceedings, May 1992. Beatty, C. J. A., & Maclean, J. T. (2005). Out of sight but not out of mind:managing invisible social identities in the workplace, ''Academy of Management Review, 30,'' 78-95. doi:10.5465/amr.2005.15281431. Bennett, N., & Bloom, D. (1992). The Influence of Non-marital Childbearing on the Formation of Marital Unions. Paper given at NICHD conference on "Outcomes of Farly Childbearing", May 1992. Bethmann, D., & Kvasnicka, M. (2013). World war II, missing men and out of wedlock childbearing. The Economic Journal, 123(567), 162-194. doi:10.1111/j.1468-0297.2012.02526.x Card, J. J. (1977). Long Term Consequences for Children Born to Adolescent Parents", Final Report to NJCHD, American Institutes for Research, Palo Alto, California. Centers for Disease Control and Prevention (2013). National Vital Statistics System - Birth Data in the U.S. Retrieved from: http://www.cdc.gov/nchs/births.htm. Chan, K. H., & Fung, K. W. T. (2015). The health and behavioural outcomes of out-of-wedlock children from families of social fathers, ''Review of Economics of he Household, 13'', (2), 385-411. Commonwealth Bureau of Census and Statistics. (1973). Official year book of Australia (No. 59). Canberra: Commonwealth Bureau of Census and Statistics. Cook, C. R. (2009). Sex, Sin and Science: What evolution says about religion and desire, Dog Ear Publishing. De Cruz, P. (2010). Family law, sex, and society: A comparative study of family law. New York;London: Routledge. Dictionary of Law ''- illegitimacy'' (2015). (8th ed.) Oxford University Press. Gross, J. J. (2008). The neural bases of emotion regulation: reappraisal and suppression of negative emotion, Biological Psychiatry, 63 (6), 577-586. Haney, K. (2001). Gomez v. Perez: Mitigating the stigma of illegitimacy, ''The Journal of contemporary legal issues, 14,'' (1), 363. Kenny, P., Higgins, D., Soloff, C., & Sweid, R. (2012). Past adoption experiences: National Research Study on the Service Response to Past Adoption Practices (Research Report No. 21). Melbourne: Australian Institute of Family Studies Lancaster, P., Huang, J., & Pedisich, E. (1994). Australia's mothers and babies 1991 (National Perinatal Statistics No. 1). Canberra: Australian Institute of Health and Welfare. Laws, P., Abeywardana, S., Walker, J., & Sullivan, E. (2007). Australia's mothers and babies 2005 (National Perinatal Statistics No. 20). Canberra: Australian Institute of Health and Welfare Leary, K. (1999). Passing, posing and keeping it real, ''Constellations, 6'' (1), 85-96. DOI: 10.1111/1467-8675.00122. Le Ray, C. (1994). Implications of DNA Technology on Posthumous Paternity Determination: Deciding the Facts When Daddy Can't Give His Opinion, 35 B.C. L. REV. 747, 750 Maldonado, S. (2013). Illegitimate Harm: law, stigma, and discrimination against non-marital children, ''Florida Law Review, 63,'' (2), 345-394. McDonell, J., Strom-Gottfried, K. J., Burton, D. L., & Yaffe, J. (2006). Behaviorism, social learning, and exchange theory. In Robbins, S. P.; Chatterjee, P.; Canda, E. R.''Contemporary human behavior theory: a critical perspective for social work''.Pearson. pp. 349–85. Nassar, N., & Sullivan, E. (2001). Australia's mothers and babies 1999 (National Perinatal Statistics No. 11). Canberra: Australian Institute of Health and Welfare. Parnell, A. M. (2004). Out of wedlock: Causes and consequences of non-marital fertility. edited by lawrence L. wu and barbara wolf. russell sage foundation, 2001. 412 pp. cloth, $39.95. Social Forces, 82(4), 1675-1677. doi:10.1353/sof.2004.0087 Peterson, F. A., Benstein, J. L., & Yatrow, L. J. (1979). Infant Development in Father Absent Families, ''The Journal of Genetic Psychology, 135'', 51-61. Pinchback, I. (1954). Social attitudes to the problem of illegitimacy, ''The British Journal of Sociology, 5'' (4), 309-323. Qian, Z., Lichter, D. T., & Mellott, L. M. (2005). Out-of-wedlock childbearing, marital prospects and mate selection. Social Forces, 84(1), 473-491. doi:10.1353/sof.2005.0117 Reekie, G (1998). Measuring Immorality: Social inquiry and the problem of illegitimacy, Cambridge university press. Reeve, J. (2015). ''Understanding motivation and emotion'' (6th ed.). Hoboken, NJ: Wiley. Coop. Amazon. Google Books. Companion site. ISBN: Paperback 978-1-118-51779-6, E-text 978-1-118-80456-8. The Sustainable Demographic Dividend (2011). What do marriage and fertility have to do with the economy, http://sustaindemographicdividend.org/articles/international-family-indicators/global-childrens-trends. Turner, J. C., Brown, R. J., & Tajfel, H. (1979). Social comparison and group interest in in-group favoritism.''European Journal of Social Psychology, 9''(2), 187-204. doi:10.1002/ejsp.2420090207. The Unmarried Parenthood Committee of the Welfare Council of Toronto and District, (1943) ''A study of the Adjustment of Teen-Age Children Born out of Wedlock who Remained in the Custody of Their Mothers or Relatives'', Toronto: Social Planning Council. Trimble v. Gordon, 430 U.S. 762, 768 (1977); accord Lili Mostofi, Legitimizing the Bastard: The Supreme Court's Treatment of the Illegitimate Child, 14 J. CONTEMP. LEGAL ISSUES, 453, 453 & n.1 (2004); Walsh P. (1990). Illegitimacy, Child-Abuse and Neglect, and Cognitive Development, ''Journal of Genetic Psychology, l5'', 279-285. Wendel, P.(2005)Inheritance Rights and the Step-Partner Adoption Paradigm: Shades of the Discrimination Against Illegitimate Children, "Hofstra Law Review,34"(2), 351-403. }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Children]] [[Category:Motivation and emotion/Book/Emotion]] [[Category:Motivation and emotion/Book/Family]] fwn951u8jejfv6lpr8kam8hakrj12e2 0 201021 2822652 2695667 2026-08-18T05:27:31Z Jtneill 10242 + categories 2822652 wikitext text/x-wiki {{title|Family influences on academic motivation:<br>How do families influence school-aged children’s academic motivation?}} {{MECR3|1=https://youtu.be/eEPCLdIa_i0}} __TOC__ ==Overview== [[File:Pre-School Graduation.jpg|thumb|Pre-School Graduation]] Two 14-year-old Dutch students were interviewed by Verkuyten, Thijs, and Canatan (2001) about their education and academic performance. The first student argues that academic achievement is her personal affair and responsibility stating, <div style="background-color: #dbffb0; border: 1px solid #000; margin: 5px; padding: 1em;"> “Whether or not I work hard at school is my own business. Learning is something you do for yourself, and only you decide what you want to do. It’s nobody else’s business.” </div> The second student explains, when asked whether she finds academic achievement important, that her motivation to achieve is strongly determined by feelings of loyalty and obligation toward her parents and family expressing, <div style="background-color: #dbffb0; border: 1px solid #000; margin: 5px; padding: 1em;"> “… my parents and relatives will at least know I learned something at school and that I didn’t go there for nothing. But if I fail my exams they tell me, “You didn’t try hard enough and we paid everything for you and we’ve always taken care of you and we raised you. What a way to thank us.” But if I work really hard for my parents and also for me, really, then they’ll tell me, “Yeah, you did what we wanted.” </div> The focus of this chapter is how families influence school aged children’s academic motivation. To what extent does family motivate children towards high academic achievement? It is understandable to assume that because of the amount of time a child spends with their parents and family, that they have significant influence on how that child approaches learning behaviours and academic motivation, and parents are considered to be the most invested in their child’s education (Urdan, Solek & Schoenfelder, 2007). The primary social system for children is their family (Halawah, 2006). Over the years, there have been many different studies yielding differing results. While some of these findings show little evidence of direct and indirect parental influences, others show strong evidence of parental influence of academic achievement through attachment, parenting styles, modeling, involvement with the child’s school work, aspirations and pressures for their children’s higher education and career paths (Urdan, Solek & Schoenfelder, 2007), socioeconomic status and parental control (Halawah, 2006). Positive correlations were noted between motivation and achievements which revealed that students with higher academic intrinsic motivation had notably higher achievement and intellectual performance (Gottfired, 1990). == What is Motivation and Achievement? == First, it is important to understand what [[motivation]] and [[Achievement motivation|achievement]] are. Motivation is defined as psychological constructs that focus on processes that drive and direct individuals toward achieving their desired goals; the force within individuals that energises, maintains and controls their behaviour (Weiner, 1992; Westen, Burton, & Kowalski, 2006). However, motivation is a complex construct made up of many components and theories. Students experience the motivation to achieve through social learning; children are able to develop relatively strong achievement strivings when they are provided with independence training, high performance aspirations, realistic standards of excellence, high ability self-concepts (e.g. “this task will be easy for you”), a positive valuing of achievement-related pursuits, explicit standards of excellence, a home environment rich in stimulation potential, a wide extent of experiences (e.g. traveling) and exposure to children’s readers rich in achievement imagery (Rosen & D’Andrade, 1959). === Intrinsic and extrinsic motivation === Ryan and Deci (2000) defined [[Motivation and emotion/Book/2013/Intrinsic motivation|intrinsic motivation]] as doing something because it is inherently interesting or enjoyable to that individual, and [[Motivation and emotion/Book/2013/Extrinsic motivation|Extrinsic motivation]] refers to doing something because it leads to a distinguishable outcome. Both these motivation theories have proven to be important in terms of students’ academic achievements and are key components to the ''self-determination theory.'' Self-determination Theory (SDT) aims to distinguish the differences between the two types of motivations based on the different reasons or goals that account for an action (Ryan & Deci, 2000). When it comes to students' performance it is important to have a healthy balance between these motivations; a teacher cannot always rely on a student being intrinsically motivated to complete tasks and may have to enforce rewards and pressures, however, a student who is constantly extrinsically motivated may develop resentment, resistance and disinterest towards a task and may develop defiant attitudes and begin to misbehave (Ryan & Deci, 2000). Early intrinsic motivation {{missing}} was found to correlate with motivation and achievement in higher year groups and that later motivation is predictable from early achievement (Gottfried, 1990). Those who are intrinsically motivated have been ‘associated with high-perceived ability and control, realistic task analysis and planning, and the belief that effort increases one’s ability and control states (Halawah, 2006). The issue with extrinsic motivation is that those who are motivated this way, learn to characterise outcomes with external factors such as judgment from others or an anticipated reward (Halawah, 2006). However, as age increases intrinsic motivation tends to change, decrease, or even become extrinsic (Goldberg, 1994). {| style="width:50%; padding:20px; margin:0px 0px 0px 10px; float:left;" | style="width: 60%; background-color: #F6F6FA; border: 1px solid #CCCCD0; padding:20px; vertical-align: top;" | [[Image:Nuvola gaim.svg|right|90px]] === <big>What is a academic motivation?</big> === ---- There are different motivation constructs and theories when it comes to children’s academic motivation, these include: '''1. Competence-related beliefs'''; the primary contrasts include children's: * ''Ability beliefs:'' evaluations of the children’s competence in different areas. General belief is how good they believe they are at the task (Stipek, 1984). Ability beliefs can also be used to predict a child’s achievement in different subject areas (Wentzel & Wigfield, 1998) * ''Expectancies for success:'' Having a sense of how well they will do in an upcoming task (e.g. an exam). * ''Self-efficacy'': displaying a degree of choice, willingness to expand effort, and persistence will lead to accomplishing higher results (Wentzel & Wigfield, 1998) '''2.''' '''Control beliefs:''' involve two beliefs, internal and external locus of control (Wentzel & Wigfield, 1998). Internal locus of control is when an individual thinks they control the outcome, and external locus of control refers to when an individual perceives that the environment manages the control  (Rotter, 1966). '''3.   Subjective task values:''' the purposes or incentives for a child to do different activities affect the effectiveness of a child’s attempt on the task. Even if a child is competent in doing a task, without a purpose or incentive they have no reason to do it (Wentzel & Wigfield, 1998). '''4.   Achievement goal orientation:''' this also related to purposes for child to achieve. There are learning and mastering goals, and performance or ego goals, which refer to the desire to demonstrate their own ability and outperform others. Knowing that they are able to outperform others, a child is more likely to choose to do such tasks and activities, as they know they will succeed. Whereas those who choose learning and mastery goals are more likely to choose challenging tasks and concerned mainly by their own progress (Wentzel & Wigfield, 1998). |} {| style="width: 45%; padding:20px; margin:0px 0px 0px 10px; float:right;" | style="width: 65%; background-color: #F6F6FA; border: 1px solid #CCCCD0; padding:20px; vertical-align: top;" | [[Image:Nuvola gaim.svg|right|90px]] === <big>What is a social motivation?</big> === Social motivation is the study of processes where social behaviour and social experiences influence motivation (Wentzel & Wigfield, 1998). This includes behaving appropriately in social situations, becoming friends with peers and forming relationships, all of which are related positively to social acceptance (Wentzel & Wigfield, 1998). Studies have shown that in a classroom, students are most likely to set goals which allows them to compare themselves against classmates in the hope that they are equal to or better than others to remain socially accepted (Eccles, 1993). For many psychology researchers, the relationship between motivation and achievement is a major focus of new studies (Verkuyten, Thjis & Canatan, 2001). It has been established in a study on high-school students by Wentzel (1989) that those students who persist and focus on academic achievement while displaying socially appropriate classroom behaviour are more likely to succeed in school. The interactions between students, their teachers, peers and family have distinctly influenced their academic achievement (Juvonen  & Wentzel, 1996). <!--END CONTENTS--> |} {{clear}} == Factors influencing school-aged children's motivation == === Family structure === Family dynamics and characteristics are greatly associated with academic motivation, however, the findings vary between children from large families and those from small families. Chiu and Xihua (2008) discuss how family members can have both positive and negative influence on children’s education. First, children living in a single parent home may not have the same amount of books and resources as a child living with two parents, which can reduce motivation (Chiu & Xihua, 2008),{{grammar}} these resources are important when children are learning about what they are interested in. Family members can also provide a student with extra resources or mean that there is more competition for them; this can be explained as parents are the resource providers and siblings are described as resource dilution (Chiu & Xihua, 2008). Another competition for resources other than siblings is grandparents,{{grammar}} poor or ill grandparents also demand resources from parents increasing limitations for achievement (Patillo-McCoy, Kalil & Payne, 2003). The image below illustrates the positive and negative influences on a student’s science achievement motivation (Chiu & Xihua, 2008). === Parental influences === ==== Parental behaviour ==== Research on how influential parents are on their children’s motivation, in particular academic motivation, suggests that those who are more involved with their child’s school activities and education (e.g., supervising homework and reading with children) can increase the child's motivation and achievement at higher levels (Urdan, Solek & Schoenfelder, 2007). Findings show that parents who are willing and able to provide support without becoming coercive or controlling, are more likely to produce more academically motivated children (Urdan, Solek & Schoenfelder, 2007). However, there is not enough research into how influential these practices by parents are, therefore, parental behaviour was found to not be a strong predictor of children's academic success. ==== Parenting Styles ==== Parenting style is a major theoretical perspective that is used to assist in explaining the influence of parents on children’s academic achievement. There are two fundamental categories of parenting styles; these are demandingness and responsiveness styles (Pong, Hao & Gardner, 2005). Demandingness refers to how parents show control, the extent of supervision and their maturity demands in their parenting (Aunola, Stattin & Nurmi, 2000). And responsiveness parenting refers to the extent to which parents show warmth, acceptance and involvement (Aunola, Stattin & Nurmi, 2000). From these two categories, four different styles of parenting emerges (Aunola, Stattin & Nurmi, 2000): {| class="wikitable" | Parenting Style | Demandingness or responsiveness | Attributes |- | Authoritative | Both | ·   Controlling but not restrictive ·   Highly involved in child’s education and activity participation ·   Open communication ·   Trust and acceptance ·   Encouragement of psychological autonomy ·   Knowing where and who their children are with |- | Authoritarian | Demanding | ·   Fewer affiliative relationships in comparison to authoritative ·   Low trust, engagement and communication ·   Strict control ·   More adult than child centered ·   High psychological control causing children to feel controlled, devalued and criticised |- | Permissive | Responsive | ·   Warm, accepting and child-centered attitude ·   Non-demanding behaviour and lack of parental control ·   Mature behaviour is not requires and parents allow children to behave autonomously and independently |- | Neglectful | Neither | ·   No support or encouragement ·   Failure to monitor and supervise child’s behaviour ·   Overall uninvolvement |} Each of these four parenting styles differs in their impact upon children attitudes towards school life and academic motivation (Aunola, Stattin & Nurmi, 2000). Research by Weiss and Schwartz (1996) show that authoritative parenting has been associated with high levels of performance, strong school engagement and positive attitudes towards school. This is based on the evidence that authoritative parenting focuses on the encouragement of independent problem solving and critical thinking by the child (Weiss & Schwartz, 1996). The study by Aunola, Stattin and Nurmi (2000) (discussed below) investigated parenting styles on students’ achievement and concluded that students who came from an authoritative parenting backgrounds were more adaptive and task-oriented in achievement situation, and rarely showed low levels of failure expectations and passivity. This is because authoritative parenting is believed to influence students through encouragement and competence-promoting feedback, providing positive experiences around academic tasks and being a role model (Aunola, Stattin & Nurmi, 2000). Authoritarian parenting, mainly due to the excessive control, leads to children becoming uninterested in school and therefore not motivated towards academic achievement, as intrinsic motivation has been eliminated (Aunola, Stattin & Nurmi, 2000). Additionally, permissive and neglectful parenting has been associated with the underachievement of children and adolescents (Onatsu-Arvilommi & Nurmi, 1997). {{Robelbox|theme={{{theme|7}}}|title= Case Study}} <div style="{{Robelbox/pad}}"> Aunola, Stattin and Nurmi's (2000) study aimed at investigating the extent to which adolescents’ achievement strategies are related the parenting styles they experience, and whether the associations vary across gender. This study requires the participation of 354 eighth-grade pupils aged between 13 and 15 years from schools in central Sweden, along with their parents. Students were asked to complete a set of questionnaires during school hours concerning their achievement strategies, well-being and the parenting styles of their families. The parents were also asked to complete a questionnaire measuring parenting styles and the achievement strategies used by their child. Students were asked to rate their responses to statements on a 4-point scale (1= “strongly disagree”, 4= “strongly agree”). There were four components to the questionnaire; failure expectations (e.g. “when I face a new task at school, I am often afraid it will go wrong”), task-irrelevant behaviour (e.g. “if something begins to go wrong with my school work, I quickly disappear to some other place”), passivity (e.g. “if I have a difficult task before me, I notice that often I do not really try”) and self-enhancing attributions. When it came to assessing parenting styles, students were asked to fill out a Orebro Parenting Style Inventory for Adolescents, which asked questions on parent monitoring, child disclosure, parental control, parental trust, parental engagement and experienced control. And finally the parents were asked to fill in the Strategy and Attribution Scale for Parents, along with the Orebro Parenting Style Inventory for Parents. Results presented evidence that students coming from the four types of parenting styles differ in several ways in their achievement strategies. Those who came from authoritative parenting backgrounds were more adaptive and task-oriented in achievement situation, typically showing low levels of failure expectations and passivity. Authoritative parenting is believed to influence students through encouragement and competence-promoting feedback. Associations between school achievement and parenting styles can be used to identify issues in young adolescents such as problem behaviour, learning disabilities and patterns of dropping out of school. </div> {{Robelbox/close}} === Sibling influences === Many believe that the number of siblings an individual has and the order in which they are born has definitive consequences on what characteristics, personality traits they possess and how successful they will be. This can be seen in greater detail in the video link provided below. Although there is has not been excessive research on the idea, Chiu and Xihua (2008) do provide evidence that older siblings are more academically motivated, which is linked back to parenting styles, behaviours and their beliefs (Aunola, Stattin & Nurmi, 2000). It is discussed that parents often focus on their parenting styles and effects for the first child, and become less concerned with each child. This is the same with resources, the eldest child will most likely receive the most resources and younger siblings have to compete for the same treatment (Chiu & Xihua, 2008). <div style="background:white; border:2px DarkOrchid solid; padding:12px;">'''Video''' ''<nowiki/>'The oldest child is smarter and here's why''' https://www.youtube.com/watch?v=61ruJlQ5S9s </div> ==== Modeling ==== [[File:Studying Star Wars.jpg|thumb|Studying Star Wars]] Modelling is when some children possess the desire to serve as a model for their younger siblings (Urdan, Solek & Schoenelder, 2007). Findings show that those who believe that they are part of a high achieving family will also strive to be a high-achiever, and if they have observed relatives fail academically they are more likely to be low-achievers, even when stating they wished not to be like that and wanted to achieve better results (Urdan, Solek & Schoenelder, 2007). Urdan, Solek and Schoenelder (2007) also noted that, when asked about family obligation, higher achieving students share their feelings of obligation to serve as a role model for their siblings; one student stated “I want to be the person that makes them say, ‘Oh, I wish I could do that’ or ‘Oh, I wish I could write that good’; 'I just want to be who they look up to, I’m the oldest child of my family and I have a younger brother and younger sister, so [my motivation] comes from there” (Urban, Solek & Schoenelder, 2007). Where as those who are considered moderate achievers, are more likely to be looking at their siblings as a role model, taking a more negative outlook stating that “Two or three of my cousins dropped out, or like you know, they got pregnant and stuff. And I don’t want to do the same like their mistakes” (Urdan, Solek & Schoenelder, 2007). === Family socioeconomic status === As of 2000 it was recorded that children were living in better environments with higher educated parents in Western countries (Sirin, 2005). This means that there is a significant increase in the number of parents with higher qualification, therefore, increasing the chances for them to secure high-paying jobs to support their families. There is evidence that states that the socioeconomic status (SES) of a family is strongly linked to the academic motivation and achievement of a child (Sirin, 2005). A family’s SES is the initiating factor in a child’s academic performance as it contributes to the environment a child grows and learns in. Those higher in SES are able to provide resources at home, such as books and computers, along with providing the social capital that is necessary to succeed in school (Sirin, 2005). SES also assists in determining which school a child will go to and the classroom environment they have access to, based on instructional arrangements, materials, teacher experience and teacher student ratio all of which contributes to the academic achievement of children (Reynolds & Walberg, 1992; Wenglinsky, 1998). A meta-analysis by Sirin (2005) that analysed the existing literature on SES and academic achievement between 1990 and 2000, found medium to strong relationships. The link between SES and academic achievement continues to be relevant when looking at school level, minority status and school location, however, there has been a slight decrease in the strength of the association over the years due to reasons including adaptions in education systems and teaching styles (Sirin, 2005). === Cultural influences === When considering influences on academic motivation, culture is a significant factor for many students. It has been found that Asian students were more likely to spend extra time doing homework and have higher parental expectations than Caucasian student (Urdan, Solek & Schoenelder, 2007). On the other hand, Caucasian students report to have more parental involvement in school activities (Urdan, Solek & Schoenelder, 2007). This may be due to a potential language barrier that Asian parents may experience or it maybe attributed to unfamiliarity with the school system (Mau, 1997). When asked about academic achievement, some children state that they feel obliged to reach high results at school and “repay” their parents for the sacrifices they have made, which is more often associated to students with immigrant parents (Urdan, Solek & Schoenelder, 2007). Or in some cases high achievement at school allows children to further engage with their parents, and fulfil their desires to get a high-paid job and support their parents (Urdan, Solek & Schoenelder, 2007). Children of cultural groups such as east Asian and Latin American are more likely to define themselves closely in relation to family members, striving to be like them, where as Western Europeans and Caucasians are more likely to give themselves a more independent identity (Markus & Kitayama, 1991). == Conclusion == The motivation of students is crucial to their academic achievement and school success, and where this motivation comes from is important. Studies are able to provide evidence that higher achievement and academic motivation can be influenced by family dynamics such as living with two parents, without grandparents, with fewer siblings (especially older ones), higher family SES and more resources such as having books at home. Academic motivation is higher in children who are intrinsically motivated throughout their childhood and who have the loving and nurturing support of parents who adopt an authoritative parenting style. This means that they are highly involved with their children’s education, actively provide support in school activities and supervise homework, communicate often with teachers and encourage independent problem solving and critical thinking in all areas of their lives. This chapter outlines the main ways families are influencing young children's academic motivation at school. <div style="background-color: #dbffb0; border: 1px solid #000; margin: 5px; padding: 1em;"> === Critical questions === And though there is evidence that families influence children's academic motivation,  it is important to consider: * How much influence family has/how is it measured? * At what age are children most influenced? * Is socioeconomic status the most significant influence as it determines what school and what resources children have access to? </div> == See also == * [[Motivation and emotion/Book/2014/Academic cheating motivation|Academic cheating motivation]] * [[Motivation and emotion/Book/2014/Achievement goal orientation and academic motivation|Achievement goal orientation and academic motivation]] * [[Motivation and emotion/Book/2011/Achievement motivation]] * [[Motivation and emotion/Textbook/Motivation/Education]] * [[Motivation and emotion/Book/2013/Parenting and emotional development in children|Parenting and emotional development in children]] * [[University student time management]] * [[Motivation and emotion/Textbook/Introduction/What is motivation?|What is motivation?]] == References == {{Hanging indent|1= Astone, N. M. & McLanahan, S. S. (1991). Family Structure, Parental Practices and High School Completion. American Sociological Review, 56(3), 309-320 Aunola, K., Stattin, H. & Nurmi, J. (2000). Parenting styles and adolescents’ achievement strategies. Journal of Adolescence, 23, 205-222. Doi:10.1006/jado.2000.0308 Boyle, M. H., Georgiades, K., Racine, Y. & Mustard, C. (2007). Neighborhood and Family Influences on Educational Attainment: Results from the Ontario Child Health Study Follow-up 2001. Child Development, 78(1), 168-189. Doi:0009-3920/2007/7801-0010 Buchmann, C. & DiPrete, T. A. (2015). The Growing Female Advantage in College Completion: The Role of Family Background and Academic Achievement. American Sociological Review, 71(1), 515-541 Chiu, M. M. & Xihua, Z. (2008). Family and Motivation Effects on the Mathematics Achievement: Analyses of students in 41 countries. Learning and Instruction, 18, 321-336 Dennis, J. M., Phinney, J. S. & Chuateco, L. I. (2005). The Role of Motivation, Parental Support, and Peer Support in the Academic Success of Ethic Minority First Generation College Students. Journal of College Student Development, 46(3), 223-236. Doi: 10.1353/csd.2005.0023 Diaz, A. L. (2003). Personal, Family, and Academic Factors Affecting Low Achievement in Secondary School. Journal of Research in Educational Psychology and Psychopedagogy, 1(1), 43-66. Eccles, J. (1993). School and family effects on the ontogeny of children's interests self perceptions, and activity choices. In Jacobs, J. (ed.), ''Developmental perspectives on motivation: Vol. 40 of the Nebraska symposium on motivation,'' Lincoln, NE: University of Nebraska Press, pp. 145-208. Fan, W. & Williams, C. M. (2009). The effects of parental involvement on students’ academic self-efficacy, engagement and intrinsic motivation. Educational Psychology, 30(1), 53-74. Doi:10.1080/01443410903353302 Ginsburg, G. S. & Bronstein, P. (1993). Family Factors Related to Children’s Intrinsic/Extrinsic Motivational Orientation and Academic Performance. Child Development, 64, 1461-1474. Doi:0009-3920/93/6405-0015801.00 Goldberg, M. D. (1994). A developmental investigation of intrinsic motivation: Correlates, causes, and consequences in high ability students. ''Dissertation Abstract International,'' 55-04B,1688 Gottfried, A. E., Fleming, J. S. & Gottfried, A. W. (1994). Role of Parental Motivational Practices in Children’s Academic Intrinsic Motivation and Achievement. Journal of Educational Psychology, 86(1), 104-113 Gumora, G.  & Arsenio, W.P. (2002). Emotionally, emotion regulation, and school performance in middle school children. Journal of School Psychology, 40, 395-413 Halawah, I. (2006). The Effect of Motivation, Family Environment, and Student Characteristics on Academic Achievement. Journal of Instructional Psychology, 33(2), 91-99 Juvonen, J. & Wentzel, K. R. (1996). ''Social Motivation: Understanding children’s school adjustment.'' New York: Cambridge University Press Markus, H., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation ''Psychological Review, 98,'' 224-253. Mau, W.C. (1997). Parental influences on the high school students’ academic achievement: A comparison of Asian Immigrants, Asian Americans, and White Americans. ''Psychology in the Schools, 34,'' 267-277. Patillo-McCoy, M., Kalil, A., & Payne, M. (2003). Intergenerational assets and the back/white test score gap. In D. Conley, & K. Albright (Eds.), After the bell (70-194). New York: Routledge
 Onatsu-Arvilommi, T. P. & Nurmi, J. E. (1997). Family background and problems at school and in society: The role of family composition, emotional atmosphere and parental education. ''European Journal of Psychology of Education, 12'', 315-330 Plomin, R, Shakeshaft, N. G., McMillan, A. & Trzaskowski, M. (2014). Nature, Nurture, & Expertise. Intelligence, 45, 46-59. Doi: 10.1016/j.intell.2013.06.008 Pong, S., Hao, L. & Gardner, E. (2005). The Roles of Parenting Styles and Social Capital in the School Performance of Immigrant Asian and Hispanic Adolescents. Social Science Quarterly, 86(4), 928-950 Reynolds, A. J., & Walberg, H. J. (1992). A process model of mathematics achievement and attitude. ''Journal for Research in Mathematics Education, 23''(4), 306–328 Rosen, B., & D’Andrade, R. C. (1959). The psychological origins of achievement motivation. Sociometry, 22, 185-218 Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. ''Psychol. Monogr. 80,'' 1-28. Ryan, R. M. & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contempory Education Psychology, 25, 54-67. Doi: 10.1006/ceps.1999.1020 Sanders, M. G. (1998). The Effects of School, Family, and Community Support on the Academic Achiement of African American Adolescents. Urban Education, 33(3), 385-409 Sirin, S. R. (2005). Socioeconomic Status and Academic Achievement: A Meta-Analytic Review of Research. Review of Educational Research, 75(3), 417-452 Stipek, D. J. (1983). A developmental analysis of pride and shame. Human Development, 26, 42-56. Stipek, D. J. (1984). Young children’s performance expectations: logical analysis or wishful thinking? In Nicholls, J. G. (ed.), ''Advances in motivation and achievement (vol. 3). The development of achievement'' motivation,'' Greenwich, CT: JAI Press'' Trzaskowski, M., Harlaar, N., Arden, R., Krapohl, E., Rimfeld, K., McMillan, A., Dale, P. D. & Plomin, R. (2014). Genetic influence on family socioeconomic status and children’s intelligence. Intelligence 42, 83-88. Doi: 10.1016/j.intell.2013.11.002 Urdan, T., Solek, M. & Schoenfelder, E. (2007). Students’ percptions of family influences on their academic motivation: A qualitive analysis. European Journal of Psychology of Education, 22(1), 7-21 Verkuyten, M., Thijs, J. & Canatan, K. (2001). Achievement Motivation and Academic Performance Among Turkish Early and Young Adolescents in the Netherlands. Genetic, Social, and General Psychology Monographs, 127(4), 378-408 Weiner, B. (1992). ''Human Motivation: Metaphors, theories and research.'' Newbury Park, CA: Sage Publications Weiss, L. H. and Schwarz, J. C. (1996). The relationship between parenting type and older adolescents' personality, academic achievement, adjustment, and substance use.''Child Development'', ''67'', 2101-2114 Wenglinsky, H. (1998). Finance equalization and within-school equity: The relation- ship between education spending and the social distribution of achievement. ''Educational Evaluation and Policy Analysis, 20''(4), 269–283 Wentzel, K. R. (1989). Adolescent classroom goals, standards for performance, and academic achievement: An interactionist perspective. ''Educational Psychology, 81,'' 131-142 Wentzel, K. R. (1998). Social Relationships and Motivation in Middle School: The Role of Parents, Teachers, and Peers. Journal of Educational Psychology, 90(2), 202-209 Wentzel, K. R & Wigfield, A. (1998). Academic and Social Motivational Influences on Students’ Academic Performance. Educational Psychology Review, 10(2), 155-175. Doi:1040-726X/98/0600-0155 Westen, D., Burton, L., & Kowalski, R. (2006). ''Psychology'' (Australian and New Zealand Edition). Milton, Queensland: John Wiley & Sons, p. 370 }} == External links == * [http://discipline.about.com/od/typesofdiscipline/a/Types-Of-Discipline-Strategies-And-Parenting-Styles.htm Types of discipline strategies and parenting styles] [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Academic]] [[Category:Motivation and emotion/Book/Family]] [[Category:Motivation and emotion/Book/Motivation]] 97duubd2j8arn0fpx2fo3q3j7h1u197 0 221601 2822601 2821443 2026-08-17T23:17:00Z Jtneill 10242 /* Examples */ 2822601 wikitext text/x-wiki {{title|Topic development — Guidelines}} <div style="text-align: center;">''Develop a chapter plan and user page'' <!-- ---------------------------------- ---> <!-- Count down --> <!-- ---------------------------------- ---><!-- {{countdown |year = 2025 |month = 08 |day = 14 |hour = 23 |minute = 0 |second = 0 |event = this assessment is due }} --> <!-- {{Motivation and emotion/Assessment/In development}} --> <!-- Show this during semester -->{{:Motivation and emotion/Assessment/Chapter/Contents}}</div> {{TOCright}} ==Overview== * Weight: 10% * Due {{/Due}} * Tasks ** Create a Wikiversity user account. ** [[Motivation and emotion/Assessment/Selection|Select or negotiate]] an approved topic in the [[Motivation and emotion/Book/2026|2026 table of contents]]. ** Build wiki editing skills. ** Develop a plan for the [[Motivation and emotion/Assessment/Chapter|book chapter]] on Wikiversity which consists of: *** Title and sub-title *** Headings (and possibly sub-headings) *** Key points for each section (and sub-section) *** Figure (at least 1) *** Learning feature (plan at least 1) *** References (6+ relevant, high quality sources) *** Resources (2+ see also and 2+ external links) ** Create a Wikiversity user page: *** Introduce yourself *** Summarise at least three different types of social contributions on your Wikiversity user page * Follow the detailed [[#Instructions|instructions]] and address the [[#Marking criteria|marking criteria]]. * Guidance for this assignment is provided in Module 1: ** [[Motivation and emotion/Lectures/Introduction|Lecture 01]] ** [[Motivation and emotion/Lectures/Historical development and assessment skills|Lecture 02]] ** [[Motivation and emotion/Tutorials/Topic selection|Tutorial 01]] ** [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] ==Marking and feedback== *Submissions will be marked according to the [[#Marking criteria|marking criteria]] and [https://docs.google.com/document/d/1yQd1-IekznJNLwhef-yEBaxKtRR6dAVESWXoTa-ti3c/edit?usp=sharing marking rubric]. *Marks will be provided via {{Motivation and emotion/Canvas}} by Census Date (end of Week 4). * Written feedback to help guide [[Motivation and emotion/Assessment/Chapter|book chapter]] drafting will be provided via the topic's Wikiversity discussion page. *Follow up with the [[Motivation and emotion/About/Staff|unit convener]] if you have any questions. ==Extensions and late submissions== * Apply for extension using the unit's online Extension Application Form (see {{Motivation and emotion/Canvas}}) with appropriate documentary evidence. * Submissions will be accepted up to 3 days late (-10% per day late). * If you don't submit this assessment, withdrawal from the unit by Census Date (end of Week 4) is recommended. ==Learning outcomes== How the unit's [[Motivation and emotion/About/Learning outcomes|learning outcomes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- style="vertical-align:top;" | style="width:40%;" | '''Learning outcome''' | style="width:60%;" | '''Assessment task''' |- style="vertical-align:top;" | Integrate theories and current research towards explaining the role of motivation and emotions in human behaviour. | Identify the main psychological theories and peer-reviewed research which can be used to explain a specific motivation or emotion topic. |- style="vertical-align:top;" | Critically apply knowledge of motivation or emotion to an indepth understanding of a specific topic in this field. | Propose how psychological knowledge can be applied to a specific topic to improve motivational and emotional lives. |} ==Graduate attributes== How the unit's [[Motivation and emotion/About/Graduate attributes|graduate attributes]] are addressed by this assessment exercise: {| border=1 cellpadding=5 cellspacing="0" background:transparent style="width:90%; margin: auto;" |- ! style="width:20%;" | Category ! style="width:20%;" | Graduate attribute ! style="width:60%;" | Assessment task |- | rowspan="2" style="vertical-align:top;" | '''Be professional''' | style="vertical-align:top;" | Communicate effectively | style="vertical-align:top;" | Communicate your ideas by sharing a chapter plan; provide feedback on other plans. |- | style="vertical-align:top;" | Display initiative and drive, and use organisation skills to plan and manage workload | style="vertical-align:top;" | Get organised by selecting a topic and submitting an on-time chapter plan. |- | style="vertical-align:top;" | '''Be a lifelong learner''' | style="vertical-align:top;" | Evaluate and adopt new technology | style="vertical-align:top;" | Learn how to edit in a collaborative, online environment. |} ==Instructions== Follow these instructions for the topic development: * Develop a plan for a [[Motivation and emotion/Assessment/Chapter|chapter]] which consists of: *# Title and sub-title (pre-approved or [[Motivation and emotion/Assessment/Selection#New topics|negotiated]]) *# Overview *# 3–5 other top-level headings *#* Key points for each heading/sub-heading with citations *#* 1+ relevant figure(s) *#* 1+ actual or planned learning feature *# Conclusion *# See also *#* 2+ internal links (1 to Wikiversity (e.g., another book chapter) and 1 to a Wikipedia article) *# References (at least 6, which are cited) *# External links *#* 2+ external links (to external resources) *# Wikiversity user page *#* Self-introduction *#* A link to the chapter being worked on *#* Social contributions in a numbered list with a summary and direct link to evidence: *#** 1 direct edit to improve another book chapter (past or present) *#** 1 talk page comment on another book chapter (past or present) *#** 1 {{Motivation and emotion/Canvas}} discussion post * [[Motivation and emotion/Assessment/Using generative AI|Generative AI]] may be used with appropriate acknowledgement * <span id="Word count">Length (Word count):</span> There is no minimum or maximum length. Top-ranked topic development [[#Examples|examples]] range from 875 to 2900 words (average 1700). * Submit a PDF of the topic development via {{Motivation and emotion/Canvas}}, with the title, sub-title, and user name in the submission comments ==Template== {{:Motivation and emotion/Assessment/Topic/Quickstarttip}} ==Marking criteria== [[File:Balanced scales.svg|right|125px]] Topic developments will be marked against the following criteria. {{anchor|Title}} ===Title and sub-title (10%)=== * Use the approved wording, [[w:Letter case#Sentence case|casing]], etc. for the title and sub-title (i.e., as per the {{Motivation and emotion/Book}}) * Do not include additional bold, italics, or change font size from the [[Template:Motivation_and_emotion/Book_chapter_structure|book chapter template]] * Do not include user name; authorship is as per the page's editing history {{anchor|Headings}} ===Headings (10%)=== * Use the standard headings recommended in the [[Template:Motivation_and_emotion/Book_chapter_structure|book chapter template]] (i.e., Overview, Conclusion, References, See also, External links) * Provide 3 to 6 informative top-level headings between the Overview and Conclusion. These sections may each contain 2 to 5 sub-headings; avoid sections with only 1 sub-heading. * The top-level headings should align with the sub-title and focus questions * Headings should use [[w:Letter case#Sentence case|sentence casing]] (see also [[:Template:Heading casing|heading casing]]) {{anchor|Overview}} ===Overview (10%)=== * A scenario or case study (real or fictional), in a [[Motivation and emotion/Wikiversity/Feature box|feature box]] * At least 3 bullet points outlining the "problem" (i.e., explain the key concept(s) and importance of the topic)—to be expanded into sentences and paragraphs for the [[Motivation and emotion/Assessment/Chapter|book chapter]] * 3 to 5 [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]] that unpack the topic and address the sub-title, in a [[Motivation and emotion/Wikiversity/Feature box|feature box]] {{anchor|Key points}} ===Key points (10%)=== * At least 3 bullet points per section (i.e., per heading or sub-heading) * Overview the most relevant theory(ies), including key citations * Overview the most relevant research, including key citations * Provide at least 1 introductory bullet point before branching into sub-sections * Address the problem (i.e., answer the question in the sub-title) {{Anchor|Figure}} ===Figure (10%)=== * Display at least 1 relevant figure. See [[Template:Motivation and emotion/Book chapter structure#Figures|example]]. * Number each figure sequentially (e.g., Figure 1, Figure 2 etc.) * Include a descriptive caption that connects the figure to the text * Cite each figure at least once in the main text (e.g., see Figure 1) * Optimise image display size to make it easy to read (i.e., not too big or too small) {{Anchor|Learning feature}} ===Learning feature (10%)=== * In addition to the scenario in the Overview, include at least 1 of the following learning features e.g.,: ** Another scenario/case study: A follow-up or second scenario/case study in the main body in a [[Motivation and emotion/Wikiversity/Feature box|feature box]] ** Internal (wiki) links: *** At least 1 embedded link to a relevant book chapter *** At least 1 embedded link to a relevant Wikipedia article * Quiz question with correct and incorrect answers ** Table with an APA style caption {{anchor|References}} ===References (10%)=== * Provide at least 6 APA style references to the best peer-reviewed sources about the topic (e.g., see [[Motivation and emotion/Journals|list of motivation and emotion journals]]) * Each source should be cited at least once in the key points * Include a balance of key theoretical and key research articles {{anchor|Resources}} ===Resources (10%)=== * '''See also''' (Level 2 heading): Provide at least 2 internal (wiki) links (1 to a Wikiversity article; 1 to a Wikipedia article) ** Provide at least 1 bullet-pointed: *** [[Help:Contents/Links#Interwiki_links|internal (wiki) link]] to a relevant book chapter *** internal wiki link to a relevant Wikipedia page ** The linked text is the same as the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., Book chapter, 2023) ** Use alphabetical order * '''External links''' (Level 2 heading): Provide at least 2 external links to key internet resources ** Provide at least 2 bullet-pointed [[Help:Contents/Links#External_links|external link]]s to key internet resources (not Wikiversity or Wikipedia or academic articles) ** The linked text is the same as the name of the target page using [[w:Letter case#Sentence casing|sentence casing]] ** Include the source in parentheses after the link (e.g., The Conversation) ** Use alphabetical order {{anchor|User page}} ===User page (10%)=== * Create a Wikiversity user page for your user account * Edit the user page to provide information about yourself * Recommended headings: ** About me ** Book chapter I'm working on *** Include an internal (wiki) link to the chapter page ** Social contributions * Consider linking to your other online profiles {{anchor|Social contribution}} {{anchor|Socialcontribution}} ===Social contribution (10%)=== * On your Wikiversity user page, summarise and link to ''direct evidence'' that you made at least 3 different types of contributions: *# direct edit to improve a [[Motivation and emotion/Book|book chapter page]] (current or previous topics) *# provided feedback by commenting on a book chapter's talk page (current or previous topics) *# posted about motivation or emotion or the assessment tasks to the {{Motivation and emotion/Canvas}} discussion forum<!-- or contribute to the {{Motivation and emotion/Hashtag}} X hashtag --> * [[Motivation and emotion/Wikiversity/Social contributions|More info]] == Marking rubric== {{Notice|1=[https://docs.google.com/document/d/1yQd1-IekznJNLwhef-yEBaxKtRR6dAVESWXoTa-ti3c/edit?usp=sharing Marking rubric]}} ==Examples== ;About * Below are some examples of topic development submissions which received 100% * The links go to snapshots of topic pages and user pages as submitted for the topic development; these are not the final book chapter submissions * It is possible to get full marks using only bullet points, however some examples below go beyond the requirements for 100% (e.g., involve drafting a full chapter) ;2025 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2025/Metacognition_and_emotional_regulation&oldid=2729232 Metacognition and emotional regulation] - [https://en.wikiversity.org/w/index.php?title=User:Elina.jean.r&oldid=2726043 Elina.jean.r] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2025/Motivation_for_using_AI_companions&oldid=2728874 Motivation for using AI companions] - [https://en.wikiversity.org/w/index.php?title=User:U3254978&oldid=2727975 U3254978] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2025/Self-determination_theory_and_social_media_use&oldid=2740305 Self-determination theory and social media use] - [https://en.wikiversity.org/w/index.php?title=User:U3237996&oldid=2739659 U3237996] ;2024 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2024/Groups_and_individual_motivation_reduction&oldid=2644110 Groups and individual motivation reduction] - [https://en.wikiversity.org/w/index.php?title=User:U3216883&oldid=2644098 U3216883] ;2023 * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Bedtime_procrastination&oldid=2550954 Bedtime procrastination] - [https://en.wikiversity.org/w/index.php?title=User:U3227684&oldid=2550752 U3227684] * [https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion/Book/2023/Conspiracy_theory_motivation&oldid=2551397 Conspiracy theory motivation] - [https://en.wikiversity.org/w/index.php?title=User:U3223114&oldid=2552580 U3223114] <!-- * The topic development requirements and weighting increased in 2023 from 5% to 10%. So, the examples from 2022 and earlier may not warrant full marks if assessed against the 2023-present criteria. 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United Nations World Population Prospects, 1950-2050<ref name=":9">World Population Prospects. (2013). ''Statistical Papers - United Nations (Ser. A), Population and Vital Statistics Report''. doi:10.18356/02911eeb-en</ref>]] This chapter will provide psychological theory and research to assist in the understanding of elder abuse motivation. [[w:Elder abuse|Elder abuse]] is the focus of increased international interest, amidst increased social concern and exponential growth of the overall aged population. Theory and research in psychology relating to motivational factors of elder abuse are critical for reducing rates of victimisation, as the offending behaviour is associated with elevated levels of distress and mortality in aged populations and mental morbidity of perpetrators. Identifying the prevalence of elder abuse is inherently challenging, as offending conduct may arise from omission or commission of an act, with or without intent. Despite such challenges in definition and quantification, psychological science is required to understand the motivations of aged abuse to improve the lives of senior citizens. This chapter will examine the value and limitations of theoretical interventions of elder abuse and proposed avenues for future research. == Defining elder abuse == [[File:Elderly Woman, B&W image by Chalmers Butterfield.jpg|thumb|''Figure 2.'' Elder abuse causes harm and distress to older persons.|alt=]] {{expand}} === Types === The internationally accepted definition of elder abuse is "a single or repeated act, or lack of appropriate action, occurring within any relationship where there is an expectation of trust which causes harm or distress to an older person"(World Health Organisation [WHO], 2015)<ref name=":10">World Health Organization (2015). ''World report on ageing and health''. Geneva, WHO.</ref>. Elder abuse arises in several forms, such as physical or financial mistreatment, and varies according to the cultural norms imposed on caregivers of older people. Elder abuse can result from either the commission of an act or an omission of the standard of care required by senior individuals and the actions or failure to act can amount to abuse, regardless of whether the conduct was intended or unintended. Subjective standards of mistreatment are defined by characteristics such as frequency, length, severity and outcomes. This societal variance poses demonstrable difficulties in quantifying data for research and applying global theoretical approaches in the field of motivational psychology. However, all types of elder abuse share two fundamental commonalities; decreased quality of life and unnecessary harm. Extensive research has identified the five most common types of elder abuse. This five-type concept of elder abuse is the result of research conducted in Canada, the United Kingdom, and the United States. However, this model for categorising elder abuse types can be expanded and applied to population studies beyond the scope of western countries (WHO; 2015)<ref name=":10" />. '''Financial abuse''' - the illegal or inappropriate exploitation or use of material resources. '''Psychological abuse''' - the infliction of mental harm. '''Physical abuse''' - the infliction of pain, causing physical injury or coercion, including drug-induced or material restraint. '''Sexual abuse''' - the commission of any non-consensual sexual acts or exploitation '''Neglect''' - the refusal or lack of exercise to satisfy a requisite duty of care. A failure to act does not require that the caregiver is aware or intends to inflict physical or emotional distress''<ref name=":9" />'' === Prevalence === [[File:Percentage_of_Population_Above_65_-_2005.png|alt=|thumb|''Figure 3.'' World map reflecting percentage of national populations over 64 years of age.<ref>United Nations''.'' World Population Prospects: The 2005 Revision. Population Division, Dept. of Economic and Social Affairs, United Nations; New York.</ref>]] The number of Australians suffering from elder abuse is difficult to determine, due to a complete lack of prevalence studies. An estimation in 2016 suggested that the Australian prevalence is between 2-10%, with a possible higher percentage for neglect (Kaspiew, Carson et al. 2016)<ref>Kaspiew, R., Carson, R., & Rhoades, H. (2016). ''Elder abuse: Understanding issues, frameworks and responses'' (Research Report No. 35). Melbourne: Australian Institute of Family Studies.</ref> The differing approaches adopted between international studies have also led to variations in data estimates. One definitive finding gleaned from comprehensive research demonstrates that the global population is aging in general. The 2013 figure of 531 million people over 65 years of age is projected to triple to 1.5 billion in 2050 (United Nations World Population Prospect, 2013)<ref>United Nations. World Population Prospects: The 2012 Revision. Population Division, Dept. of Economic and Social Affairs, United Nations; New York, N.Y.: 2013</ref>. Hence, the 3.2%-27.5% prevalence range of elder abuse for the general population may indicate a future crisis if left unchecked (Cooper, Selwood et al. 2008)<ref name=":0">Cooper, C., Selwood, A., & Livingston, G. (2008). The prevalence of elder abuse and neglect: A systematic review. ''Age and Ageing,'' ''37''(2), 151-160. doi:10.1093/ageing/afm194</ref>. The most reliable, validated methodology of a general population study of elder abuse was carried out in 2008<ref>Oh, J., Kim, H. S., Martins, D., & Kim, H. (2006). A study of elder abuse in Korea. ''International Journal of Nursing Studies,'' ''43''(2), 203-214. doi:10.1016/j.ijnurstu.2005.03.005</ref>. The researchers confirmed internal reliability and validity of a newly-developed instrument (α = 0.7–0.92). The caseness of elder abuse reported ≥1 offending conduct occurring ≥2–3 times monthly. Approximately 1.9% claimed physical abuse, 4.1% occurrences of financial abuse, 3.6% instances of verbal abuse, 2.4% reports of neglect, and 4.2% cited psychological abuse.<ref name=":0" /> WHO (2016) reports the international prevalence of elder abuse as: financial (1.0-9.2%), psychological (0.7-6.3%), physical (0.2-4.9%), sexual (0.04-0.82%), and neglect (0.2-5.5%). == Impact == {{expand}} === Related health outcomes === Elder abuse shares a high correlation with decreased quality of life, morbidity, mortality, and a severe negative impact on victims (Joosten, Vrantsidis & Dow, 2016)<ref name=":1">Joosten, M., Vrantsidis, F., and Dow, B. (2017) Understanding Elder Abuse: A Scoping Study, Melbourne: University of Melbourne and the National Ageing Research Institute. 20.</ref>. The WHO estimates elder abuse as the direct cause of death for approximately 2,500 deaths in Europe annually(2011 European Report)<ref>World Health Organization. (2011). ''European Report on Preventing Elder Maltreatment''. Geneva, Switzerland: WHO.</ref>. This type of abuse causes depression, anxiety, PTSD, fear, low self-esteem, and an array of other psychological stressors (Dong, Chang et al. 2013)<ref name=":4">Dong, X., Chen, R., Chang, E., & Simon, M. (2013). Elder Abuse and Psychological Well-Being: A Systematic Review and Implications for Research and Policy - A Mini Review. ''Gerontology,'' ''59''(2), 132-142. doi:10.1159/000341652</ref>, substance abuse (Rosen, 2014)<ref>Mays, W. (2004). Elder Abuse and Mental Health. ''Journal of Elder Abuse & Neglect 14 (4):'' 21–29. doi:10.1300/j084v14n04_04. ISSN 0894-6566. </ref> and suicide (Kaye, Kay et al. 2007; Joosten, Vrantsidis & Dow, 2016)<ref>Kaye, L., Kay, D., & Crittenden, J. (2007). Intervention with Abused Older Males: Conceptual and Clinical Perspectives. ''Journal of Elder Abuse & Neglect,'' ''19(1-2),'' 153-172. doi:10.1300/j084v19n01_10</ref><ref name=":1" />. Elder abuse victims face an increased risk of disability, hospitalisation, and institutional care. Additionally, abused seniors are more likely to develop disordered sleeping, chronic pain, and suicidal ideation than those who do not experience mistreatment (Glendenning, 1999)<ref>Glendenning, F. (1999). Elder Abuse and Neglect in Residential Settings: The Need for Inclusiveness in Elder Abuse Research. ''Journal of Elder Abuse & Neglect,'' ''10''(1-2), 1-11. doi:10.1300/j084v10n01_01</ref>. === The cost of abuse === In the United States, the estimated healthcare costs incurred by injuries resulting from elder abuse is over USD $5 billion, in Australia, estimates placed this figure between AUD $9-30 million in 2007 (Choo, Hairi et al. 2013)<ref>Choo, W., Hairi, N., Othman, S., Francis, D., & Baker, P. (2013). Interventions for preventing abuse in the elderly. ''Cochrane Database of Systematic Reviews''. doi:10.1002/14651858.cd010321</ref>. These figures only account for direct health care expenses and do not relate to ancillary financial costs carried by the victim (eg. psychological treatment of mental harm or ongoing rehabilitation for physical injury) and wider community (Joosten, Vrantsidis & Dow, 2016). <ref name=":1" /> == Context == {{expand}} === Victims and perpetrators === This form of abuse is typically occurs between generations of family members. In most cases, the victim is the parent of an adult perpetrator (Alon and Berg-Warman 2014)<ref>Alon, S., & Berg-Warman, A. (2014). Treatment and Prevention of Elder Abuse and Neglect: Where Knowledge and Practice Meet—A Model for Intervention to Prevent and Treat Elder Abuse in Israel. ''Journal of Elder Abuse & Neglect,'' ''26''(2), 150-171. doi:10.1080/08946566.2013.784087</ref>. Therefore, elder abuse is an accepted and widely-recognised class of family violence, sharing hallmarks of other types of domestic abuse, such as an over-representation of female victims and male perpetrators, and highly likelihood of non-reporting (Neave, Faulkner et al. 2016)<ref name=":2">Neave, M., Faulkner, P., and Nicholson, T. (2016) ''Royal Commission into Family Violence Volume III: Report and Recommendations.'' Melbourne, Victoria: Government of Victoria. Available at <nowiki>http://www.rcfv.com.au/Report‐Recommendations</nowiki> </ref>. A challenge to reporting of mistreatment is the result of senior citizens being unaware of support services or that certain acts and omissions constitute elder abuse, victims may also perceive domestic abuse as a private matter. [[File:The_most_terrible_poverty_is_loneliness,_and_the_feeling_of_being_unloved.JPG|thumb|''Figure 4.'' Some elderly victims do not report abuse for fear of reprisals or abandonment.]] In addition, older individuals often experience the common sense of shame exhibited in many victims and may feel personally responsible for the mistreatment of perpetrators (Clare, Clare et al., 2014)<ref name=":5">Clare, M., Clare, B., Blundell, Black, B., and Clare, J. (2014) Conceptualising elder abuse: Does this label fit? ''Communities, Children and Families Australia, Vol. 8, No. 1'' 37-48. Available at <nowiki>https://search.informit.com.au/documentSummary;dn=502671482238327;res=IELFSC</nowiki>></ref>. This guilt and embarrassment is an unfortunately prevalent experience for elder abuse victims, due to the sense of parental responsibility for actions of an adult child (Moon and Benton 2000)<ref>Moon, A., & Benton, D. (2000). Tolerance of Elder Abuse and Attitudes Toward Third-Party Intervention Among African American, Korean American, and White Elderly. ''Journal of Multicultural Social Work,'' ''8''(3-4), 283-303. doi:10.1300/j285v08n03_05</ref> and a desire to avoid outcomes of reporting that may negatively affect a family member (Neave, Faulkner et al. 2016)<ref name=":2" />. In summary, elder abuse is often suffered in silence due to a concern over possible detrimental outcomes to the perpetrator or retaliation for speaking out, specifically when the victim is socially isolated and dependent on their abuser. For many elderly persons, the possible breakdown of a familial relationship can cause fears over potential abandonment or placement in residential care (Ziminski Pickering and Rempusheski 2014)<ref name=":6">Pickering, C. E., & Rempusheski, V. F. (2014). Examining barriers to self-reporting of elder physical abuse in community-dwelling older adults. ''Geriatric Nursing,'' ''35''(2), 120-125. doi:10.1016/j.gerinurse.2013.11.002</ref>. These fears are not unfounded, social isolation is an extremely strong indicator geriatric mortality. It is a risk factor on par with smoking and obesity among healthy individuals younger than 65, but it is far more deadly for the already vulnerable elderly population who report feeling loneliness more keenly than the rest of society<ref>Holt-Lunstad, J., Smith, T. B., Baker, M., Harris, T., & Stephenson, D. (2015). Loneliness and Social Isolation as Risk Factors for Mortality: A Meta-Analytic Review. ''Perspectives on Psychological Science'', ''10''(2), 227–237. </ref>. Instances of elder abuse occur in institutional settings in Australia at a rate of approximately 1.1% in 2014-2015, with 2,626 notifications in 2015 relating to alleged undue use of force and sexual abuse (Department of Health, 2015)<ref>Department of Health (2015). ''2014-15 Report on the Operation of the Aged Care Act 1997''. Canberra, Commonwealth of Australia</ref>. Therefore, elder abuse does not occur in a vacuum of family violence, it is committed in aged and healthcare settings, perpetuated by factors such as ageism and prejudice<ref name=":3">Harbison, J., Coughlan, S., Beaulieu, M., Karabanow, J., Vanderplaat, M., Wildeman, S., & Wexler, E. (2012). Understanding Elder Abuse and Neglect: A Critique of Assumptions Underpinning Responses to the Mistreatment and Neglect of Older People. ''Journal of Elder Abuse & Neglect,24''(2), 88-103. doi:10.1080/08946566.2011.644086</ref>. === Risk factors === {| class="wikitable" |+'''Potential elder abuse risk factors'''<ref name=":1" /> !The Victim !The Perpetrator |- |Common characteristics of old persons at risk of elder abuse include: * psychiatric illness; * limited independence; * ill-health or frailty; * mental impairment or dementia; * psychological problems; * belonging to a minority or non-dominant culture; * co-residency with the perpetrator * social isolation or lack of social networks and support; * past history of abuse; * financial hardship; * loneliness; and * substance addiction. |Common characteristics of individuals at risk of abusing the elderly include: * psychiatric illness; * unhealthy interdependence with family; * feelings or reluctance or burden toward caregiving; * personality disorder * psychological problems; *problematic gambling; * lack of knowledge about standards of care; * social isolation and lack of social support networks; * past history of abuse; * financial hardship; * expressions of entitlement or outward signs of impatience to inherit; and *substance addiction. |} ''Figure 5.'' Factor checklist indicating increased likelihood of senior mistreatment == Motivations of elder abuse == In 2016, a self-completion questionnaire study found that over one third{{who}} (36.8%, ''n''=2311) reported engaging in potentially harmful behaviours toward an elder relative. The research found that 35.9% carers reported engaging in potentially harmful psychological behaviours towards older family members and 8% of the potentially harmful behaviours were physical (Lafferty, Fealy et al. 2016).<ref>Lafferty, A., Fealy, G., Downes, C., & Drennan, J. (2016). The prevalence of potentially abusive behaviours in family caregiving: Findings from a national survey of family carers of older people. ''Age and Ageing,'' ''45''(5), 703-706. doi:10.1093/ageing/afw085</ref> These staggering figures highlight the importance of fully understanding motivational drives; delays in psychological science can stall policy-decisions and social awareness of the suffering experienced by vulnerable people, as well as no improvement to the daily suffering of abuse victims. This chapter will now explore four possible distinct, yet overlapping, motivational factors contributing to elder abuse. === Domestic violence === Family violence can be regarded as arising through a power imbalance existing between individuals,{{gr}} this can frequently be observed in conflicts between genders in domestic abuse circumstances. This analysis will focus largely on the parent-child, or guardian-ward, relationship. Extrinsic stressors, such as social isolation and support systems, can further aggravate pre-existing hostility and tension (Walsh, Ploeg et al. 2007; Joosten, Vrantsidis & Dow, 2016)<ref>Walsh, C. A., Olson, J. L., Ploeg, J., Lohfeld, L., & Macmillan, H. L. (2010). Elder Abuse and Oppression: Voices of Marginalized Elders. ''Journal of Elder Abuse & Neglect,'' ''23''(1), 17-42. doi:10.1080/08946566.2011.534705</ref><ref name=":1" />. Examination and identification of the defining factors that tip family conflict into aggressive and violent territory could be a deciding factor in understanding and reducing elder abuse. Long-standing tension and underlying grievances can inhibit relatives from adapting proactively to changing situations, particularly in circumstances of cohabitation between senior parents and adult children (Tindale et al. 2003)<ref>Tindale, J. A., Norris, J. E., & Abbott, K. (2003). 7. Catching Up with Diversity in Intergenerational Relationships. ''Aging and Demographic Change in Canadian Context''. doi:10.3138/9781442670730-011</ref>. A history of defective communication operating between parties appears to increase instances of elder abuse, specifically in circumstances where the conflicting needs of independence and reliance shift over time (Band-Winterstein, 2015)<ref name=":7">Band-Winterstein, T. (2015). Whose Suffering is This? Narratives of Adult Children and Parents in Long-Term Abusive Relationships. ''Journal of Family Violence 30 (2):'' 123–133. doi:10.1007/s10896-014-9660-z. ISSN 0885-7482.</ref> In Australia, elder abuse has been largely placed within the scope of family violence, with policy-makers and academics poring over considerations of the relationship between older persons and elderly abusers, attempting to discover the existence of violent acts and aggression throughout the lifespan and through generations. This is clearly a logical place to start, however, this narrow approach suggests that elder abuse predominantly results from familial conflict, largely precluding significant considerations of behaviour motivated by discrimination, stress of caregiving, and cultural influences (Harbison, Coughlan et al. 2011)<ref name=":3" />. The instances of offending conduct in healthcare and aged settings signifies a notable degree of social influence in the motivation of senior mistreatment (Joosten, Dow et al. 2015)<ref name=":1" />. === Ageism === [[File:Hangbejaarden.jpg|thumb|''Figure 6.'' 'Hangoudere' (meaning 'hang-aged' in English) is a pejorative Dutch term for seniors that meet-up in malls. Some areas ban these groups by hanging placards and contacting police. Elderly groups are criticised for being in the way, not spending enough, and gossiping. Meanwhile, teenagers behave continue similar conduct (albeit loudly and with more strewn litter), yet seniors are the only people that face anger, bans, law enforcement, and fines for socialising in public.[https://nl.wikipedia.org/wiki/Hangoudere]]] Discrimination against aged individuals may manifest in a number {{missing}} usual ways; such race and gender biases; but particularly by means of ageism. Ageism is defined as discrimination due to age and the associated negative views of elderly persons heavily promulgated by most cultures. Ageism is a pernicious form of discrimination that recent research suggests is now more extensive than sexism and racism, relegating older individuals to the outskirts of society, limiting employment and resources, and leading to social outcomes of loneliness and isolation (Sutin et al., 2015)<ref>Sutin, A. R., Stephan, Y., Carretta, H., & Terracciano, A. (2015). Perceived Discrimination and Physical, Cognitive, and Emotional Health in Older Adulthood. ''The American Journal of Geriatric Psychiatry,'' ''23''(2), 171-179. doi:10.1016/j.jagp.2014.03.007</ref>. Psychological, political, and social intervention and protections should be implemented to ensure that senior citizens receive a measure of the dignity and respect that they deserve. Promising research into cognitive and physical differences among older populations have suggested that chronological measures of age should be set aside in favour of methods that gauge subjective levels of frailty, dependency, and cognitive impairment. This could assist in providing faster assistance and protections to elder citizens whose mental faculties or physical disabilities have deteriorated at an accelerated rate, leaving these individuals more vulnerable than expected by age alone (Joosten, Dow et al. 2015)(Clare, Clare et al., 2014)<ref name=":5" />. === Gender === The majority of elder abuse victims are female, however, the aged male population is at a greater risk of falling victim to this form of abuse than any other type of domestic abuse.<ref>Lowenstein, A., Z. Eisikovits, et al. (2009). “Is elder abuse and neglect a social phenomenon? Data from the first national prevalence survey in Israel.” Journal Of Elder Abuse & Neglect(3): 253.</ref> Hence, senior mistreatment lacks the sharp gender contrast of other types of abuse, such as violence between intimate partners. Elder abuse is typically different across male and female populations,{{gr}} elderly women have an increased likelihood of neglect or sexual, physical, and psychological maltreatment, but both sexes are equally at risk of financial exploitation by either family or professional caregivers (Biggs, Manthorpe et al. 2009)<ref>Biggs, S., Manthorpe, J., Tinker, A., Doyle, M., & Erens, B. (2009). Mistreatment of Older People in the United Kingdom: Findings from the First National Prevalence Study. ''Journal of Elder Abuse & Neglect,'' ''21''(1), 1-14. doi:10.1080/08946560802571870</ref>. Some research has suggested that men are more commonly perpetrators of elder abuse (Joosten, Dow et al. 2015)<ref name=":1" />, although subsequent review has demonstrated no clear delineation between male and female abusers, indicating that gender is not a risk factor (Johannesen and LoGiudice 2013)<ref>Johannesen, M., LoGiudice, D. (2013) Elder abuse: a systematic review of risk factors in community-dwelling elders''. Age and Ageing 42 (3):'' 292–298. doi:10.1093/ageing/afs195. ISSN 1468-2834.</ref>. === Burden of caregiving === The burden and stress associated with caregiving was previously hypothesised as the main reason for elder abuse. It was assumed that elder abuse could largely be attributed to frustration resulting from carer duties or ignorance of elder care requirements, however, new research has revealed that this is untrue (Brandl and Raymond 2012)<ref>Brandl, B., & Raymond, J. (2012). Policy Implications of Recognising that Caregiver Stress Is Not the Primary Cause of Elder Abuse. ''Generations 36(3):'' 32-39.</ref>. This does not suggest that caregiving is not a significant aspect in understanding elder abuse motivations,{{gr}} it is particularly relevant in mistreatment instances within families. Non-professional caring does not often occur beyond the family unit and spousal care among elderly is more frequently a family matter that occurs between generations. The provision of care through family is typically the determining factor in whether a senior person can choose where to live, rather than being obliged to move into a nursing facility. Unfortunately, this ideal situation and familial support can ultimately lead to outcomes of elder abuse (Schiamberg and Gans 1999).<ref>Schiamberg, L., & Gans, D. (1999). An Ecological Framework for Contextual Risk Factors in Elder Abuse by Adult Children. ''Journal of Elder Abuse & Neglect 11 (1):'' 79–103. doi:10.1300/j084v11n01_05.</ref> There comes a time when elderly parents must face and adjust to greater dependency on caregivers, but it is difficult to know where the boundaries lie between supportive functions and constraining personal agency. The aforementioned situation can breed contention, as elderly individuals often sacrifice greater levels of autonomy to keep the peace, and adult children may resent the increasing burdens of caregiving (Joosten, Dow et al. 2015)<ref name=":1" />. Unfortunately, the resultant conflict can cause underlying resentments and anger to resurface. In addition, the usual caregiving role was traditionally carried out by females, but in modern times women often already have to balance employment and home life. Some people view caregiving as an unwelcome burden and resent the responsibility of additional "work" that has no financial benefit (Joosten, Dow et al. 2015) (Lowenstein, 2010)<ref name=":1" /><ref name=":8">Lowenstein, A. (2010). Caregiving and Elder Abuse and Neglect: Developing a New Conceptual Perspective. ''Ageing International 35 (3):'' 215–227. doi:10.1007/s12126-010-9068-x. ISSN 0163-5158.</ref>. === Culture === [[File:Halmoni_and_me_at_Lake_G.png|thumb|''Figure 7.'' My{{who}} illiterate grandparents never learned to speak English, but the decades here were their happiest years, by far.]] Elder abuse must be examined in the context of diversity and culture, as understandings and definitions of abuse often vary significantly between international communities, which presents a complex challenge in how best to define and approach this issue. Studies have found that older individuals that{{gr}} are unable to speak English in Australia are at a higher risk of financial abuse due to the additional handicap of illiteracy. The majority of Australian residents are distinct from ethnic minorities that are unable to communicate effectively through the predominant English language of this country, these individuals are likely to request assistance in the form of economic management from immediate family (Wainer, Owada et al, 2011)<ref>Wainer, J., Owada, K., Lowndes, G., & P. Darzins. (2011). Diversity and financial elder abuse in Victoria: Protecting elder’s assets study. Melbourne, Monash University, Eastern Health Clinical School.</ref>. Therefore, complete faith is vested in the hands of adult children and relatives and a breach of trust would be difficult for the individual to discover, particularly in a timely manner to prevent further economic harm.<ref>''Ibid.''</ref> As stated in ''Figure 4.'' risk factors, identifying with a minority group increases the likelihood of an elderly person experiencing mistreatment, due to reliance on adult children or immediate relatives to assist in overcoming literacy or language barriers and the possibility of such translators to behave unscrupulously. Conversely, some senior citizens of culturally diverse backgrounds would not consider the appropriation of a parents' funds as financial abuse in any way, as some societies view families as collective owners of shared wealth (Wainer, Owada et al. 2011).<ref>A. (2004). Protecting Older Americans: A History of Federal Action on Elder Abuse, Neglect, and Exploitation. ''Journal of Elder Abuse & Neglect,'' ''14''(2-3), 9-31. doi:10.1300/j084v14n02_03</ref> Therefore, more research and understanding is required to ensure elderly individuals do, in fact, wish to distribute personal assets amongst relatives or whether social isolation has increased the dependence of a victim on a financially-motivated perpetrator (Joosten, Dow et al. 2015)(Dong et al, 2013)<ref name=":1" /><ref name=":4" /> Additional data into the factors that cause assistance-seeking among elderly persons of minority backgrounds necessary{{rewrite}} must be collected, as well as the full effects of post-migration stress. Migration stress is currently understood to stem from drastic changes of social status, financial hardship, desire to satisfy traditional expectations of the original culture in the contemporary new setting (Zannettino, Bagshaw et al. 2015)<ref>Bagshaw, D., Adams, V., Zannettino, L., & Wendt, S. (2015). Elder Mediation and the Financial Abuse of Older People by a Family Member. ''Conflict Resolution Quarterly,'' ''32''(4), 443-480. doi:10.1002/crq.21117</ref>. However, the full extent of elderly abuse of Australian minorities is not possible until these concepts have been confirmed and rigorously tested through psychological research and theory. === Applied ecological model === The most effective method of consolidating motivational factors is by adopting an applied ecological approach(AEC), which frames the problem of elder abuse as a class of contextually-based risk factors. This model applies an ecological approach to best ascertain risk factors of possible victims, perpetrators, the relationship between parties and within community. The human ecological perspective developed by Bronfenbrenner examines the individual as existing within four environmental levels: the microsystem (family), the mesosystem (relationship between family and other key settings), the exosystem (a level separate from the individual, but connected to immediate family), and the macrosystem (the definition of overarching ideals, values, norms, and institutional patterns of a culture (Schiamberg and Gans 1999)<ref>Schiamberg, L. B., & Gans, D. (1999). An Ecological Framework for Contextual Risk Factors in Elder Abuse by Adult Children. ''Journal of Elder Abuse & Neglect,'' ''11''(1), 79-103. doi:10.1300/j084v11n01_05</ref> An application of the AEC model to elder abuse is useful for considering how the victim behaves with others nearby, and within the larger ambit of the community and society in which the subjective players operate. This model takes into account that instances of elder abuse most frequently occur on the individual level and the family unit and its associated privacy. The AEC sets out a bifocal approach in focusing on the victim and abuser as a familial pair. Each individual is viewed as being influenced and motivated by other people, the communities of those individuals, and the beliefs of a society in relation perceptions of age (whether chronological or assessed by factors such as frailty or cognitive impairment), domestic abuse and conflict, the financial position of individuals in each generation of a family, caregiving, and the responsibilities of aged parents and adult children. In its designed operation as an applied ecological model, AEC makes allowances with regard to the distinct and disparate frameworks, for example: caregiving, sexism, family violence, and interdependency, in addition to matters such as gender and sexuality.<ref name=":1" /> This framework fits well with the motivational factors addressed in Overview sections 5.1-5.6 of this chapter, specifically relating to types of motivation. == Leading motivational theory for elder abuse == The research and study for this chapter will now recommend the best theory for studying motivational factors of elder abuse in the field of psychology and other future explorations into this subject. Intergenerational transmission (IGT) theories of family violence has been a key psychological theory relied upon to explain the connection between interparental aggression and violence originating in the familial context and elderly abuse in subsequent familial relationships (Black, et al. 2009)<ref>Black, D. S., Sussman, S., & Unger, J. B. (2009). A further look at the intergenerational transmission of violence: witnessing interparental violence in emerging adulthood. ''Journal of interpersonal violence'', ''25''(6), 1022-42. doi:10.1177/0886260509340539</ref>. === Intergenerational transmission of family violence === The aetiology, preventative measures, and violence in intimate relationships has been examined through IGT for over 30 years. Consistently high reliability across cultural groups and gender is demonstrated in this IGT studies (physical abuse = 86%, psychological abuse = 79%)(Bell et al., 1996; Fischbach & Herbert, 1997). IGT concepts relating to intergenerational transmissible of family violence indicate that abused children may develop into adults who believe aggression or violent behaviour is a solution to conflict and a way of controlling the individuals ancillary to themselves. Hence, minors with a family background of domestic abuse would likely develop into adults whose only means of conflict resolution is violent behaviour, possibly perpetuating cycles of familial abuse (Lowenstein, 2010)<ref name=":8" />. Hitherto the IGT models were predominantly applied to adults whose childhoods were abusive and their subsequent aggressive relationships with partners and children, rather than interactions with elderly parents. However, one contemporary psychological report found that abuse of elderly mothers by adult daughters occurred in circumstances where daughters reported instances of neglect or abuse in childhood<ref name=":6" />. Psychological researchers have hypothesised that adult children with violent backgrounds do seem aware of the requirements of caregiving for elderly parents, however, these individuals lack the desire or cognitive resources to behave in accordance with such expectations<ref name=":7" />. Senior individuals with a history of abuse from others appear to be more at risk of being targets of elder abuse as well, due to studies demonstrating that those abused as children are subject to increased rates of recurrent physical abuse and neglect as seniors. Unfortunately, the reoccurrence of abuse is likely to result in higher chances of financial abuse. Senior persons that{{gr}} suffered from family violence in childhood seem to face instances of abuse in the course of old age, as well as childhood age: specifically, physical and financial abuse. Older people who themselves have been victims of childhood family violence may be more likely to experience elder abuse: research shows victims of childhood violence are more likely to be victims of physical abuse and neglect as adults, and more likely to experience co-occurring financial exploitation.<ref>Jackson, S. L., & Hafemeister, T. L. (2012). Pure financial exploitation vs. Hybrid financial exploitation co-occurring with physical abuse and/or neglect of elderly persons. ''Psychology of Violence,'' ''2''(3), 285-296. doi:10.1037/a0027273</ref> In light of the complex nature of elder abuse and how the roles performed in the familial unit change and develop over time, such as the interaction between the actors of parent and children, requiring further psychological research of IGT theories and elder abuse must first take place. == Elderly abuse interventions == This list of interventions will provide options that those with elder abuse concerns should be aware of; for example, legal action, counselling services, and respite care. * '''Crisis care:''' hospital admission, nursing care; hostel arrangements * '''Community support services:''' home nursing, housekeeping and incontinence assistance, transport * '''Respite care:''' at-home respite care available, day or night care, residential respite * '''Counselling services:''' family therapy, individual sessions * '''Treatment offered to the perpetrator:''' psychological counselling in a judgment-free environment, hospital admission for the perpetrator * '''Alternative permanent residence:''' institutional placement, such as nursing homes, available for both abusers or victims * '''Legal interventions and action:''' last resort measures for the safety of victims, AVOs, different types of protection orders<ref>Elder Abuse Prevention Unit. (2014). Promoting the right of all older people to live free from abuse. ''UnitingCare Community.'' https://www.eapu.com.au/elder-abuse/intervention</ref> == Conclusion == Difficulty in defining elder abuse and its factors has led to difficulty in many areas, such as psychological theory and research. Understanding and defining the motives of elder abusers is critical for providing solutions for this harmful phenomenon. However, the international leaders, policy makers, psychologists, concerned community members, and victims worldwide can agree that two common features of elder abuse confirm its illegality and universal condemnation: negative quality of life of elderly victims and the commission unnecessary and unacceptable harm to this already vulnerable class of people. Psychological research and theories of family violence can aid in defining, understanding, and reducing instances of senior mistreatment, particularly those based on IGT model. The IGT approach to elder abuse was recommended for its high reliability, validity, and a main theoretical method that has provided consistently robust findings over three decades of psychological research. Much work has to be done in a wide number of professional fields to provide more effective protections of vulnerable elderly persons, however, it can be argued that the global community has arrived at a consensus that this type of abuse is a widespread issue of grave concern. The international focus into elder abuse has resulted in more studies, interventions, theories, and community awareness, suggesting that the rate of elderly abuse worldwide has hopefully reached its zenith and that these numbers will not only plateau, but reduce, within a few generations. ==See also== *[[Motivation and emotion/Book/2018/Suicidality in the elderly|Suicidality in the elderly]] (Book chapter, 2018) *[[Motivation and emotion/Book/2015/Depression in older adults|Depression in older adults]] (Book chapter, 2015) * [[w:Elder abuse|Elder abuse]] (Wikipedia) * [[Motivation and emotion/Book/2014/Emotional manipulation by others|Emotional manipulation by others]] (Book chapter, 2014) * [[w:Motivation|Motivation]] (Wikipedia) ==External links== * [https://www.youtube.com/watch?v=0m_4_yzsMcU Elder Abuse Risk Factors Podcast Part 1] and [https://www.youtube.com/watch?v=vjFmViZKfZQ Elder Abuse Risk Factors Podcast Part 2] (youtube.com) * [http://www.communityservices.act.gov.au/wac/ageing/elder_abuse_prevention_and_assistance ACT Government: Elder abuse prevention and assistance] (communityservices.act.gov.au) *Joosten, Melanie & Vrantsidis, Freda & Dow, Briony & Melbourne Social Equity Institute & National Ageing Research Institute (2017). ''Understanding elder abuse : a scoping study''. Melbourne Social Equity Institute, [Carlton, Vic.][https://www.nari.net.au/files/elder_abuse_design-screen.pdf] *[http://www.who.int/ageing/projects/elder_abuse/en/ World Health Organization website] == Reference List == *Joosten, Melanie & Vrantsidis, Freda & Dow, Briony & Melbourne Social Equity Institute & National Ageing Research Institute (2017). ''Understanding elder abuse : a scoping study''. Melbourne Social Equity Institute, [Carlton, Vic.] <references /> [[Category:Motivation and emotion/Book/2018]] [[Category:Motivation and emotion/Book/Abuse]] [[Category:Motivation and emotion/Book/Ageing]] [[Category:Motivation and emotion/Book/Aggression]] [[Category:Motivation and emotion/Book/Elderly]] [[Category:Motivation and emotion/Book/Family]] srmxlyy748wskpjmtccxa7e8v3gznj4 0 238425 2822644 1993943 2026-08-18T05:09:03Z Jtneill 10242 added [[Category:Motivation and emotion/Book/Veterans]] using [[Help:Gadget-HotCat|HotCat]] 2822644 wikitext text/x-wiki {{title|Veteran transition to civilian life:<br>What are the emotional challenges for military service member transition back to civilian life?}} {{MECR3|1=https://www.youtube.com/watch?v=qyThGAssDSo&rel=0}} __TOC__ ==Overview== The life of a military service member is an extended piece of battlefield throughout their lifetimes. This explores the crucial nature of challenges intertwined with the transition phase of a military to civilian life. It further offers an in-depth analysis of the issue in correspondence with the aid of real-life experiences of various veterans and other service members. In conclusion, the chapter recommends several homecoming theories and other reconnection routines that can help in stress alleviation and strengthening the coping mechanism of veterans with civilian life. ==Leaving the military== Trauma is a term that has been almost synonymous to the lives of military service personals. The deployment phase in the military is full of stressful situations and the risk of injury (even death) constantly hovers upon{{awkward}} their lives. The exposure of a militant{{rewrite}} to continued disruption from family and associates adds to the complexity of the transition phase. As during the disruption phase, a major level of changes occurs in the lives of the service personnel and their family{{rewrite}}. Therefore, when the families eventually rebound the presence of a pent-up vacuum{{huh}} lingers over their relations. Further, the extremity of differences in the experiences of service personnel and their family make it harder to bond and relate to each other's problems. The prevalence of this issue holds a pivotal association with the end of the Iraq war 2011 in the Unites States of America (U.S.). The end of the war caused a large number of veterans deployed in Iraq to transit back to their normal lives making it crucial to address the challenges of the transition phase (Binks & Cambridge, 2018; Blackburn, 2016). The separation from military life brings about rapid paced changed in the social, physical and emotional environment of the military personnel. The primary challenge faced by the person out of the military is generally financial and even psychological{{fact}}. In the military the troops are trained for a certain mission in an environment of fair{{huh}} explosive devices and combat knowledge. Conversely, such knowledge lacks the appreciation required from the modern day society. As a consequence, the search for even a basic job that can aid them to cope in the real world can turn out to be a gruelling task{{fact}}. A moving testimonial of an air force transitioned personnel (https://themilitarywallet.com/emotional-aspects-of-military-transition /) reveals that the next pressing disaster that awaits them once they sort the financial aspects of their life is the very fundamentals of their psyche. ==A test of flexibility - When reality strikes== The reality of the transition phase hits as hard as it can range{{gr}} from the emotional traumas to the financial crisis. The excruciating depths of the situations are explored where the personnel is further faced with traumatic brain injuries incurred in combat. Saban, Hogan, Hogan & Pape (2015) reveals that 287,861 cases of brain injury have been reported in military personals in the time span of 2000-2013. The call of duty stretches beyond its ambit not only for the service member themselves but for their families and caregivers. The biggest hurdle of the adjustment phase as confessed by varied family members in the study is the acceptance of the presence of the injury. The ego-clash of the service individual in such situations make the treatment process an arduous task as they fail to accept the reality of the situations. The veteran families have reported that injuries like memory loss, isolation and infuriated behaviors are fairly common in the transition phase of the veterans. The key vacuum that separates the civilian life from that of the military is the integrity and honour in which the lives are lead. In military life, the most substantial part of the service was to abide by the honour code and serve the country with strength and intellect. However, in transition to civilian life things are simple and basic and hitherto somehow the veterans are unable to cope up with the requirements of relevant qualifications for a respectable job (Hall, Harrell, Bicksler, Stewart & Fisher, 2014; Sayer, Carlson & Frazier, 2014). It is fairly understandable the convoluted nature of the transition phase{{explain}}. However, the solitary solution for the issue can be derived from patience and flexibility. In order to familiarize veterans with the process of competitive employment the military service retirees are advised to seek vocational training. Such training is provided by support associations such as such as the veteran affairs (VA), Vocational Rehabilitation and Employment (VR&E). However, the completion of such program provides no assurance of employment (Kintzle et al.2015; Hall, Harrell, Bicksler, Stewart & Fisher, 2014). In a survey that was conducted upon 1,845 veterans of post 9/11 period 65% reported psychological and physical complaints (Kintzle et al. 2015). The thing that complicated matters beyond the natural complexity of the situation is the rigidity and falsifies{{sp}} expectation of the military lives. That is to say, a person holding a really high position in the military and a junior associate would hold a common platform for employment opportunities as their feats are scarcely recognized by the corporate world. Hence, a substantial level of understanding and flexibility in regards to the matter is required upon the part of the military personnel as there{{sp}} achievement in the battlefield cannot earn them a job at Microsoft. The problem here is that our society is conditioned to function by certain norms and rules and the military program does not translate as to what value their training earns in real life (Davis & Minnis, 2017; Kintzle, Rasheed & Castro, 2016). Therefore, it is immensely crucial for the veteran to stay flexible an patient o{{huh}} the transition phase as stringency and stringency{{rewrite}} would not only increase the hardship of the veteran but would further pose a negative impact upon the firmly of the veteran. Another reason that scares away the employers to hire veteran is that a large number of vets are known to have unaddressed mental and emotional issues (Vogt et al.). The goals, objectives, mindset and overall motivating factors of a veteran vastly differ from that of a civilian. Therefore it is in the best interest of the military personals to exercise a reasonable level of humility in the process of adjustment to civilian life. As such an act would make the transition process easier for the military personnel and their families. On the contrary rigidity, alienation, isolation, and resistance to the process would only cause detrimental effects upon the lives of the militant and their families. ==Financial setbacks - A psychological approach== The Morden{{huh}} day psychology has come up with varied tools and programs to recognize the causes of the financial distress in veterans transition phase and formulated a well-researched psychological program to combat the situation for military veterans. The hardest part of adjusting to civilian life for a veteran is low employment opportunities and lack of adequate certifications required for the job. The training provided in military programs majorly focuses on physical training and combat skills. However, they do not provide even the basic intellectual know-how of civilian modus operandi such as accounting, business management or literature. The subjectivity of such knowledge is solely dependent upon one's personal interest that has to be integrated with the hectic routine of the militants. More than job attainment job stability acts as a greater setback in the financial crisis phase of veterans. Unlike military lives, the driving purpose of basic civilian jobs is solely monetary. Such job neither creates a feeling of containment nor enriches them with a driving purpose of existence. As a consequence, the veterans feel isolated and alienated from their work culture. To combat this social dilemma faced by the military that leads to financial setbacks in their lives Ahern et al. (2015) have investigated the challenges faced by the militants and devised unique psychological approaches that can aid in the transition process. The psychological approach consists of a twofold approach to overcome the hardships of the transition phase (Ahern et al. 2015; Kintzle et al. 2015; Sayer, Carlson, & Frazier 2014; Hall, 2014). The first approach recognizes the disruptive environment of the military routine as "family". The effectiveness of this approach lies in its reliability and training structure. The military is trained to protect their team in the battlefield upon the cost of their lives. This approach aims at moving the training out of the box and implementing it in a real-life scenario. The second psychological approach deals with adjusting to the alienation phase where the definition of normal is altered to a completely different level ==In the eyes of veterans - What makes it hard for some?== In accordance to{{gr}} the Australian CMVH (Centre for Military Veteran Health) Review of 2010 the younger generation of deployed veteran run in a greater risk of trauma and post-deployment transition hardships (Thompson & Lockhart, 2015){{rewrite}}. The reason why it is harder to cope with “home-coming” for the newly deployed veteran is that they are young and fierce{{fact}}. They live in an initial phase of denial and regard themselves as above the system{{fact}}. They disregard peer support and are too proud to ask for help{{fact}}. As a consequence, the transition phase becomes harder for them as they are unaware and ignorant of their underlying health issues{{fact}}. PTSD, substance abuse and depression have been a common observation in war-returning veterans. What's worse is that {{missing}} majority of such issues are unaddressed and/or self-medicated (Mobbs & Bonanno, 2017). This observation has set in stereotype reluctance in service providers who get alarmed with even a slight display of unwanted behavior. Moreover, another crucial aspect of the scenario is that even after a veteran gets employment they generally are unable to hold it for long given to monotonous nature of the job set in a sense of depression and disorientation{{fact}}. Blackburn (2017) unfurls the impact upon the mental state of the families of the veterans in the transition phase. A substantial amount of family members of transiting{{sp}} militant{{sp} have confessed a sense of fear and insecurity arising out of the behavioral patterns of the transiting militant{{sp}}{{fact}}. Occasionally, the extension of peer support crosses the boundary of compassion and is executed merely because it is the “right thing to do”. The paradox of the situation is that all parties intertwined in the situation have legitimate motives but lack the translation gap in which they can provide for each other. Therefore, the resolution to the dominant issue is patience and persistence from both sides. The militants{{sp}} need to develop a sense of flexibility and understanding towards the peer support and vice-versa. Another perspective of the subject that goes sparingly in ignorance is the drastic levels of life experienced by the dishonorably discharged militants{{sp}}{{rewrite}} . Chronic unemployment is a synonymous term to the dishonourably discharged{{huh}} and the level of hardships faced by them in the transition phase is fare{{sp}} greater than that of the honourably discharged{{fact}}. They are not only faced by the same mental and psychological trauma as compared to other militants but further have to face a general dejection from the society and the military family. ==The Alienation Phase== This phase surpasses through four sub-terrains of the transition phase. The initial phase addresses the experience of alienation in the service and the drastic changes that took place in the individual's military life. The enthusiasm of being free from the military and returning to home lives is short-lived as the normality of lives feel like a lie to the individual and they seek the enthralling adventures of the military life{{fact}}. Moreover, there is a huge perceptive gap between the military and civilians; therefore a kind or helpful intent from a fellow supporter can be easily regarded as offensive and disrespectful. To the military, it feels like barracking their source of pride (For instance: - Harry Potter is being asked if he can do magic in a scornful tone because the muggles are unaware of the realities of his world). The second phase recognizes the ineptness of the surrounding "support" institutions of the military individuals. Majority of the veteran reported that the support received by them from the military was inadequate and problematic. Further, the convoluted nature of military legal proceedings made it harder for them to reap benefits out of their honor certifications. The third structure of alienation phase is lack of structure. The biggest disintegration in comparison to military life is that civilian life has no routine structure or pre-set objective. The civilian life feels like a treat for a short span of time but in the long run it feels unproductive and fruitless. The final phase addresses the loss of purpose in individuals of military service. Military life is filled with honor{{sp}}, respect and a higher purpose of sacrifice and protection. One feels like being a step above than other individual being served in the military; However, the stepping down and amalgamating phase lacks the key conjunction factor of their lives (i.e. common purpose). Therefore, the alienation phase identifies all the stigmas associated with the paradoxical lives of militant; where the warriors in the battlefield have to fight for mere survival in this intricate web of reality. ==A Step Back From the Zone== The civilian life is filled with disorderliness and corporate anarchies. The mundane life of a normal civilian is mindlessly manipulated by social stigmas that make no logical sense if seen from an alien perspective. Right from the shampoo one uses to the products in general households are highly influenced by the craze of celebrity idealization and advertisement deceits. Marketing connoisseurs are filled with illusory traps of free and offer to lure in potential customers to buy what they sell. On the contrary, the military lives boil down to mere basics and they disintegrate themselves with the need for mindless junk that is a by-product of psychological trickeries upon the human mind. Another major diversion that has grown deep roots in civilian lives is the obsession with social media. Such obsession has ripped the source of ingenuity from the lives of people (especially young generation) as they mindlessly throw themselves into the pit of lead-dog mindset. As a consequence, the general reluctance to fit into such an environment develops as it feels like a major step down for the service individuals. Moreover, the paradox of the situation weighs the moral right against the majority right. For instance Kintzle et al. (2015) host a conversation between four veterans in which they share a common obstruction in adjusting to civilian life. In this conversation, they discuss the ridicule received by them from fellow mates for basic things like punctuality and seriousness. In consequence, the role that every individual plays in society is unique and does not necessarily need conformity from the fellow crowd. Therefore, the militants are recommended to integrate their lives in such a way that they inspire their surrounding instead of interpreting their assertions in a negative way. ===Quiz=== Here are some example quiz questions - choose the correct answers and click "Submit": <quiz display=simple> { Select the correct answer for "Alienation Phase" from the below?{{explain}}{{rewrite}}} - Enthusiasm of being free from the military + Recognizes the ineptness of the surrounding - Substantial level of understanding and flexibility in regards to the matter - The military is full of stressful situations and the risk of injury {When did the Iraq war ended in USA?} - 2018 - 1982 + 2011 - 1992 { What is the time span that has been reported of brain injuries in military personals? } - 1819-1823 - 1952-1961 - 2015-2017 + 2000-2013 {How many cases of brain injuries has been reported in military personals? } + 287,861 - 568,893 - 798,369 - 459,987 {What is PTSD means in Military ? } - Peer Technological System Department - Parent Transition Study Developmental - Photo Tagging System Development + Post Traumatic Stress Disorder </quiz> ==The Transition== The key analytical research based upon what actually helps the militant in the transition phase is subjectively related to the recognition of their military feats in one manner or the other{{fact}}. The primary help practices recognized by varied health groups is military mentoring. The military code has this unique precision that can be interpreted by the military itself. A majority of veterans who were helped by a military peer or military based help system showcased a rapid and efficient level of adjustment to the transition phase. In a detailed study conducted by Ahern et al. {{when}} a militant{{sp}} is observed to confess that the only person with whom he could share his concerns was his ex-military uncle who guided him through the transition phase; whereas, his other peers such as his mom was completely unaware of his emotional and psychological turmoils. The mutual mentorship among the veterans not only guided each other with the social impediments faced by them but further aided them with a certain level of emotional support. Another helpful strategy to cope with the military transition was to embrace and communicate their sense of pride as a mascot for their world (Ahern et al.). This strategy is not even nearly efficient to the military guidance however it attempts to address the gaps between the military and civilian lives. The dramatic portrayal of pitch-perfect characters in a movie setting has pre-set the notion of the military in the minds of the civilian to certain limitations. Therefore, the task of communication of the reality is an extension of the already arduous task as it initially requires the deletion of the pre-conception about the military lives and thereafter introduction of the perceptive reality. Nevertheless, a positive outlook towards the transition phase makes it easier to cooperate in the situation. The final and the most crucial strategy that aids in the transition phase is time. The indifference created in the lives of the fellow military and civilian personals are not of reversible nature. However, with time the mutual acceptance of the situation sets in and makes it easier to co-exist in a differential environment. Consequentially, the need for flexibility and patience is evident in order to anticipate the intricate of the transition phase. In the military, people have a greater purpose to life where they live their lives with honor, sacrifice and a higher level of moral code. As a consequence, they hold a high level of self-importance and responsibilities. However, in civilian life, there is no defined objective of how life should be. Additionally, in military life, a lot of personals lack the time or discretion to attain supplementary educational certification for future tenacities. Such an act causes them an arduous level of encumbrance to re-instigate their educational course in order to gain a higher level of acceptance in the job market. Kintzle et al. 2015 revealed that the majority of transition issues faced by veterans are the hardship associated with employment opportunities. The need of the hour is to remodel a special process in which the skill developments of the militants can be successfully translated into a valuable civilian life program ==Endless Opportunities== The flaw lies somewhere in the system of the military. They design soldiers as an object of war. They train them to be alert, sharp and inept to disturbing levels of violent situations. However, they fail to protect the individual's psyche that gets damaged as an aftermath of the post-war period. The need of the hour is to design a system that trains the mind more than it trains the body. Conversely, one can argue that the uncertainties involved in the war are beyond the apprehension of any individual. Further, it is impossible to pre-assume as to how drastically the situation of the war-zone can deteriorate in a very short time span. Therefore, in practicality, the training of reality in military services is reality itself. However, there is a stringent need for the military system to adopt a training scheme that nourishes the mind with the strength and positivity required to combat the stress of the war zone. Simple acts of self-reflection and post-war mentoring integrated into the process of training can make a vast impression upon the after war lives of veterans. As they are respectably idealized by a majority of folks, however, the perplexity of the situation creates a vast vacuum of ambiguity in regards to their role in the civilian society. The Veteran health association (VHA) have recognized the prevailing issues of the transition phase and funded resourceful researcher to innovate techniques that can aid in the mental and emotional wellbeing of the veterans (O’Leary, T. J., Dominitz, J. A., & Chang, K. M. (2015). This act is viewed as a step in the right direction and the positive aspect of the matter is that the critical nature of the subject is slowly coming into light and is being analyzed by trained professional. The ambit of such research has developed several health programs to aid the veteran in adjusting to the civilian lives along-with combating their emotional and psychological traumas. However, the scope of research is fairly limited and should extend to prevention of the trauma in the first place rather than coping with trauma. ==The “Military Family” == This approach is differentiated into two major themes: - Care and Structure. The military atmosphere no matter how traumatic is a world of its own. Therefore when service personals come together they share this unique bond that cannot be extended to a civilian. The military family, with a general exception of a small minority, refers to itself as this unique family that in a way knows each other better than anyone else does. It’s like Harry Potter and the muggles (Napolitano, 2016). The protagonist is trained, powerful and knows he has a greater purpose to life. However, he is forced to exist in the muggle (Non-Magic) world with no purpose, aim or power. Therefore, military bonding is unique and respectful as no amount of words and understanding can combat the reality of experiences shared in the battlefield. Therefore, this psychological approach brings together the military family in the real world in order to mutually assist them to cope with civilian life. A structure is the core of military training; conversely, the lives of civilians are filled with chaos and anarchy. This approach aims at formulating simplified structures for the military personals so that they can focus upon one task at a time (Replicating the black & white environment in the military i.e. give and obey orders; (Osiel, 2017)). ==Conclusion== The transition phase in the lives of militants is traumatic on a multidimensional level. The regression of war, the intricacies of the battlefield and the separation from peers cause a heightened level of transformation in the deployed veterans. The same scenario persists in the lives of their peers causing a sense of vacuum between their lives. The initial enthusiasm of home-coming is soon replaced with the feeling of alienation and isolation. The members of the military look at the civilian world from a completely different perspective and the same hold true for the contrary. The acceptance offered from the civilian environment is undesired and hostile both in an unintentional and intentional manner. At instances, varied support groups make efforts to extend their empathy to the military personnel but end up hurting them as a consequence of the insensitive nature of their questioning. Conversely, service providers and other peer report reluctance towards integrating military personnel in their cultural environment as a stereotypes consequence of their underlying mental issue (Cooper, Caddick, Godier, Cooper & Fossey, 2018). The paradox of the society is that it either idealizes it or alienates it. The indecisiveness of the role of the military personnel outside the battlefield is viewed as a major source that leads to the birth of such complexities. The various psychological approaches discussed in this chapter initiates with an analytical research of the pattern of the transition phase based on the experiences of several veterans. The transition phase recognizes that the military in itself in its stressful combat environment is referred to as family as it guides and protects its fellow militants on a deeper level. Therefore, this approach explores the military peers of the member and aids them to mutually grow out of their social impediments. The second approach recognizes the feeling of alienation in the militant and guides them patiently through the transition phase. A major setback that makes it even harder for militants to cope in the civilian environment is rigidity and denial of the underlying health issues. Therefore, the recommendation to the service members and their peers is to formulate a social circle of ex-military personals who can mutually aid each other by sharing their personal experiences. Further, they should uplift their intricacies towards a positive direction and invest themselves in socially and mentally challenging tasks to reintegrate them with the sense of exhilaration of the battlefield. In conclusion, the service member should develop a positive outlook towards their transition phase and implement themselves in such a way in which they inspire the crowd to follow their lead instead of merely stepping back into the civilian routine. ==References== {{Hanging indent|1 = (2018). Retrieved from https://themilitarywallet.com/emotional-aspects-of-military-transition / Ahern, J., Worthen, M., Masters, J., Lippman, S. A., Ozer, E. J., & Moos, R. (2015). The challenges of Afghanistan and Iraq veterans’ transition from military to civilian life and approaches to reconnection. PloS one, 10(7), e0128599. Binks, E., & Cambridge, S. (2018). The transition experiences of British military veterans. ''Political Psychology'', ''39''(1), 125-142. Blackburn, D. (2016). Transitioning from military to civilian life: examining the final step in a military career. ''Canadian Military Journal'', ''16''(4), 53-61. Blackburn, D. (2017). Out of uniform: psychosocial issues experienced and coping mechanisms used by Veterans during the military-civilian transition. ''Journal of Military, Veteran and Family Health'', ''3''(1), 62-69. Cooper, L., Caddick, N., Godier, L., Cooper, A., & Fossey, M. (2018). Transition from the military into civilian life: An exploration of cultural competence. ''Armed forces & society'', ''44''(1), 156-177. Davis, V. E., & Minnis, S. E. (2017). Military veterans’ transferrable skills: An HRD practitioner dilemma. ''Advances in Developing Human Resources'', ''19''(1), 6-13. Hall, K. C., Harrell, M. C., Bicksler, B. A., Stewart, R., & Fisher, M. P. (2014). Veteran Employment. Rand Corporation. Kintzle, S., Keeling, M., Xintarianos, E., Taylor-Diggs, K., Munch, C., & Hassan, A. M. (2015). Exploring the Economic & Employment Challenges Facing US Veterans. Kintzle, S., Rasheed, J. M., & Castro, C. A. (2016). The state of the American veteran: The Chicagoland veterans study. Mobbs, M. C., & Bonanno, G. A. (2017). Beyond war and PTSD: The crucial role of transition stress in the lives of military veterans. Clinical psychology review. Napolitano, M. (2016). "So tough, so brave, the consummate survivor": War, Trauma, and Disability in the Harry Potter Series. ''Lessons in disability: Essays on teaching with young adult literature'', 177-199. Osiel, M. J. (2017). Obeying orders: atrocity, military discipline and the law of war. Routledge. Saban, K. L., Hogan, N. S., Hogan, T. P., & Pape, T. L. B. (2015). He looks normal but… challenges of family caregivers of veterans diagnosed with a traumatic brain injury. ''Rehabilitation Nursing'', ''40''(5), 277-285. Sayer, N. A., Carlson, K. F., & Frazier, P. A. (2014). Reintegration challenges in US service members and veterans following combat deployment. ''Social Issues and Policy Review'', ''8''(1), 33-73. Thompson, J. M., & Lockhart, W. (2015). Backgrounder for the Road to Civilian Life (R2CL) Program of Research into the Mental Health and Well-Being of Canadian Armed Forces Members/Veterans During Military-Civilian Transition. Charlottetown, PE: ''Veterans Affairs Canada'' (Vol. 52, pp. 51-8). Research Directorate Technical Report. 14 May 2015. VAC Research Directorate Technical Report. Vogt, D., Smith, B. N., Fox, A. B., Amoroso, T., Taverna, E., & Schnurr, P. P. (2017). Consequences of PTSD for the work and family quality of life of female and male US Afghanistan and Iraq War veterans. ''Social psychiatry and psychiatric epidemiology'', ''52''(3), 341-352. }} [[Category:Motivation and emotion/Book/2018]] [[Category:Motivation and emotion/Book/Coping]] [[Category:Motivation and emotion/Book/Military]] [[Category:Motivation and emotion/Book/Transition]] [[Category:Motivation and emotion/Book/Veterans]] esuxy01unhymg35so06rhltrwg68zt0 0 238701 2822653 2305297 2026-08-18T05:28:47Z Jtneill 10242 added [[Category:Motivation and emotion/Book/Family]] using [[Help:Gadget-HotCat|HotCat]] 2822653 wikitext text/x-wiki {{title|Familicide motivation:<br>What motivates people to kill members of their family?}} {{MECR3|1=https://www.youtube.com/watch?v=IXlimUikOZY}} __TOC__ ==Overview== [[File:"Crime Scene Do Not Cross" tape (3612094774).jpg|thumb|''Figure 1.'' Homicide is a violent and tragic crime|alt=|250x250px]] [[w:Homicide|Homicide]], the act of one human killing another, is illegal in most countries around the world, yet they still occur each day. It is a violent and tragic act, that devastates families and communities alike. One major issue is homicides occurring between [[w:Family|family]] members, such as intimate partners or involving children or parents. For example, in the United States (U.S.) in 2008 around 45% of female and 5% of male homicides were committed by an intimate partner (Stöckl et al., 2013). One only has to turn on the news or read a newspaper to see the tragedies that occur within families each day, and one of the biggest questions that both researchers and the public ask is "why?". Why does this happen and what [[w:Motivation|motivates]] someone to kill a member of their own family? Many researchers have studied homicide between family members and what drives people to do it remains a topic of importance as [[w:Risk factor|risk factors]] need to be identified to stop these tragedies from occurring. This chapter explores various motivations that have been identified for both intimate partner homicide (IPH) and [[w:Familicide|familicide]], and discusses relevant psychological theories that help explain why people commit these acts. Firstly, IPH is explored, followed by familicide. <div style="background:#B2FFFF;padding:0.5em 1.0em;{{round corners}}">'''Focus questions'''<br> * How prevalent is IPH and what motivates someone to commit this act? * Who commits familicide and what motivates them to do it? * What psychological theories can help explain the motivations for these acts? </div> ==Types of family homicide== Some of the different types of family homicide include: {{RoundBoxTop|theme=8}} * '''Intimate partner homicide''': Involves killing a current or former intimate partner ** '''[[w:Uxoricide|Uxoricide]]''': When a female intimate partner is killed ** '''[[w:Mariticide|Mariticide]]''': When a male intimate partner is killed * '''[[w:Parricide|Parricide]]:''' A child killing their parent(s) *'''[[w:Familicide|Familicide]]:''' Where multiple members of a close family are killed in quick succession by a family member, it can also be referred to as 'family annihilation' *'''[[w:Filicide|Filicide]]:''' The killing of a child by a parent **'''[[w:Neonaticide|Neonaticide:]]''' The killing of a child during the first 24 hours of life **'''[[w:Infanticide|Infanticide:]]''' The killing of an infant from birth to 12 months {{RoundBoxBottom}} However, the focus of this chapter is IPH and familicide. ==Intimate partner homicide== An intimate partner is one who is usually loved, trusted and cherished, yet IPH is one of the most common types of homicide occurring between family members (Saunders & Browne, 2000). Both research and the [[w:Media|media]] tend to focus on killings committed by strangers, such as [[w:Serial killers|serial killers]] or predators who lurk in the night. Contrary to depictions in the media, it has been shown that women are more likely to be killed by someone they know than a stranger (Saunders & Browne, 2000). While men are at higher risk of being killed by a stranger or acquaintance than an intimate partner (Saunders & Browne, 2000){{gr}}. The following [[w:Statistics|statistics]] are on IPH in three places: * In Australia from the years 2002 to 2012, 654 people were victims of IPH. They accounted for 56% of family homicide victims in that time period (Cussen & Bryant, 2015). * London's IPH total averages at 18 people per year, with men committing approximately 79% of the homicides and women the remaining 21% in England and Wales (Sebire, 2015). * In the U.S. between 1976 and 1996 approximately 52,000 men and women were killed by an intimate partner (Saunders & Browne, 2000). Statistics on IPH [[w:Prevalence|prevalence]] differ between countries, genders, ages and years. Establishing the prevalence of IPH can be difficult due to the [[w:Availability|availability]] and quality of [[w:Data|data]] collected, therefore statistics should be interpreted with caution (Stöckl et al., 2013). One statistic that holds true worldwide is that males commit IPH more than females, and females are more commonly the victim (Stöckl et al., 2013). IPH is an ongoing issue worldwide, therefore, it is important to research and understand why it occurs in order to help prevent it from occurring in the future. ===Motives=== There are multiple motivations and risk factors for IPH that research has identified. One major risk factor is [[w:Domestic violence|domestic violence]] and some primary motivations include [[w:Self-defense|self-defence]], [[w:Jealously|jealously]], and threat of separation. These motives are discussed in this chapter, although there are also various others. For more detail on biology and [[w:Personality disorder|personality disorders]] associated with violent crime, refer to this [[Motivation and emotion/Book/2010/Violent crime motivation|book chapter]]. ==== Domestic violence ==== [[File:MPOTY 2012 domestic violence awareness.jpg|thumb|''Figure 2.'' Domestic violence is a risk factor for IPH|alt=|290x290px]] Domestic violence (DV) in a relationship is a major risk factor for IPH. It is an ongoing issue in many countries around the world, particularly for women (Sheehan, Murphy, Moynihan, Dudley-Fennessey, & Stapleton, 2014). [[w:Abuse|Abuse]] experienced in a relationship can be difficult to escape due to the presence of threat, so leaving the relationship may be dangerous (Sheehan et al., 2014). Research has tried to identify specific risks associated with DV resulting in homicide compared to cases that do not end with homicide. A study in the U.S. found that women who receive frequent beatings and have recently been severely attacked are at high risk of IPH in the near future (Zahn & Block, 2003). It has also been shown that men who have killed their partners were more likely to drink or use [[w:Drug|drugs]] every day compared to abusers that have not killed their partner (Zahn & Block, 2003). Another small study interviewed loved ones of IPH victims to understand if there were any differences in the couple's behaviour just prior to the homicide. Many stated that there was an increase in arguments and violence between the couple, as well as the victim trying to move away or end the relationship (Sheehan et al., 2014). Although these are just observations made by loved ones, it shows that an escalation of violence and a triggering event may be the difference between DV without homicide and DV resulting in homicide. For further information on DV motivation, view this [[Motivation and emotion/Book/2017/Intimate partner violence motivation|book chapter]]. ==== Self-defence ==== One motive for killing an intimate partner is self-defence. Findings suggest this is a motive mainly among women who commit IPH (Saunders & Browne, 2000). This motive is highly linked with DV. Typically, the woman may kill her abuser after she has endured a series of indignities while being with the partner, including frequent physical beatings, forced and unwanted sexual activities, [[w:Death threat|death threats]] and daily intoxication and drug use by the abuser (Huss, Tomkins, Garbin, Schopp, & Kilian, 2006). Studies of women who were abused and then killed their partner indicate that they felt trapped and could not escape the violence (Saunders & Browne, 2000). Therefore, the homicide tends to occur as an attempt to stop the partner from causing further harm to them or a child. The perpetrator usually believes that their life is threatened and the homicide occurs while they are experiencing the brunt of the violence and have reacted in self-defence (Hamilton & Sutterfield, 1998; Weizmann-Henelius et al., 2012). Therefore, domestic violence has detrimental effects for both partner's safety, as both of their lives are at risk at times of extreme violence. ==== Threat of separation and jealousy ==== Research has identified reoccurring themes of jealousy, threat of separation, and rejection as motivations for IPH. These motives are more common among men who kill their partners than vice-versa (Saunders & Browne, 2000). There is evidence that, in some cases, the man feels as though he has an [[w:Entitlement|entitlement]] to control his partner, and often accuses her of sexual [[w:Infidelity|infidelity]] (whether true or not). Such jealousy can be viewed as a threat to male dominance and [[w:Patriarchy|patriarchy]]. He feels this woman belongs solely to him, so often declarations like "if I can't have you, no one can" are frequent in IPH cases (Aldridge & Browne, 2003). If he perceives that she is abandoning him physically or emotionally, or she has explicitly stated so, this can be extremely dangerous for the woman as it can provoke lethal violence from the partner, and may lead to her death (Aldridge & Browne, 2003). Evidence shows that separation or being in the process of separating are risk factors for women (Wallace, 1986). One finding from Australia stated that 45% of the women murdered by their husbands in New South Wales had left their partner or were in the process of doing so (Wallace, 1986). It is clear that jealousy, fear of losing control and separation from an abusive partner are risk factors for IPH and can be considered a triggering event to the homicide. ===Psychological theory=== '''Self-determination theory''' One theory that can help explain DV and IPH is the [[wikipedia:Self-determination theory|self-determination theory]] (SDT). SDT was developed by Deci and Ryan (1985) and distinguishes between different motivations for behaviour along a continuum from [[wikipedia:Motivation#Extrinsic_motivation|extrinsic]] to [[wikipedia:Motivation#Intrinsic_motivation|intrinsic]] (Deci & Ryan, 1985). Causality orientations have also been identified, reflecting styles of interpersonal reactions to social situations and are thought to influence the regulation of behaviour. These orientations have been linked to different ways people approach and perceive intimate relationships (Øverup, Hadden, Knee, & Rodriguez, 2017). There are three identified causality orientations (Øverup et al., 2017): # '''Autonomous orientation (AO):''' Individuals with this orientation tend to value honest interactions and regulate behaviour according to their interests and values. # '''Controlled orientation (CO):''' People with this orientation tend to react more defensively in social situations, become ego-involved, and regulate behaviour according to external controls and demands. # '''Impersonal orientation (IO):''' Individuals with this orientation experience amotivation, lack intention and do what other people want. [[File:SelfDeterminationTheory.png|thumb|299x299px|''Figure 3.'' Self-determination theory: Autonomy, competence and relatedness |alt=]] Research has shown that people with a CO may be predisposed to engaging in violent behaviour due to their defensive nature and heightened threat perception (Øverup et al., 2017). They may then react to negative situations and threats by lashing out, which is a risk factor for DV and IPH. A study by Øverup et al. (2017) demonstrates this,{{gr}} as they found that CO predicted reactive DV perpetration. They also used a [[w:Voodoo doll|voodoo doll]] task in which participants were asked to stick as many pins as they like into a doll that represented their partner, reflecting a momentary desire to engage in violent behaviour. The individuals with a CO stuck more pins in than the AO individuals, and the IO individuals did not stick in any (Øverup et al., 2017). This shows the differences between reaction styles of the orientation groups, making CO the greatest risk factor. Psychological needs were also outlined by Ryan and Deci (2000), which are [[wikipedia:Self-determination_theory#Competence|competence]], [[wikipedia:Self-determination_theory#Autonomy|autonomy]], and [[wikipedia:Self-determination_theory#Relatedness|relatedness]] (Ryan & Deci, 2000). If such needs are not met in relationships, such as being respected, conflicts may arise such as an increased need for control over the relationship, leading to outcomes such as DV and potentially IPH. Overall, through SDT, it is evident that people can be motivated through causality orientations and unmet needs to commit DV and therefore potentially IPH. {{Robelbox|theme={{{theme|4}}}|title= Case study [[File:Magnifying-glass.svg|left|35px]] }} <div style="{{Robelbox/pad}}"> '''Minta Adiddo''' In London in 2012, Minta Adiddo stabbed his wife Akua Agyeman at least 15 times before running her over with his car. He stabbed her as she lay in their bed with their young child also in the room,{{gr}} she managed to escape but he chased her down and continued to stab her in the street. She was hospitalised following the incident but died six weeks after due to multiple organ failure and other injuries. Adiddo believed his wife was having an affair with their neighbour, and killed her as a result of his jealousy and rage. In 2013, he was sentenced to life imprisonment with a minimum term of 17 years. This is an example of a husband who accused his wife of sexual infidelity, and as a result his jealousy consumed him, and he turned to murder. Source: [http://www.murdermap.co.uk/pages/cases/case.asp?CID=818692030 Murdermap.co.uk] </div> {{Robelbox/close}} == Familicide == Familicide is a rare and catastrophic event which often gains extensive media coverage when it occurs, but why it occurs is largely a puzzle to researchers. It incorporates a triple [[w:Taboo|taboo]] of murder, filicide, and [[w:Suicide|suicide]] and remains understudied (Wilson, Daly, & Daniele, 1995). It is the most common type of [[w:Mass murder|mass murder]], typically involving the killing of a partner and one or more children in the family, or can involve the deaths of parents and siblings (Liem & Reichelmann, 2013). Familicides are almost exclusively committed by males, the majority of which are in their 30s to 40s when they commit the act (Wilson et al., 1995). About half of these men commit suicide afterwards (Wilson et al., 1995). In the U.S., familicide occurs approximately 23 times per year, whereas in Canada between 1974 and 1990 there were 61 cases, and in roughly the same time period 48 cases were reported in England and Wales (Wilson et al., 1995). The [[w:Psychosocial|psychosocial]] disparities associated with familicide make it hard to determine risk factors and motivations. Some of these varying characteristics include family circumstances preceding the event, the number of victims and their relationship to the perpetrator (Sachmann & Harris Johnson, 2014). These circumstances make it impossible to generalise causality although general underlying motivations have been identified by researchers. === Motives === A study by Liem and Reichelmann (2013) examined 238 cases of familicide in the U.S. over a 10 year period. They identified four specific familicide "clusters" which group similar characteristics and motives together (Liem & Reichelmann, 2013). These are (Liem & Reichelmann, 2013): <div style="float:right; clear:right; margin-left:5px; margin-bottom:1px; margin-top:1px;"> {{Robelbox|theme=6|title=Quotes from familicidal fathers|width=350px|iconwidth=48px}}<div style="{{Robelbox/pad}}"> :"I knew I was going down there to kill her, the kids, everyone." :"For some years now I have wished to die. However, this would have meant leaving the three persons dearest in the world to me without my protection." :"I'll kill you and the kids if you ever leave me."<br> </div> {{Robelbox-close}} </div> # '''Despondent husbands:''' This cluster consists of killing one's spouse and children. The main theme of this cluster is [[w:Altruism|altruism]], as the killer tries to protect his loved ones by "taking them along" with him in his desired suicide. Financial troubles are common in this cluster as the perpetrator may have lost their job or are not able to maintain one, and feel as though they no longer have control of the family and cannot provide for them. Therefore, killing them is seen as an act of saving them. # '''Spousal revenge:''' The spouse and children are also victimised in this cluster, the difference being that the perpetrator does not commit suicide. This cluster has underlying themes of rage from threat of separation and loss of control. Attempting to end the relationship may create sexual jealousy or suspicions of infidelity, causing the perpetrator to feel challenged regarding their possession of the family. They may view the family as a singular unit and cannot separate the children from the partner, so the perpetrator rationalises that the children must also be attempting to leave, therefore including them in the homicide (Mailloux, 2014). # '''Extended parricide:''' In this cluster parents and siblings are killed. Typically, suicide does not follow and the perpetrator is in their teens or early twenties. The parents may be the intended target and the siblings are either seen as an extension of the parents, or witness the parricide and therefore also have to be eliminated. The motivation is typically an external stressor which the perpetrator deems the parents responsible for, therefore retaliating in the form of homicide. # '''Diffuse conflicts:''' This cluster involves the death of any variation of family members, such as parents, intimate partners, grandparents, in-laws, or cousins. The homicides tend to stem from rage and perceived betrayal from an intimate partner. The other family members may be seen as involved in this betrayal or are present at the time and therefore also become victims of the attack. Similarly, another researcher identified "murder-by-proxy" and "suicide-by-proxy" as types of motivation for familicide (Frazier, 1975). Murder-by-proxy applies when victims are chosen because they associate with the primary target who is usually the spouse. Meaning a father may kill his children as well as his wife, as they are seen as an "extension" of her (Liem & Reichelmann, 2013). This relates to the spousal revenge cluster. In turn, suicide-by-proxy familicides may be triggered when the father feels as though he cannot protect his family any longer and their death is "for their own good" (Liem & Reichelmann, 2013). This type relates to the despondent husbands cluster. It is evident similar motivational themes have emerged from research on familicide over the past decades. A majority of the perpetrators are motivated to kill from either the perception that the family will be spared of suffering, getting revenge on a spouse who is leaving them and threatening their sense of control, or getting revenge on parent's that are potentially responsible for personal suffering. There are also [[w:Psychopathology|psychopathological]] factors that can underlie familicide motivation, such as severe [[w:Depression (mood)|depression]] and [[w:Psychosis|psychosis]] (Liem & Koenraadt, 2008). Research has also found high rates of [[w:Antisocial personality disorder|antisocial personality disorder]], [[w:Narcissistic personality disorder|narcissistic personality disorder]] and [[w:Borderline personality disorder|borderline personality disorder]] diagnoses among familicide perpetrators (Sachmann & Harris Johnson, 2014). Thus, [https://www.google.com/search?rlz=1C1CHBF_en-GBAU757AU757&sxsrf=ACYBGNTCeJnGY9jNtLgQxT6ATbc0-T9LJw%3A1570424120848&ei=OMWaXdyzM43b9QPmprSwCw&q=intimate+partner+homicide+wikipedia&oq=intimate+partner+homicide+wiki&gs_l=psy-ab.3.0.33i22i29i30.8487.9436..11085...0.0..0.1239.4067.3-1j0j1j1j2......0....1..gws-wiz.......0j0i22i30.9GQ9PCXB2rk impulse control disorders] and paranoid belief systems can be associated with perpetrators of familicide. === Psychological theory === '''Evolutionary psychology''' [[w:Evolutionary psychology|Evolutionary psychology]] can help explain familicide from [[wikipedia:Darwinism|Darwinist]] concepts like [[w:Natural selection|natural selection]] and [[w:Reproductive success|reproductive success]], where some [[wikipedia:Anti-social_behaviour|antisocial]] behaviours can be seen as adaptive (Liem, 2010). From this view, women can be seen as having a reproductive capacity that men can own and exchange (Liem, 2010). Men have a strong need for control over their spouse's reproductive capacity, therefore threat of withdrawal from the relationship can be deadly (Liem & Reichelmann, 2013). If the woman's threat to leave is imminent, that constitutes a loss of control over her reproductive capacity and the partner may respond with lethal violence (Liem, 2010). From this evolutionary psychological perspective it may be seen that a sexual proprietary mindset is activated in the male, so when threatened with cues of competition or potential [[w:Cuckoldry|cuckoldry]], violent emotions, and motivations may occur (Liem, 2010). The children may also be at risk from the activation of this mindset, especially if there are cues of non-paternity. The wife and children can then both be seen as the causes of his anger and resentment (Liem, 2010). Homicide or familicide may then be explained as a rare product of the lethal violence associated with attempting to limit or control the wife's reproduction and autonomy (Liem, 2010). "If I can't have them, no one can" is the attitude being displayed. This theory relates to the spousal revenge cluster. On the other hand, some view homicide as an adaptive mechanism for increasing individual survival (Liem, 2010), which may be linked to the extended parricide cluster as the parents can be blamed for individual suffering. Although, not everyone who feels jealous or threatened kills their partner and kids. So homicide has been viewed as an usually extreme manifestation of internal conflicts that are not usually lethal, and can be seen as an unintended by-product of violence (Wilson et al., 1995). Therefore, familicide cases should be of interest in the analysis of psychological processes that underlie parent-child conflict, marital conflict, and the overlap between them (Wilson et al., 1995). Evolution has evidently shaped the minds and behaviour of humans, and familicide through the lens of evolution is seen as a manifestation of perceived jealousy, competition or cuckoldry, or threat of control and access to the partner's reproductive capabilities. This theory may not explain every aspect of familicide and its motivations, but it provides a basic understanding as to why a man may kill his whole family. {{Robelbox|theme={{{theme|2}}}|title= Case study [[File:Magnifying-glass.svg|left|35px]] }} <div style="{{Robelbox/pad}}"> '''John List''' On November 9, 1971, a man from New Jersey, John List, shot and killed his wife in their family home followed by his mother who was residing with them. Later, he killed two of his children as they got home from school, and then killed his third child after arriving home from a soccer game. He dragged all of their bodies into the ballroom of their mansion, kneeled by them, and prayed for them. The five bodies remained in the house for close to a month without being discovered. List was having financial trouble and lost his job, so in his mind, he killed them to save them from such hardships and had sent them to heaven by doing so. List disappeared and started a new life in a new city, and was not caught for nearly two decades until, in 1990, he was convicted of first-degree murder for the deaths of his family members. This case is an example of the despondent husbands cluster, as he killed his family in an attempt to save them from hardship. Source: [http://criminalminds.wikia.com/wiki/John_List Criminal Minds Wiki] For more information on this case visit the [https://en.wikipedia.org/wiki/John_List John List Wikipedia page]. </div> {{Robelbox/close}} == Test your knowledge! == <quiz display="simple"> {Which motive is more common among women who commit IPH? |type="()"} - DV - Threat of separation + Self-defence - Jealousy {Which is NOT classified as a familicide cluster? |type="()"} - Extended parricide + Violent altruism - Diffuse conflicts - Spousal revenge - Despondent husbands </quiz> ==Conclusion== Overall, it is evident IPH and familicide are motivated by various factors. Different motivations for IPH were explored such as self-defence, jealousy, and threat of separation. Control over a partner plays a role in DV and how it may escalate into IPH, with severe and frequent attacks by a partner being a significant risk factor. SDT provides an explanation as to why someone might act violently, which was related to how one perceives and approaches intimate relationships. Having a CO and lacking satisfaction of basic psychological needs in a relationship are linked to DV and therefore, can help explain IPH. Research on familicide identified clusters of specific motivations with underlying themes of altruism, jealousy, or revenge. Evolutionary psychology helps to explain revenge and jealousy through a man's need to control his partner's reproductive capacity. Therefore, familicide can be seen as an extreme manifestation of negative emotions related to jealousy and threat. Through research and theory, it is clear that many motivations exist as to why someone would kill a member of their own family. It is imperative that support services are available for those in violent relationships, and prevention should be a focus worldwide in order to tackle this major ongoing problem. {{RoundBoxTop|theme=12}}This chapter is an overview of some motivations for these acts. It does not cover every possible motive or reason. Instead, it serves as an informational tool for readers and highlights the importance of the topic. {{RoundBoxBottom}} ==See also== *[[Motivation and emotion/Book/2015/Filicide motivation|Filicide motivation]] (Book chapter, 2015) *[[Motivation and emotion/Book/2015/Infanticide motivation|Infanticide motivation]] (Book chapter, 2015) * [[Motivation and emotion/Book/2013/Jealousy|Jealousy]] (Book chapter, 2013) *[[Motivation and emotion/Book/2015/Revenge motivation|Revenge motivation]] (Book chapter, 2015) ==References== {{Hanging indent|1= Aldridge, M., & Browne, K. (2003). Perpetrators of spousal homicide. ''Trauma, Violence, & Abuse'', ''4'', 265-276. https://doi.org/10.1177/1524838003004003005 Cussen, T., & Bryant, W. (2015). Domestic/family homicide in Australia. Retrieved from https://aic.gov.au/publications/rip/rip38 Deci, E., & Ryan, R. (1985). The general causality orientations scale: Self-determination in personality. ''Journal of Research in Personality'', ''19'', 109-134. http://dx.doi.org/10.1016/0092-6566(85)90023-6 Frazier, S. H. (1975). Violence and social impact. In J. C. G. Schoolar (Ed.), ''Research and the psychiatric patient'' (pp. 191-200). New York, NY: Brunner & Mazel. Hamilton, G., & Sutterfield, T. (1998). Comparison study of women who have and have not murdered their abusive partners. ''Women & Therapy, 20,'' 45-55. https://doi.org/10.1300/J015v20n04_04 Huss, M., Tomkins, A., Garbin, C., Schopp, R., & Kilian, A. (2006). Battered women who kill their abusers. ''Journal of Interpersonal Violence, 21'', 1063-1080. https://doi.org/10.1177/0886260506290206 Liem, M. (2010). Homicide followed by suicide: A review. ''Aggression and Violent Behavior'', ''15'', 153-161. https://doi.org/10.1016/j.avb.2009.10.001 Liem, M., & Koenraadt, F. (2008). Familicide: a comparison with spousal and child homicide by mentally disordered perpetrators. ''Criminal Behaviour and Mental Health, 18,'' 306-318. https://doi.org/10.1002/cbm.710 Liem, M., & Reichelmann, A. (2013). Patterns of multiple family homicide. ''Homicide Studies'', ''18'', 44-58. https://doi.org/10.1177/1088767913511460 Mailloux, S. (2014). Fatal families: Why children are killed in familicide occurrences. ''Journal of Family Violence, 29,'' 921-926. [https://www.researchgate.net/publication/285401673_Fatal_Families_Why_Children_are_Killed_in_Familicide_Occurrences https://doi.org/10.1007/s10896-014-9643-0] Ryan, R., & Deci, E. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. ''Contemporary Educational Psychology'', ''25'', 54-67. https://doi.org/10.1006/ceps.1999.1020 Sachmann, M., & Harris Johnson, C. (2014). The relevance of long-term antecedents in assessing the risk of familicide-suicide following separation. ''Child Abuse Review, 23,'' 130-141. https://doi.org/10.1002/car.2317 Saunders, D., & Browne, A. (2000). Case studies in family violence (2nd ed., pp. 415-449). New York: Plenum. Sebire, J. (2015). The value of incorporating measures of relationship concordance when constructing profiles of intimate partner homicides: A descriptive study of IPH committed within London, 1998-2009. ''Journal of Interpersonal Violence, 32,'' 1476-1500. https://doi.org/10.1177/0886260515589565 Sheehan, B., Murphy, S., Moynihan, M., Dudley-Fennessey, E., & Stapleton, J. (2014). Intimate partner homicide: New insights for understanding lethality and risks. ''Violence Against Women'', ''21'', 269-288. https://doi.org/10.1177/1077801214564687 Stöckl, H., Devries, K., Rotstein, A., Abrahams, N., Campbell, J., Watts, C., & Moreno, C. (2013). The global prevalence of intimate partner homicide: a systematic review. ''The Lancet, 382,'' 859-865. https://doi.org/10.1016/S0140-6736(13)61030-2 Wallace, A. (1986). Homicide: The social reality. New South Wales Bureau of Crime and Statistics, Sydney. Weizmann-Henelius, G., Matti Grönroos, L., Putkonen, H., Eronen, M., Lindberg, N., & Häkkänen-Nyholm, H. (2012). Gender-specific risk factors for intimate partner homicide. ''Journal of Interpersonal Violence'', ''27'', 1519-1539. https://doi.org/10.1177/0886260511425793 Wilson, M., Daly, M., & Daniele, A. (1995). Familicide: The killing of spouse and children. ''Aggressive Behavior'', ''21'', 275-291. [https://onlinelibrary.wiley.com/doi/abs/10.1002/1098-2337%281995%2921%3A4%3C275%3A%3AAID-AB2480210404%3E3.0.CO%3B2-S https://doi.org/10.1002/1098-2337(1995)21:4<275::AID-AB2480210404>3.0.CO;2-S] Øverup, C., Hadden, B., Knee, C., & Rodriguez, L. (2017). Self-determination theory and intimate partner violence (IPV): Assessment of relationship causality orientations as predictors of IPV perpetration. ''Journal of Research in Personality'', ''70'', 139-155. https://doi.org/10.1016/j.jrp.2017.07.002 Zahn, M., & Block, C. (2003). Intimate Partner Homicide. National Institute of Justice, (205). }} ==External links== Getting help: *[https://www.helpguide.org/service-directory/hotlines.htm Abuse Hotlines - International] (Website) *[https://www.helpguide.org/articles/abuse/help-for-men-who-are-being-abused.htm Help for abused and battered men] (Website) *[https://www.helpguide.org/articles/abuse/getting-out-of-an-abusive-relationship.htm Help for abused and battered women] (Website) TED talk: * [https://www.youtube.com/watch?v=V1yW5IsnSjo Why domestic violence victims don't leave] <div style="background:#F4BBFF;padding:0.5em 1.0em;{{round corners}}">'''Want to see more real cases of family homicide? Check out these television shows:''' * '''Deadly Women:''' A TV show about women who kill, many episodes involve family homicide * '''Forensic Files:''' An abundance of real crime cases, many episodes are about IPH * '''The Staircase:''' The story of a man who was accused of killing his wife * '''48 Hours:''' Follows many real crime cases including IPH cases </div> [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Forensic/Killing]] [[Category:Motivation and emotion/Book/Relationships]] [[Category:Motivation and emotion/Book/Violence]] [[Category:Motivation and emotion/Book/Family]] rwyu9pp3m6vx2olnt9v7od9awrp640r 3 250786 2822571 2821374 2026-08-17T21:03:57Z MediaWiki message delivery 983498 /* Tech News: 2026-34 */ new section 2822571 wikitext text/x-wiki == First Message Posting == Update Talk on Wikiversity [[User:Bnhassin|Bnhassin]] ([[User talk:Bnhassin|discuss]] • [[Special:Contributions/Bnhassin|contribs]]) 21:04, 29 June 2019 (UTC) == Update Sandbox User == == Posting to sandbox == Update Sandbox on Wikiversity [[User:Bnhassin/sandbox]] ([[User talk:Bnhassin|discuss]] • [[Special:Contributions/Bnhassin|contribs]])[[User:Bnhassin|Bnhassin]] ([[User talk:Bnhassin|discuss]] • [[Special:Contributions/Bnhassin|contribs]]) 11:04, 25 October 2020 (UTC) == [[m:Special:MyLanguage/Tech/News/2020/50|Tech News: 2020-50]] == <section begin="technews-2020-W50"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. 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Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/03|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.27|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-01-19|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-01-20|en}}. It will be on all wikis from {{#time:j xg|2021-01-21|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''Future changes''' * The [[mw:Special:MyLanguage/Growth|Growth team]] plans to add features to [[mw:Special:MyLanguage/Growth/Personalized first day/Newcomer tasks/Experiment analysis, November 2020|get more visitors to edit]] to more Wikipedias. You can help [https://translatewiki.net/w/i.php?title=Special:Translate&group=ext-growthexperiments&language=&filter=&action=translate translating the interface]. * You will be able to read but not to edit Wikimedia Commons for a short time on [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210126T07 {{#time:j xg|2021-01-26|en}} at 07:00 (UTC)]. [https://phabricator.wikimedia.org/T271791] * [[m:Special:MyLanguage/MassMessage|MassMessage]] posts could be automatically timestamped in the future. This is because MassMessage senders can now send pages using MassMessage. Pages are more difficult to sign. If there are times when a MassMessage post should not be timestamped you can [[phab:T270435|let the developers know]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/03|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2021-W03"/> 16:10, 18 January 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=20974628 --> == [[m:Special:MyLanguage/Tech/News/2021/04|Tech News: 2021-04]] == <section begin="technews-2021-W04"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/04|Translations]] are available. '''Problems''' * You will be able to read but not to edit Wikimedia Commons for a short time on [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210126T07 {{#time:j xg|2021-01-26|en}} at 07:00 (UTC)]. You will not be able to read or edit [[:wikitech:Main Page|Wikitech]] for a short time on [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210128T09 {{#time:j xg|2021-01-28|en}} at 09:00 (UTC)]. [https://phabricator.wikimedia.org/T271791][https://phabricator.wikimedia.org/T272388] '''Changes later this week''' * [[m:WMDE Technical Wishes/Bracket Matching|Bracket matching]] will be added to the [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror]] syntax highlighter on the first wikis. The first wikis are German and Catalan Wikipedia and maybe other Wikimedia wikis. This will happen on 27 January. [https://phabricator.wikimedia.org/T270238] * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.28|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-01-26|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-01-27|en}}. It will be on all wikis from {{#time:j xg|2021-01-28|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/04|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2021-W04"/> 18:31, 25 January 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21007423 --> == [[m:Special:MyLanguage/Tech/News/2021/05|Tech News: 2021-05]] == <section begin="technews-2021-W05"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/05|Translations]] are available. '''Problems''' * [[:w:en:IPv6|IPv6 addresses]] were written in lowercase letters in diffs. This caused dead links since [[Special:Contributions|Special:Contributions]] only accepted uppercase letters for the IPs. This has been fixed. [https://phabricator.wikimedia.org/T272225] '''Changes later this week''' * You can soon use Wikidata to link to pages on the multilingual Wikisource. [https://phabricator.wikimedia.org/T138332] * Often editors use a "non-breaking space" to make a gap between two items when reading but still show them together. This can be used to avoid a line break. You will now be able to add new ones via the special character tool in the 2010, 2017, and visual editors. The character will be shown in the visual editor as a space with a grey background. [https://phabricator.wikimedia.org/T70429][https://phabricator.wikimedia.org/T96666] * [[File:Octicons-tools.svg|15px|link=| Advanced item]] Wikis use [[mw:Special:MyLanguage/Extension:AbuseFilter|abuse filters]] to stop bad edits being made. Filter maintainers can now use syntax like <code>1.2.3.4 - 1.2.3.55</code> as well as the <code>1.2.3.4/27</code> syntax for IP ranges. [https://phabricator.wikimedia.org/T218074] * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.29|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-02-02|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-02-03|en}}. It will be on all wikis from {{#time:j xg|2021-02-04|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''Future changes''' * [[mw:Skin:Minerva Neue|Minerva]] is the skin Wikimedia wikis use for mobile traffic. When a page is protected and you can't edit it you can normally read the source wikicode. This doesn't work on Minerva on mobile devices. This is being fixed. Some text might overlap. This is because your community needs to update [[MediaWiki:Protectedpagetext|MediaWiki:Protectedpagetext]] to work on mobile. You can [[phab:T208827|read more]]. [https://www.mediawiki.org/wiki/Recommendations_for_mobile_friendly_articles_on_Wikimedia_wikis#Inline_styles_should_not_use_properties_that_impact_sizing_and_positioning][https://www.mediawiki.org/wiki/Recommendations_for_mobile_friendly_articles_on_Wikimedia_wikis#Avoid_tables_for_anything_except_data] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] [[:wikitech:Portal:Cloud VPS|Cloud VPS]] and [[:wikitech:Portal:Toolforge|Toolforge]] will change the IP address they use to contact the wikis. The new IP address will be <code>185.15.56.1</code>. This will happen on February 8. You can [[:wikitech:News/CloudVPS NAT wikis|read more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/05|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2021-W05"/> 22:38, 1 February 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21033195 --> == [[m:Special:MyLanguage/Tech/News/2021/06|Tech News: 2021-06]] == <section begin="technews-2021-W06"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/06|Translations]] are available. '''Recent changes''' * The [[mw:Special:MyLanguage/Wikimedia Apps|Wikipedia app]] for Android now has watchlists and talk pages in the app. [https://play.google.com/store/apps/details?id=org.wikipedia] '''Changes later this week''' * You can see edits to chosen pages on [[Special:Watchlist|Special:Watchlist]]. You can add pages to your watchlist on every wiki you like. The [[:mw:Special:MyLanguage/Extension:GlobalWatchlist|GlobalWatchlist]] extension will come to Meta on 11 February. There you can see entries on watched pages on different wikis on the same page. The new watchlist will be found on [[m:Special:GlobalWatchlist|Special:GlobalWatchlist]] on Meta. You can choose which wikis to watch and other preferences on [[m:Special:GlobalWatchlistSettings|Special:GlobalWatchlistSettings]] on Meta. You can watch up to five wikis. [https://phabricator.wikimedia.org/T260862] * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.30|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-02-09|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-02-10|en}}. It will be on all wikis from {{#time:j xg|2021-02-11|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''Future changes''' * When admins [[mw:Special:MyLanguage/Help:Protecting and unprotecting pages|protect]] pages the form will use the [[mw:UX standardization|OOUI look]]. [[Special:Import|Special:Import]] will also get the new look. This will make them easier to use on mobile phones. [https://phabricator.wikimedia.org/T235424][https://phabricator.wikimedia.org/T108792] * Some services will not work for a short period of time from 07:00 UTC on 17 February. There might be problems with new [[m:Special:MyLanguage/Wikimedia URL Shortener|short links]], new translations, new notifications, adding new items to your [[mw:Reading/Reading Lists|reading lists]] or recording [[:w:en:Email#Tracking of sent mail|email bounces]]. This is because of database maintenance. [https://phabricator.wikimedia.org/T273758] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] [[m:Tech/News/2021/05|Last week]] Tech News reported that the IP address [[:wikitech:Portal:Cloud VPS|Cloud VPS]] and [[:wikitech:Portal:Toolforge|Toolforge]] use to contact the wikis will change on 8 February. This is delayed. It will happen later instead. [https://wikitech.wikimedia.org/wiki/News/CloudVPS_NAT_wikis] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/06|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2021-W06"/> 17:42, 8 February 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21082948 --> == [[m:Special:MyLanguage/Tech/News/2021/07|Tech News: 2021-07]] == <section begin="technews-2021-W07"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/07|Translations]] are available. '''Problems''' * There were problems with recent versions of MediaWiki. Because the updates caused problems the developers rolled back to an earlier version. Some updates and new functions will come later than planned. [https://lists.wikimedia.org/pipermail/wikitech-l/2021-February/094255.html][https://lists.wikimedia.org/pipermail/wikitech-l/2021-February/094271.html] * Some services will not work for a short period of time from 07:00 UTC on 17 February. There might be problems with new [[m:Special:MyLanguage/Wikimedia URL Shortener|short links]], new translations, new notifications, adding new items to your [[mw:Reading/Reading Lists|reading lists]] or recording [[:w:en:Email#Tracking of sent mail|email bounces]]. This is because of database maintenance. [https://phabricator.wikimedia.org/T273758] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.31|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-02-16|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-02-17|en}}. It will be on all wikis from {{#time:j xg|2021-02-18|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/07|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2021-W07"/> 17:56, 15 February 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21105437 --> == [[m:Special:MyLanguage/Tech/News/2021/08|Tech News: 2021-08]] == <div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/08|Translations]] are available. '''Recent changes''' * The visual editor will now use [[:c:Commons:Structured data/Media search|MediaSearch]] to find images. You can search for images on Commons in the visual editor when you are looking for illustrations. This is to help editors find better images. [https://phabricator.wikimedia.org/T259896] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The [[mw:Special:MyLanguage/Extension:SyntaxHighlight|syntax highlighter]] now works with more languages: [[:w:en:Futhark (programming language)|Futhark]], [[:w:en:Graphviz|Graphviz]]/[[:w:en:DOT (graph description language)|DOT]], CDDL and AMDGPU. [https://phabricator.wikimedia.org/T274741] '''Problems''' * Editing a [[mw:Special:MyLanguage/Extension:EasyTimeline|timeline]] might have removed all text from it. This was because of a bug and has been fixed. You might need to edit the timeline again for it to show properly. [https://phabricator.wikimedia.org/T274822] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.32|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-02-23|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-02-24|en}}. It will be on all wikis from {{#time:j xg|2021-02-25|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] There is a [[:m:Wikimedia Rust developers user group|user group]] for developers and users interested in working on Wikimedia wikis with the [[:w:en:Rust (programming language)|Rust programming language]]. You can join or tell others who want to make your wiki better in the future. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/08|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div> ---- 00:17, 23 February 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21134058 --> == [[m:Special:MyLanguage/Tech/News/2021/09|Tech News: 2021-09]] == <div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/09|Translations]] are available. '''Recent changes''' * Wikis using the [[mw:Special:MyLanguage/Growth/Feature summary|Growth team tools]] can now show the name of a newcomer's mentor anywhere [[mw:Special:MyLanguage/Help:Growth/Mentorship/Integrating_mentorship|through a magic word]]. This can be used for welcome messages or userboxes. * A new version of the [[c:Special:MyLanguage/Commons:VideoCutTool|VideoCutTool]] is now available. It enables cropping, trimming, audio disabling, and rotating video content. It is being created as part of the developer outreach programs. '''Problems''' * There was a problem with the [[mw:Special:MyLanguage/Manual:Job queue|job queue]]. This meant some functions did not save changes and mass messages were delayed. This did not affect wiki edits. [https://phabricator.wikimedia.org/T275437] * Some editors may not be logged in to their accounts automatically in the latest versions of Firefox and Safari. [https://phabricator.wikimedia.org/T226797] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.33|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-03-02|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-03-03|en}}. It will be on all wikis from {{#time:j xg|2021-03-04|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/09|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div> ---- 19:08, 1 March 2021 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21161722 --> == [[m:Special:MyLanguage/Tech/News/2021/10|Tech News: 2021-10]] == <section begin="technews-2021-W10"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/10|Translations]] are available. '''Recent changes''' * [[mw:Special:MyLanguage/Content translation/Section translation|Section translation]] now works on Bengali Wikipedia. It helps mobile editors translate sections of articles. It will come to more wikis later. The first focus is active wikis with a smaller number of articles. You can [https://sx.wmflabs.org/index.php/Main_Page test it] and [[mw:Talk:Content translation/Section translation|leave feedback]]. * [[mw:Special:MyLanguage/Help:Extension:FlaggedRevs|Flagged revisions]] now give admins the review right. [https://phabricator.wikimedia.org/T275293] * When someone links to a Wikipedia article on Twitter this will now show a preview of the article. [https://phabricator.wikimedia.org/T276185] '''Problems''' * Many graphs have [[:w:en:JavaScript|JavaScript]] errors. Graph editors can check their graphs in their browser's developer console after editing. [https://phabricator.wikimedia.org/T275833] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.34|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-03-09|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-03-10|en}}. It will be on all wikis from {{#time:j xg|2021-03-11|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). * The [[mw:Talk pages project/New discussion|New Discussion]] tool will soon be a new [[mw:Special:MyLanguage/Extension:DiscussionTools|discussion tools]] beta feature for on most Wikipedias. The goal is to make it easier to start new discussions. [https://phabricator.wikimedia.org/T275257] '''Future changes''' * There will be a number of changes to make it easier to work with templates. Some will come to the first wikis in March. Other changes will come to the first wikis in June. This is both for those who use templates and those who create or maintain them. You can [[:m:WMDE Technical Wishes/Templates|read more]]. * [[m:WMDE Technical Wishes/ReferencePreviews|Reference Previews]] will become a default feature on some wikis on 17 March. They will share a setting with [[mw:Page Previews|Page Previews]]. If you prefer the Reference Tooltips or Navigation-Popups gadget you can keep using them. If so Reference Previews won't be shown. [https://phabricator.wikimedia.org/T271206][https://meta.wikimedia.org/wiki/Talk:WMDE_Technical_Wishes/ReferencePreviews] * New JavaScript-based functions will not work in [[:w:en:Internet Explorer 11|Internet Explorer 11]]. This is because Internet Explorer is an old browser that doesn't work with how JavaScript is written today. Everything that works in Internet Explorer 11 today will continue working in Internet Explorer for now. You can [[mw:Compatibility/IE11|read more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/10|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2021-W10"/> 17:51, 8 March 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21175593 --> == [[m:Special:MyLanguage/Tech/News/2021/11|Tech News: 2021-11]] == <section begin="technews-2021-W11"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/11|Translations]] are available. '''Recent changes''' * Wikis that are part of the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|desktop improvements]] project can now use a new [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Features/Search|search function]]. The desktop improvements and the new search will come to more wikis later. You can also [[mw:Reading/Web/Desktop Improvements#Deployment plan and timeline|test it early]]. * [[File:Octicons-tools.svg|15px|link=|Advanced item]] Editors who put up banners or change site-wide [[:w:en:JavaScript|JavaScript]] code should use the [https://grafana.wikimedia.org/d/000000566/overview?viewPanel=16&orgId=1 client error graph] to see that their changes has not caused problems. You can [https://diff.wikimedia.org/2021/03/08/sailing-steady%e2%80%8a-%e2%80%8ahow-you-can-help-keep-wikimedia-sites-error-free read more]. [https://phabricator.wikimedia.org/T276296] '''Problems''' * Due to [[phab:T276968|database issues]] the [https://meta.wikimedia.beta.wmflabs.org Wikimedia Beta Cluster] was read-only for over a day. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.34|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-03-16|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-03-17|en}}. It will be on all wikis from {{#time:j xg|2021-03-18|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''Future changes''' * You can add a [[:w:en:Newline|newline]] or [[:w:en:Carriage return|carriage return]] character to a custom signature if you use a template. There is a proposal to not allow them in the future. This is because they can cause formatting problems. [https://www.mediawiki.org/wiki/New_requirements_for_user_signatures#Additional_proposal_(2021)][https://phabricator.wikimedia.org/T272322] * You will be able to read but not edit [[phab:T276899|12 wikis]] for a short period of time on [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210323T06 {{#time:j xg|2021-03-23|en}} at 06:00 (UTC)]. This could take 30 minutes but will probably be much faster. * [[File:Octicons-tools.svg|15px|link=|Advanced item]] You can use [https://quarry.wmflabs.org/ Quarry] for [[:w:en:SQL|SQL]] queries to the [[wikitech:Wiki replicas|Wiki Replicas]]. Cross-database <code>JOINS</code> will no longer work from 23 March. There will be a new field to specify the database to connect to. If you think this affects you and you need help you can [[phab:T268498|post on Phabricator]] or on [[wikitech:Talk:News/Wiki Replicas 2020 Redesign|Wikitech]]. [https://wikitech.wikimedia.org/wiki/PAWS PAWS] and other ways to do [[:w:en:SQL|SQL]] queries to the Wiki Replicas will be affected later. [https://wikitech.wikimedia.org/wiki/News/Wiki_Replicas_2020_Redesign] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/11|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2021-W11"/> 23:22, 15 March 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21226057 --> == [[m:Special:MyLanguage/Tech/News/2021/12|Tech News: 2021-12]] == <section begin="technews-2021-W12"/><div class="plainlinks mw-content-ltr" lang="en" dir="ltr"><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/12|Translations]] are available. '''Recent changes''' * There is a [[mw:Wikipedia for KaiOS|Wikipedia app]] for [[:w:en:KaiOS|KaiOS]] phones. They don't have a touch screen so readers navigate with the phone keys. There is now a [https://wikimedia.github.io/wikipedia-kaios/sim.html simulator] so you can see what it looks like. * The [[mw:Special:MyLanguage/Talk pages project/Replying|reply tool]] and [[mw:Special:MyLanguage/Talk pages project/New discussion|new discussion tool]] are now available as the "{{int:discussiontools-preference-label}}" [[Special:Preferences#mw-prefsection-betafeatures|beta feature]] in almost all wikis except German Wikipedia. '''Problems''' * You will be able to read but not edit [[phab:T276899|twelve wikis]] for a short period of time on [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210323T06 {{#time:j xg|2021-03-23|{{PAGELANGUAGE}}}} at 06:00 (UTC)]. This can also affect password changes, logging in to new wikis, global renames and changing or confirming emails. This could take 30 minutes but will probably be much faster. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.36|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-03-23|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-03-24|en}}. It will be on all wikis from {{#time:j xg|2021-03-25|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). * [[:w:en:Syntax highlighting|Syntax highlighting]] colours will change to be easier to read. This will soon come to the [[phab:T276346|first wikis]]. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Improved_Color_Scheme_of_Syntax_Highlighting] '''Future changes''' * [[mw:Special:MyLanguage/Extension:FlaggedRevs|Flagged revisions]] will no longer have multiple tags like "tone" or "depth". It will also only have one tier. This was changed because very few wikis used these features and they make the tool difficult to maintain. [https://phabricator.wikimedia.org/T185664][https://phabricator.wikimedia.org/T277883] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] Gadgets and user scripts can access variables about the current page in JavaScript. In 2015 this was moved from <code dir=ltr>wg*</code> to <code dir=ltr>mw.config</code>. <code dir=ltr>wg*</code> will soon no longer work. [https://phabricator.wikimedia.org/T72470] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]] • [[m:Special:MyLanguage/Tech/News#contribute|Contribute]] • [[m:Special:MyLanguage/Tech/News/2021/12|Translate]] • [[m:Tech|Get help]] • [[m:Talk:Tech/News|Give feedback]] • [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div></div> <section end="technews-2021-W12"/> 16:53, 22 March 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21244806 --> == [[m:Special:MyLanguage/Tech/News/2021/13|Tech News: 2021-13]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/13|Translations]] are available. '''Recent changes''' * Some very old [[:w:en:Web browser|web browsers]] [[:mw:Special:MyLanguage/Compatibility|don’t work]] well with the Wikimedia wikis. Some old code for browsers that used to be supported is being removed. This could cause issues in those browsers. [https://phabricator.wikimedia.org/T277803] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] [[:m:IRC/Channels#Raw_feeds|IRC recent changes feeds]] have been moved to a new server. Make sure all tools automatically reconnect to <code>irc.wikimedia.org</code> and not to the name of any specific server. Users should also consider switching to the more modern [[:wikitech:Event Platform/EventStreams|EventStreams]]. [https://phabricator.wikimedia.org/T224579] '''Problems''' * When you move a page that many editors have on their watchlist the history can be split. It might also not be possible to move it again for a while. This is because of a [[:w:en:Job queue|job queue]] problem. [https://phabricator.wikimedia.org/T278350] * Some translatable pages on Meta could not be edited. This was because of a bug in the translation tool. The new MediaWiki version was delayed because of problems like this. [https://phabricator.wikimedia.org/T278429][https://phabricator.wikimedia.org/T274940] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.37|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-03-30|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-03-31|en}}. It will be on all wikis from {{#time:j xg|2021-04-01|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/13|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 17:30, 29 March 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21267131 --> == [[m:Special:MyLanguage/Tech/News/2021/14|Tech News: 2021-14]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/14|Translations]] are available. '''Recent changes''' * Editors can collapse part of an article so you have to click on it to see it. When you click a link to a section inside collapsed content it will now expand to show the section. The browser will scroll down to the section. Previously such links didn't work unless you manually expanded the content first. [https://phabricator.wikimedia.org/T276741] '''Changes later this week''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The [[mw:Special:MyLanguage/Citoid|citoid]] [[:w:en:API|API]] will use for example <code>2010-12-XX</code> instead of <code>2010-12</code> for dates with a month but no days. This is because <code>2010-12</code> could be confused with <code>2010-2012</code> instead of <code>December 2010</code>. This is called level 1 instead of level 0 in the [https://www.loc.gov/standards/datetime/ Extended Date/Time Format]. [https://phabricator.wikimedia.org/T132308] * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.36/wmf.38|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-04-06|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-04-07|en}}. It will be on all wikis from {{#time:j xg|2021-04-08|en}} ([[mw:MediaWiki 1.36/Roadmap|calendar]]). '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] [[:wikitech:PAWS|PAWS]] can now connect to the new [[:wikitech:Wiki Replicas|Wiki Replicas]]. Cross-database <code>JOINS</code> will no longer work from 28 April. There is [[:wikitech:News/Wiki Replicas 2020 Redesign#How should I connect to databases in PAWS?|a new way to connect]] to the databases. Until 28 April both ways to connect to the databases will work. If you think this affects you and you need help you can post [[phab:T268498|on Phabricator]] or on [[wikitech:Talk:News/Wiki Replicas 2020 Redesign|Wikitech]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/14|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 19:41, 5 April 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21287348 --> == [[m:Special:MyLanguage/Tech/News/2021/16|Tech News: 2021-16]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/16|Translations]] are available. '''Recent changes''' * Email to the Wikimedia wikis are handled by groups of Wikimedia editors. These volunteer response teams now use [https://github.com/znuny/Znuny Znuny] instead of [[m:Special:MyLanguage/OTRS|OTRS]]. The functions and interface remain the same. The volunteer administrators will give more details about the next steps soon. [https://phabricator.wikimedia.org/T279303][https://phabricator.wikimedia.org/T275294] * If you use [[Mw:Special:MyLanguage/Extension:CodeMirror|syntax highlighting]], you can see line numbers in the 2010 and 2017 wikitext editors when editing templates. This is to make it easier to see line breaks or talk about specific lines. Line numbers will soon come to all namespaces. [https://phabricator.wikimedia.org/T267911][https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Line_Numbering][https://meta.wikimedia.org/wiki/Talk:WMDE_Technical_Wishes/Line_Numbering] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] Because of a technical change there could be problems with gadgets and scripts that have an edit summary area that looks [https://phab.wmfusercontent.org/file/data/llvdqqnb5zpsfzylbqcg/PHID-FILE-25vs4qowibmtysl7cbml/Screen_Shot_2021-04-06_at_2.34.04_PM.png similar to this one]. If they look strange they should use <code>mw.loader.using('mediawiki.action.edit.styles')</code> to go back to how they looked before. [https://phabricator.wikimedia.org/T278898] * The [[mw:MediaWiki 1.37/wmf.1|latest version]] of MediaWiki came to the Wikimedia wikis last week. There was no Tech News issue last week. '''Changes later this week''' * There is no new MediaWiki version this week. '''Future changes''' * The user group <code>oversight</code> will be renamed <code>suppress</code>. This is for [[phab:T109327|technical reasons]]. This is the technical name. It doesn't affect what you call the editors with this user right on your wiki. This is planned to happen in two weeks. You can comment [[phab:T112147|in Phabricator]] if you have objections. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/16|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 16:48, 19 April 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21356080 --> == [[m:Special:MyLanguage/Tech/News/2021/17|Tech News: 2021-17]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/17|Translations]] are available. '''Recent changes''' * Templates have parameters that can have specific values. It is possible to suggest values for editors with [[mw:Special:MyLanguage/Extension:TemplateData|TemplateData]]. You can soon see them as a drop-down list in the visual editor. This is to help template users find the right values faster. [https://phabricator.wikimedia.org/T273857][https://meta.wikimedia.org/wiki/Special:MyLanguage/WMDE_Technical_Wishes/Suggested_values_for_template_parameters][https://meta.wikimedia.org/wiki/Talk:WMDE_Technical_Wishes/Suggested_values_for_template_parameters] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.3|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-04-27|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-04-28|en}}. It will be on all wikis from {{#time:j xg|2021-04-29|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/17|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 21:24, 26 April 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21391118 --> == [[m:Special:MyLanguage/Tech/News/2021/18|Tech News: 2021-18]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/18|Translations]] are available. '''Recent changes''' * [[w:en:Wikipedia:Twinkle|Twinkle]] is a gadget on English Wikipedia. It can help with maintenance and patrolling. It can [[m:Grants:Project/Rapid/SD0001/Twinkle localisation/Report|now be used on other wikis]]. You can get Twinkle on your wiki using the [https://github.com/wikimedia-gadgets/twinkle-starter twinkle-starter] GitHub repository. '''Problems''' * The [[mw:Special:MyLanguage/Content translation|content translation tool]] did not work for many articles for a little while. This was because of a bug. [https://phabricator.wikimedia.org/T281346] * Some things will not work for about a minute on 5 May. This will happen [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210505T0600 around 06:00 UTC]. This will affect the content translation tool and notifications among other things. This is because of an upgrade to avoid crashes. [https://phabricator.wikimedia.org/T281212] '''Changes later this week''' * [[mw:Special:MyLanguage/Help:Reference Previews|Reference Previews]] will become a default feature on a number of wikis on 5 May. This is later than planned because of some changes. You can use it without using [[mw:Special:MyLanguage/Page Previews|Page Previews]] if you want to. The earlier plan was to have the preference to use both or none. [https://phabricator.wikimedia.org/T271206][https://meta.wikimedia.org/wiki/Talk:WMDE_Technical_Wishes/ReferencePreviews] * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.4|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-05-04|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-05-05|en}}. It will be on all wikis from {{#time:j xg|2021-05-06|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The [[:w:en:CSS|CSS]] classes <code dir=ltr>.error</code>, <code dir=ltr>.warning</code> and <code dir=ltr>.success</code> do not work for mobile readers if they have not been specifically defined on your wiki. From June they will not work for desktop readers. This can affect gadgets and templates. The classes can be defined in [[MediaWiki:Common.css]] or template styles instead. [https://phabricator.wikimedia.org/T280766] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/18|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 15:43, 3 May 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21418010 --> == [[m:Special:MyLanguage/Tech/News/2021/19|Tech News: 2021-19]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/19|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.5|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-05-11|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-05-12|en}}. It will be on all wikis from {{#time:j xg|2021-05-13|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''Future changes''' * You can see what participants plan to work on at the online [[mw:Wikimedia Hackathon 2021|Wikimedia hackathon]] 22–23 May. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/19|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 15:10, 10 May 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21428676 --> == [[m:Special:MyLanguage/Tech/News/2021/20|Tech News: 2021-20]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/20|Translations]] are available. '''Recent changes''' * There is a new toolbar in [[mw:Talk pages project/Replying|the Reply tool]]. It works in the wikitext source mode. You can enable it in [[Special:Preferences#mw-htmlform-discussion|your preferences]]. [https://phabricator.wikimedia.org/T276608] [https://www.mediawiki.org/wiki/Talk_pages_project/Replying#13_May_2021] [https://www.mediawiki.org/wiki/Talk_pages_project/New_discussion#13_May_2021] * Wikimedia [https://lists.wikimedia.org/mailman/listinfo mailing lists] are being moved to [[:w:en:GNU Mailman|Mailman 3]]. This is a newer version. For the [[:w:en:Character encoding|character encoding]] to work it will change from <code>[[:w:en:UTF-8|UTF-8]]</code> to <code>utf8mb3</code>. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/IEYQ2HS3LZF2P3DAYMNZYQDGHWPVMTPY/][https://phabricator.wikimedia.org/T282621] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] An [[m:Special:MyLanguage/Tech/News/2021/14|earlier issue]] of Tech News said that the [[mw:Special:MyLanguage/Citoid|citoid]] [[:w:en:API|API]] would handle dates with a month but no days in a new way. This has been reverted for now. There needs to be more discussion of how it affects different wikis first. [https://phabricator.wikimedia.org/T132308] '''Changes later this week''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] <code>MediaWiki:Pageimages-blacklist</code> will be renamed <code>MediaWiki:Pageimages-denylist</code>. The list can be copied to the new name. It will happen on 19 May for some wikis and 20 May for some wikis. Most wikis don't use it. It lists images that should never be used as thumbnails for articles. [https://phabricator.wikimedia.org/T282626] * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.6|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-05-18|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-05-19|en}}. It will be on all wikis from {{#time:j xg|2021-05-20|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/20|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 13:49, 17 May 2021 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21464279 --> == [[m:Special:MyLanguage/Tech/News/2021/21|Tech News: 2021-21]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/21|Translations]] are available. '''Recent changes''' * The Wikimedia movement has been using [[:m:Special:MyLanguage/IRC|IRC]] on a network called [[:w:en:Freenode|Freenode]]. There have been changes around who is in control of the network. The [[m:Special:MyLanguage/IRC/Group_Contacts|Wikimedia IRC Group Contacts]] have [[m:Special:Diff/21476411|decided]] to move to the new [[:w:en:Libera Chat|Libera Chat]] network instead. This is not a formal decision for the movement to move all channels but most Wikimedia IRC channels will probably leave Freenode. There is a [[:m:IRC/Migrating_to_Libera_Chat|migration guide]] and ongoing Wikimedia [[m:Wikimedia Forum#Freenode (IRC)|discussions about this]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.7|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-05-25|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-05-26|en}}. It will be on all wikis from {{#time:j xg|2021-05-27|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/21|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 17:07, 24 May 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21477606 --> == [[m:Special:MyLanguage/Tech/News/2021/22|Tech News: 2021-22]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/22|Translations]] are available. '''Problems''' * There was an issue on the Vector skin with the text size of categories and notices under the page title. It was fixed last Monday. [https://phabricator.wikimedia.org/T283206] '''Changes later this week''' * There is no new MediaWiki version this week. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/22|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 17:05, 31 May 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21516076 --> == [[m:Special:MyLanguage/Tech/News/2021/23|Tech News: 2021-23]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/23|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.9|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-06-08|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-06-09|en}}. It will be on all wikis from {{#time:j xg|2021-06-10|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''Future changes''' * The Wikimedia movement uses [[:mw:Special:MyLanguage/Phabricator|Phabricator]] for technical tasks. This is where we collect technical suggestions, bugs and what developers are working on. The company behind Phabricator will stop working on it. This will not change anything for the Wikimedia movement now. It could lead to changes in the future. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/message/YAXOD46INJLAODYYIJUVQWOZFIV54VUI/][https://admin.phacility.com/phame/post/view/11/phacility_is_winding_down_operations/][https://phabricator.wikimedia.org/T283980] * Searching on Wikipedia will find more results in some languages. This is mainly true for when those who search do not use the correct [[:w:en:Diacritic|diacritics]] because they are not seen as necessary in that language. For example searching for <code>Bedusz</code> doesn't find <code>Będusz</code> on German Wikipedia. The character <code>ę</code> isn't used in German so many would write <code>e</code> instead. This will work better in the future in some languages. [https://phabricator.wikimedia.org/T219550] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The [[:w:en:Cross-site request forgery|CSRF token parameters]] in the [[:mw:Special:MyLanguage/API:Main page|action API]] were changed in 2014. The old parameters from before 2014 will stop working soon. This can affect bots, gadgets and user scripts that still use the old parameters. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/IMP43BNCI32C524O5YCUWMQYP4WVBQ2B/][https://phabricator.wikimedia.org/T280806] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/23|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 20:02, 7 June 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21551759 --> == [[m:Special:MyLanguage/Tech/News/2021/24|Tech News: 2021-24]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/24|Translations]] are available. '''Recent changes''' * Logged-in users on the mobile web can choose to use the [[:mw:Special:MyLanguage/Reading/Web/Advanced mobile contributions|advanced mobile mode]]. They now see categories in a similar way as users on desktop do. This means that some gadgets that have just been for desktop users could work for users of the mobile site too. If your wiki has such gadgets you could decide to turn them on for the mobile site too. Some gadgets probably need to be fixed to look good on mobile. [https://phabricator.wikimedia.org/T284763] * Language links on Wikidata now works for [[:oldwikisource:Main Page|multilingual Wikisource]]. [https://phabricator.wikimedia.org/T275958] '''Changes later this week''' * There is no new MediaWiki version this week. '''Future changes''' * In the future we [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation|can't show the IP]] of unregistered editors to everyone. This is because privacy regulations and norms have changed. There is now a rough draft of how [[m:IP Editing: Privacy Enhancement and Abuse Mitigation#Updates|showing the IP to those who need to see it]] could work. * German Wikipedia, English Wikivoyage and 29 smaller wikis will be read-only for a few minutes on 22 June. This is planned between 5:00 and 5:30 UTC. [https://phabricator.wikimedia.org/T284530] * All wikis will be read-only for a few minutes in the week of 28 June. More information will be published in Tech News later. It will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T281515][https://phabricator.wikimedia.org/T281209] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/24|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 20:26, 14 June 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21587625 --> == [[m:Special:MyLanguage/Tech/News/2021/25|Tech News: 2021-25]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/25|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The <code>otrs-member</code> group name is now <code>vrt-permissions</code>. This could affect abuse filters. [https://phabricator.wikimedia.org/T280615] '''Problems''' * You will be able to read but not edit German Wikipedia, English Wikivoyage and 29 smaller wikis for a few minutes on 22 June. This is planned between [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210623T0500 5:00 and 5:30 UTC]. [https://phabricator.wikimedia.org/T284530] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.11|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-06-22|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-06-23|en}}. It will be on all wikis from {{#time:j xg|2021-06-24|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/25|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 15:49, 21 June 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21593987 --> == [[m:Special:MyLanguage/Tech/News/2021/26|Tech News: 2021-26]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/26|Translations]] are available. '''Recent changes''' * Wikis with the [[mw:Special:MyLanguage/Growth|Growth features]] now can [[mw:Special:MyLanguage/Growth/Community configuration|configure Growth features directly on their wiki]]. This uses the new special page <code>Special:EditGrowthConfig</code>. [https://phabricator.wikimedia.org/T285423] * Wikisources have a new [[m:Special:MyLanguage/Community Tech/OCR Improvements|OCR tool]]. If you don't want to see the "extract text" button on Wikisource you can add <code>.ext-wikisource-ExtractTextWidget { display: none; }</code> to your [[Special:MyPage/common.css|common.css page]]. [https://phabricator.wikimedia.org/T285311] '''Problems''' *You will be able to read but not edit the Wikimedia wikis for a few minutes on 29 June. This is planned at [https://www.timeanddate.com/worldclock/fixedtime.html?iso=20210629T1400 14:00 UTC]. [https://phabricator.wikimedia.org/T281515][https://phabricator.wikimedia.org/T281209] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.12|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-06-29|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-06-30|en}}. It will be on all wikis from {{#time:j xg|2021-07-01|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''Future changes''' * <code>Threshold for stub link formatting</code>, <code>thumbnail size</code> and <code>auto-number headings</code> can be set in preferences. They are expensive to maintain and few editors use them. The developers are planning to remove them. Removing them will make pages load faster. You can [[mw:Special:MyLanguage/User:SKim (WMF)/Performance Dependent User Preferences|read more and give feedback]]. * A toolbar will be added to the [[mw:Talk pages project/Replying|Reply tool]]'s wikitext source mode. This will make it easier to link to pages and to ping other users. [https://phabricator.wikimedia.org/T276609][https://www.mediawiki.org/wiki/Talk_pages_project/Replying#Status_updates] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/26|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 16:32, 28 June 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21653312 --> == [[m:Special:MyLanguage/Tech/News/2021/27|Tech News: 2021-27]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/27|Translations]] are available. '''Tech News''' * The next issue of Tech News will be sent out on 19 July. '''Recent changes''' * [[:wikidata:Q4063270|AutoWikiBrowser]] is a tool to make repetitive tasks easier. It now uses [[:w:en:JSON|JSON]]. <code>Wikipedia:AutoWikiBrowser/CheckPage</code> has moved to <code>Wikipedia:AutoWikiBrowser/CheckPageJSON</code> and <code>Wikipedia:AutoWikiBrowser/Config</code>. <code>Wikipedia:AutoWikiBrowser/CheckPage/Version</code> has moved to <code>Wikipedia:AutoWikiBrowser/CheckPage/VersionJSON</code>. The tool will eventually be configured on the wiki so that you don't have to wait until the new version to add templates or regular expression fixes. [https://phabricator.wikimedia.org/T241196] '''Problems''' * [[m:Special:MyLanguage/InternetArchiveBot|InternetArchiveBot]] helps saving online sources on some wikis. It adds them to [[:w:en:Wayback Machine|Wayback Machine]] and links to them there. This is so they don't disappear if the page that was linked to is removed. It currently has a problem with linking to the wrong date when it moves pages from <code>archive.is</code> to <code>web.archive.org</code>. [https://phabricator.wikimedia.org/T283432] '''Changes later this week''' * The tool to [[m:WMDE Technical Wishes/Finding and inserting templates|find, add and remove templates]] will be updated. This is to make it easier to find and use the right templates. It will come to the first wikis on 7 July. It will come to more wikis later this year. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Removing_a_template_from_a_page_using_the_VisualEditor][https://phabricator.wikimedia.org/T284553] * There is no new MediaWiki version this week. '''Future changes''' * Some Wikimedia wikis use [[m:Special:MyLanguage/Flagged Revisions|Flagged Revisions]] or pending changes. It hides edits from new and unregistered accounts for readers until they have been patrolled. The auto review action in Flagged Revisions will no longer be logged. All old logs of auto-review will be removed. This is because it creates a lot of logs that are not very useful. [https://phabricator.wikimedia.org/T285608] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/27|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 17:33, 5 July 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21694636 --> == [[m:Special:MyLanguage/Tech/News/2021/29|Tech News: 2021-29]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/29|Translations]] are available. '''Recent changes''' * The tool to [[m:WMDE Technical Wishes/Finding and inserting templates|find, add and remove templates]] was updated. This is to make it easier to find and use the right templates. It was supposed to come to the first wikis on 7 July. It was delayed to 12 July instead. It will come to more wikis later this year. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Removing_a_template_from_a_page_using_the_VisualEditor][https://phabricator.wikimedia.org/T284553] * [[Special:UnconnectedPages|Special:UnconnectedPages]] lists pages that are not connected to Wikidata. This helps you find pages that can be connected to Wikidata items. Some pages should not be connected to Wikidata. You can use the magic word <code><nowiki>__EXPECTED_UNCONNECTED_PAGE__</nowiki></code> on pages that should not be listed on the special page. [https://phabricator.wikimedia.org/T97577] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.15|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-07-20|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-07-21|en}}. It will be on all wikis from {{#time:j xg|2021-07-22|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] How media is structured in the [[:w:en:Parsing|parser's]] HTML output will soon change. This can affect bots, gadgets, user scripts and extensions. You can [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/L2UQJRHTFK5YG3IOZEC7JSLH2ZQNZRVU/ read more]. You can test it on [[:testwiki:Main Page|Testwiki]] or [[:test2wiki:Main Page|Testwiki 2]]. * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The parameters for how you obtain [[mw:API:Tokens|tokens]] in the MediaWiki API were changed in 2014. The old way will no longer work from 1 September. Scripts, bots and tools that use the parameters from before the 2014 change need to be updated. You can [[phab:T280806#7215377|read more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/29|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 15:31, 19 July 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21755027 --> == [[m:Special:MyLanguage/Tech/News/2021/30|Tech News: 2021-30]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/30|Translations]] are available. '''Recent changes''' * A [[mw:MediaWiki 1.37/wmf.14|new version]] of MediaWiki came to the Wikimedia wikis the week before last week. This was not in Tech News because there was no newsletter that week. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.16|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-07-27|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-07-28|en}}. It will be on all wikis from {{#time:j xg|2021-07-29|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''Future changes''' * If you use the [[mw:Special:MyLanguage/Skin:MonoBook|Monobook skin]] you can choose to switch off [[:w:en:Responsive web design|responsive design]] on mobile. This will now work for more skins. If <code>{{int:monobook-responsive-label}}</code> is unticked you need to also untick the new [[Special:Preferences#mw-prefsection-rendering|preference]] <code>{{int:prefs-skin-responsive}}</code>. Otherwise it will stop working. Interface admins can automate this process on your wiki. You can [[phab:T285991|read more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/30|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 21:11, 26 July 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21771634 --> == [[m:Special:MyLanguage/Tech/News/2021/31|Tech News: 2021-31]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/31|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] If your wiki uses markup like <bdi lang="zxx" dir="ltr"><code><nowiki><div class="mw-content-ltr"></nowiki></code></bdi> or <bdi lang="zxx" dir="ltr"><code><nowiki><div class="mw-content-rtl"></nowiki></code></bdi> without the required <bdi lang="zxx" dir="ltr"><code>dir</code></bdi> attribute, then these will no longer work in 2 weeks. There is a short-term fix that can be added to your local wiki's Common.css page, which is explained at [[phab:T287701|T287701]]. From now on, all usages should include the full attributes, for example: <bdi lang="zxx" dir="ltr"><code><nowiki><div class="mw-content-ltr" dir="ltr" lang="en"></nowiki></code></bdi> or <bdi lang="zxx" dir="ltr"><code><nowiki><div class="mw-content-rtl" dir="rtl" lang="he"></nowiki></code></bdi>. This also applies to some other HTML tags, such as <code>span</code> or <code>code</code>. You can find existing examples on your wiki that need to be updated, using the instructions at [[phab:T287701|T287701]]. * Reminder: Wikimedia has [[m:Special:MyLanguage/IRC/Migrating to Libera Chat|migrated to the Libera Chat IRC network]], from the old Freenode network. Local documentation should be updated. '''Problems''' * Last week, all wikis had slow access or no access for 30 minutes. There was a problem with generating dynamic lists of articles on the Russian Wikinews, due to the bulk import of 200,000+ new articles over 3 days, which led to database problems. The problematic feature has been disabled on that wiki and developers are discussing if it can be fixed properly. [https://phabricator.wikimedia.org/T287380][https://wikitech.wikimedia.org/wiki/Incident_documentation/2021-07-26_ruwikinews_DynamicPageList] '''Changes later this week''' * When adding links to a page using [[mw:VisualEditor|VisualEditor]] or the [[mw:Special:MyLanguage/2017 wikitext editor|2017 wikitext editor]], [[mw:Special:MyLanguage/Extension:Disambiguator|disambiguation pages]] will now only appear at the bottom of search results. This is because users do not often want to link to disambiguation pages. [https://phabricator.wikimedia.org/T285510] * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.17|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-08-03|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-08-04|en}}. It will be on all wikis from {{#time:j xg|2021-08-05|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''Future changes''' * The [[mw:Wikimedia Apps/Team/Android|team of the Wikipedia app for Android]] is working on communication in the app. The developers are working on how to talk to other editors and get notifications. You can [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/Communication|read more]]. They are looking for users who want to [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/Communication/UsertestingJuly2021|test the plans]]. Any editor who has an Android phone and is willing to download the app can do this. * The [[Special:Preferences#mw-prefsection-betafeatures|Beta Feature]] for {{int:discussiontools-preference-label}} will be updated in the coming weeks. You will be able to [[mw:Talk pages project/Notifications|subscribe to individual sections]] on a talk page at more wikis. You can test this now by adding <code>?dtenable=1</code> to the end of the talk page's URL ([https://meta.wikimedia.org/wiki/Meta_talk:Sandbox?dtenable=1 example]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/31|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 20:47, 2 August 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21818289 --> == [[m:Special:MyLanguage/Tech/News/2021/32|Tech News: 2021-32]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/32|Translations]] are available. '''Problems''' * You can read but not edit 17 wikis for a few minutes on 10 August. This is planned at [https://zonestamp.toolforge.org/1628571650 05:00 UTC]. This is because of work on the database. [https://phabricator.wikimedia.org/T287449] '''Changes later this week''' * The [[wmania:Special:MyLanguage/2021:Hackathon|Wikimania Hackathon]] will take place remotely on 13 August, starting at 5:00 UTC, for 24 hours. You can participate in many ways. You can still propose projects and sessions. * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.18|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-08-10|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-08-11|en}}. It will be on all wikis from {{#time:j xg|2021-08-12|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The old CSS <bdi lang="zxx" dir="ltr"><code><nowiki><div class="visualClear"></div></nowiki></code></bdi> will not be supported after 12 August. Instead, templates and pages should use <bdi lang="zxx" dir="ltr"><code><nowiki><div style="clear:both;"></div></nowiki></code></bdi>. Please help to replace any existing uses on your wiki. There are global-search links available at [[phab:T287962|T287962]]. '''Future changes''' * [[m:Special:MyLanguage/The Wikipedia Library|The Wikipedia Library]] is a place for Wikipedia editors to get access to sources. There is an [[mw:Special:MyLanguage/Extension:TheWikipediaLibrary|extension]] which has a new function to tell users when they can take part in it. It will use notifications. It will start pinging the first users in September. It will ping more users later. [https://phabricator.wikimedia.org/T288070] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] [[w:en:Vue.js|Vue.js]] will be the [[w:en:JavaScript|JavaScript]] framework for MediaWiki in the future. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/SOZREBYR36PUNFZXMIUBVAIOQI4N7PDU/] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/32|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 16:21, 9 August 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21856726 --> == [[m:Special:MyLanguage/Tech/News/2021/33|Tech News: 2021-33]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/33|Translations]] are available. '''Recent changes''' * You can add language links in the sidebar in the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|new Vector skin]] again. You do this by connecting the page to a Wikidata item. The new Vector skin has moved the language links but the new language selector cannot add language links yet. [https://phabricator.wikimedia.org/T287206] '''Problems''' * There was a problem on wikis which use the Translate extension. Translations were not updated or were replaced with the English text. The problems have been fixed. [https://phabricator.wikimedia.org/T288700][https://phabricator.wikimedia.org/T288683][https://phabricator.wikimedia.org/T288719] '''Changes later this week''' * A [[mw:Help:Tags|revision tag]] will soon be added to edits that add links to [[mw:Special:MyLanguage/Extension:Disambiguator|disambiguation pages]]. This is because these links are usually added by accident. The tag will allow editors to easily find the broken links and fix them. If your wiki does not like this feature, it can be [[mw:Help:Tags#Deleting a tag added by the software|hidden]]. [https://phabricator.wikimedia.org/T287549] *Would you like to help improve the information about tools? Would you like to attend or help organize a small virtual meetup for your community to discuss the list of tools? Please get in touch on the [[m:Toolhub/The Quality Signal Sessions|Toolhub Quality Signal Sessions]] talk page. We are also looking for feedback [[m:Talk:Toolhub/The Quality Signal Sessions#Discussion topic for "Quality Signal Sessions: The Tool Maintainers edition"|from tool maintainers]] on some specific questions. * In the past, edits to any page in your user talk space ignored your [[mw:Special:MyLanguage/Help:Notifications#mute|mute list]], e.g. sub-pages. Starting this week, this is only true for edits to your talk page. [https://phabricator.wikimedia.org/T288112] * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.19|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-08-17|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-08-18|en}}. It will be on all wikis from {{#time:j xg|2021-08-19|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/33|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 19:27, 16 August 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21889213 --> == [[m:Special:MyLanguage/Tech/News/2021/34|Tech News: 2021-34]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/34|Translations]] are available. '''Recent changes''' * The [[mw:Special:MyLanguage/Extension:Score|Score]] extension (<bdi lang="zxx" dir="ltr"><code><nowiki><score></nowiki></code></bdi> notation) has been re-enabled on public wikis and upgraded to a newer version. Some musical score functionality may no longer work because the extension is only enabled in "safe mode". The security issue has been fixed and an [[mw:Special:MyLanguage/Extension:Score/2021 security advisory|advisory published]]. '''Problems''' * You will be able to read but not edit [[phab:T289130|some wikis]] for a few minutes on {{#time:j xg|2021-08-25|en}}. This will happen around [https://zonestamp.toolforge.org/1629871217 06:00 UTC]. This is for database maintenance. During this time, operations on the CentralAuth will also not be possible. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.20|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-08-24|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-08-25|en}}. It will be on all wikis from {{#time:j xg|2021-08-26|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/34|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 21:58, 23 August 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21923254 --> == Read-only reminder == <section begin="MassMessage"/> A maintenance operation will be performed on [https://zonestamp.toolforge.org/1629871231 {{#time: l F d H:i e|2021-08-25T06:00|en}}]. It should only last for a few minutes. This will affect your wiki as well as 11 other wikis. During this time, publishing edits will not be possible. Also during this time, operations on the CentralAuth will not be possible (GlobalRenames, changing/confirming e-mail addresses, logging into new wikis, password changes). For more details about the operation and on all impacted services, please check [[phab:T289130|on Phabricator]]. A banner will be displayed 30 minutes before the operation. Please help your community to be aware of this maintenance operation. {{Int:Feedback-thanks-title}}<section end="MassMessage"/> 20:35, 24 August 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21927201 --> == [[m:Special:MyLanguage/Tech/News/2021/35|Tech News: 2021-35]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/35|Translations]] are available. '''Recent changes''' * Some musical score syntax no longer works and may needed to be updated, you can check [[:Category:{{MediaWiki:score-error-category}}]] on your wiki for a list of pages with errors. '''Problems''' * Musical scores were unable to render lyrics in some languages because of missing fonts. This has been fixed now. If your language would prefer a different font, please file a request in Phabricator. [https://phabricator.wikimedia.org/T289554] '''Changes later this week''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The parameters for how you obtain [[mw:API:Tokens|tokens]] in the MediaWiki API were changed in 2014. The old way will no longer work from 1 September. Scripts, bots and tools that use the parameters from before the 2014 change need to be updated. You can [[phab:T280806#7215377|read more]] about this. * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.21|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-08-31|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-09-01|en}}. It will be on all wikis from {{#time:j xg|2021-09-02|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). '''Future changes''' * You will be able to read but not edit [[phab:T289660|Commons]] for a few minutes on {{#time:j xg|2021-09-06|en}}. This will happen around [https://zonestamp.toolforge.org/1630818058 05:00 UTC]. This is for database maintenance. * All wikis will be read-only for a few minutes in the week of 13 September. More information will be published in Tech News later. It will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T287539] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/35|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 16:01, 30 August 2021 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21954810 --> == [[m:Special:MyLanguage/Tech/News/2021/36|Tech News: 2021-36]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/36|Translations]] are available. '''Recent changes''' * The wikis that have [[mw:Special:MyLanguage/Growth/Feature_summary|Growth features]] deployed have been part of A/B testing since deployment, in which some newcomers did not receive the new features. Now, all of the newcomers on 21 of the smallest of those wikis will be receiving the features. [https://phabricator.wikimedia.org/T289786] '''Changes later this week''' * There is no new MediaWiki version this week. '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] In 2017, the provided jQuery library was upgraded from version 1 to 3, with a compatibility layer. The migration will soon finish, to make the site load faster for everyone. If you maintain a gadget or user script, check if you have any JQMIGRATE errors and fix them, or they will break. [https://phabricator.wikimedia.org/T280944][https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/6Z2BVLOBBEC2QP4VV4KOOVQVE52P3HOP/] * Last year, the Portuguese Wikipedia community embarked on an experiment to make log-in compulsory for editing.  The [[m:IP Editing: Privacy Enhancement and Abuse Mitigation/Impact report for Login Required Experiment on Portuguese Wikipedia|impact report of this trial]] is ready. Moving forward, the Anti-Harassment Tools team is looking for projects that are willing to experiment with restricting IP editing on their wiki for a short-term experiment. [[m:IP Editing: Privacy Enhancement and Abuse Mitigation/Login Required Experiment|Learn more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/36|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 15:20, 6 September 2021 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=21981010 --> == [[m:Special:MyLanguage/Tech/News/2021/37|Tech News: 2021-37]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/37|Translations]] are available. '''Recent changes''' * 45 new Wikipedias now have access to the [[mw:Special:MyLanguage/Growth/Feature summary|Growth features]]. [https://phabricator.wikimedia.org/T289680] * [[mw:Special:MyLanguage/Growth/Deployment table|A majority of Wikipedias]] now have access to the Growth features. The Growth team [[mw:Special:MyLanguage/Growth/FAQ|has published an FAQ page]] about the features. This translatable FAQ covers the description of the features, how to use them, how to change the configuration, and more. '''Problems''' * [[m:Special:MyLanguage/Tech/Server switch|All wikis will be read-only]] for a few minutes on 14 September. This is planned at [https://zonestamp.toolforge.org/1631628002 14:00 UTC]. [https://phabricator.wikimedia.org/T287539] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.37/wmf.23|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-09-14|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-09-15|en}}. It will be on all wikis from {{#time:j xg|2021-09-16|en}} ([[mw:MediaWiki 1.37/Roadmap|calendar]]). * Starting this week, Wikipedia in Italian will receive weekly software updates on Wednesdays. It used to receive the updates on Thursdays. Due to this change, bugs will be noticed and fixed sooner. [https://phabricator.wikimedia.org/T286664] * You can add language links in the sidebar in [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|the new Vector skin]] again. You do this by connecting the page to a Wikidata item. The new Vector skin has moved the language links but the new language selector cannot add language links yet. [https://phabricator.wikimedia.org/T287206] * The [[mw:Special:MyLanguage/Extension:SyntaxHighlight|syntax highlight]] tool marks up code with different colours. It now can highlight 23 new code languages. Additionally, <bdi lang="zxx" dir="ltr"><code>golang</code></bdi> can now be used as an alias for the [[d:Q37227|Go programming language]], and a special <bdi lang="zxx" dir="ltr"><code>output</code></bdi> mode has been added to show a program's output. [https://phabricator.wikimedia.org/T280117][https://gerrit.wikimedia.org/r/c/mediawiki/extensions/SyntaxHighlight_GeSHi/+/715277/] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/37|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 15:35, 13 September 2021 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22009517 --> == [[m:Special:MyLanguage/Tech/News/2021/38|Tech News: 2021-38]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/38|Translations]] are available. '''Recent changes''' * Growth features are now deployed to almost all Wikipedias. [[phab:T290582|For the majority of small Wikipedias]], the features are only available for experienced users, to [[mw:Special:MyLanguage/Growth/FAQ#enable|test the features]] and [[mw:Special:MyLanguage/Growth/FAQ#config|configure them]]. Features will be available for newcomers starting on 20 September 2021. * MediaWiki had a feature that would highlight local links to short articles in a different style. Each user could pick the size at which "stubs" would be highlighted. This feature was very bad for performance, and following a consultation, has been removed. [https://phabricator.wikimedia.org/T284917] * A technical change was made to the MonoBook skin to allow for easier maintenance and upkeep. This has resulted in some minor changes to HTML that make MonoBook's HTML consistent with other skins. Efforts have been made to minimize the impact on editors, but please ping [[m:User:Jon (WMF)|Jon (WMF)]] on wiki or in [[phab:T290888|phabricator]] if any problems are reported. '''Problems''' * There was a problem with search last week. Many search requests did not work for 2 hours because of an accidental restart of the search servers. [https://wikitech.wikimedia.org/wiki/Incident_documentation/2021-09-13_cirrussearch_restart] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.1|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-09-21|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-09-22|en}}. It will be on all wikis from {{#time:j xg|2021-09-23|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The [[s:Special:ApiHelp/query+proofreadinfo|meta=proofreadpage API]] has changed. The <bdi lang="zxx" dir="ltr"><code><nowiki>piprop</nowiki></code></bdi> parameter has been renamed to <bdi lang="zxx" dir="ltr"><code><nowiki>prpiprop</nowiki></code></bdi>. API users should update their code to avoid unrecognized parameter warnings. Pywikibot users should upgrade to 6.6.0. [https://phabricator.wikimedia.org/T290585] '''Future changes''' * The [[mw:Special:MyLanguage/Help:DiscussionTools#Replying|Reply tool]] will be deployed to the remaining wikis in the coming weeks. It is currently part of "{{int:discussiontools-preference-label}}" in [[Special:Preferences#mw-prefsection-betafeatures|Beta features]] at most wikis. You will be able to turn it off in [[Special:Preferences#mw-prefsection-editing-discussion|Editing Preferences]]. [https://phabricator.wikimedia.org/T262331] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The [[mw:MediaWiki_1.37/Deprecation_of_legacy_API_token_parameters|previously announced]] change to how you obtain tokens from the API has been delayed to September 21 because of an incompatibility with Pywikibot. Bot operators using Pywikibot can follow [[phab:T291202|T291202]] for progress on a fix, and should plan to upgrade to 6.6.1 when it is released. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/38|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 18:32, 20 September 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22043415 --> == [[m:Special:MyLanguage/Tech/News/2021/39|Tech News: 2021-39]] == <section begin="technews-2021-W39"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/39|Translations]] are available. '''Recent changes''' * [[w:en:IOS|iOS 15]] has a new function called [https://support.apple.com/en-us/HT212614 Private Relay] (Apple website). This can hide the user's IP when they use [[w:en:Safari (software)|Safari]] browser. This is like using a [[w:en:Virtual private network|VPN]] in that we see another IP address instead. It is opt-in and only for those who pay extra for [[w:en:ICloud|iCloud]]. It will come to Safari users on [[:w:en:OSX|OSX]] later. There is a [[phab:T289795|technical discussion]] about what this means for the Wikimedia wikis. '''Problems''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] Some gadgets and user-scripts add items to the [[m:Customization:Explaining_skins#Portlets|portlets]] (article tools) part of the skin. A recent change to the HTML may have made those links a different font-size. This can be fixed by adding the CSS class <bdi lang="zxx" dir="ltr"><code>.vector-menu-dropdown-noicon</code></bdi>. [https://phabricator.wikimedia.org/T291438] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.2|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-09-28|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-09-29|en}}. It will be on all wikis from {{#time:j xg|2021-09-30|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). * The [[mw:Special:MyLanguage/Onboarding_new_Wikipedians#New_experience|GettingStarted extension]] was built in 2013, and provides an onboarding process for new account holders in a few versions of Wikipedia. However, the recently developed [[mw:Special:MyLanguage/Growth/Feature_summary|Growth features]] provide a better onboarding experience. Since the vast majority of Wikipedias now have access to the Growth features, GettingStarted will be deactivated starting on 4 October. [https://phabricator.wikimedia.org/T235752] * A small number of users will not be able to connect to the Wikimedia wikis after 30 September. This is because an old [[:w:en:root certificate|root certificate]] will no longer work. They will also have problems with many other websites. Users who have updated their software in the last five years are unlikely to have problems. Users in Europe, Africa and Asia are less likely to have immediate problems even if their software is too old. You can [[m:Special:MyLanguage/HTTPS/2021 Let's Encrypt root expiry|read more]]. * You can [[mw:Special:MyLanguage/Help:Notifications|receive notifications]] when someone leaves a comment on user talk page or mentions you in a talk page comment. Clicking the notification link will now bring you to the comment and highlight it. Previously, doing so brought you to the top of the section that contained the comment. You can find [[phab:T282029|more information in T282029.]] '''Future changes''' * The [[mw:Special:MyLanguage/Help:DiscussionTools#Replying|Reply tool]] will be deployed to the remaining wikis in the coming weeks. It is currently part of "{{int:discussiontools-preference-label}}" in [[Special:Preferences#mw-prefsection-betafeatures|Beta features]] at most wikis. You will be able to turn it off in [[Special:Preferences#mw-prefsection-editing-discussion|Editing Preferences]]. [[phab:T288485|See the list of wikis.]] [https://phabricator.wikimedia.org/T262331] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/39|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W39"/> 22:23, 27 September 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22077885 --> == [[m:Special:MyLanguage/Tech/News/2021/40|Tech News: 2021-40]] == <section begin="tech-newsletter-content"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/40|Translations]] are available. '''Recent changes''' * A more efficient way of sending changes from Wikidata to Wikimedia wikis that show them has been enabled for the following 10 wikis: mediawiki.org, the Italian, Catalan, Hebrew and Vietnamese Wikipedias, French Wikisource, and English Wikivoygage, Wikibooks, Wiktionary and Wikinews. If you notice anything strange about how changes from Wikidata appear in recent changes or your watchlist on those wikis you can [[phab:T48643|let the developers know]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.3|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-10-05|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-10-06|en}}. It will be on all wikis from {{#time:j xg|2021-10-07|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). * [[File:Octicons-tools.svg|15px|link=|Advanced item]] Some gadgets and bots that use the API to read the AbuseFilter log might break. The <bdi lang="zxx" dir="ltr"><code>hidden</code></bdi> property will no longer say an entry is <bdi lang="zxx" dir="ltr"><code>implicit</code></bdi> for unsuppressed log entries about suppressed edits. If your bot needs to know this, do a separate revision query. Additionally, the property will have the value <bdi lang="zxx" dir="ltr"><code>false</code></bdi> for visible entries; previously, it wasn't included in the response. [https://phabricator.wikimedia.org/T291718] * A more efficient way of sending changes from Wikidata to Wikimedia wikis that show them will be enabled for ''all production wikis''. If you notice anything strange about how changes from Wikidata appear in recent changes or your watchlist you can [[phab:T48643|let the developers know]]. '''Future changes''' * You can soon get cross-wiki notifications in the [[mw:Wikimedia Apps/Team/iOS|iOS Wikipedia app]]. You can also get notifications as push notifications. More notification updates will follow in later versions. [https://www.mediawiki.org/wiki/Wikimedia_Apps/Team/iOS/Notifications#September_2021_update] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The JavaScript variables <bdi lang="zxx" dir="ltr"><code>wgExtraSignatureNamespaces</code></bdi>, <bdi lang="zxx" dir="ltr"><code>wgLegalTitleChars</code></bdi>, and <bdi lang="zxx" dir="ltr"><code>wgIllegalFileChars</code></bdi> will soon be removed from <bdi lang="zxx" dir="ltr"><code>[[mw:Special:MyLanguage/Manual:Interface/JavaScript#mw.config|mw.config]]</code></bdi>. These are not part of the "stable" variables available for use in wiki JavaScript. [https://phabricator.wikimedia.org/T292011] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The JavaScript variables <bdi lang="zxx" dir="ltr"><code>wgCookiePrefix</code></bdi>, <bdi lang="zxx" dir="ltr"><code>wgCookieDomain</code></bdi>, <bdi lang="zxx" dir="ltr"><code>wgCookiePath</code></bdi>, and <bdi lang="zxx" dir="ltr"><code>wgCookieExpiration</code></bdi> will soon be removed from mw.config. Scripts should instead use <bdi lang="zxx" dir="ltr"><code>mw.cookie</code></bdi> from the "<bdi lang="zxx" dir="ltr">[[mw:ResourceLoader/Core_modules#mediawiki.cookie|mediawiki.cookie]]</bdi>" module. [https://phabricator.wikimedia.org/T291760] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/40|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="tech-newsletter-content"/> 16:32, 4 October 2021 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22101208 --> == [[m:Special:MyLanguage/Tech/News/2021/41|Tech News: 2021-41]] == <section begin="technews-2021-W41"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/41|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.4|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-10-12|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-10-13|en}}. It will be on all wikis from {{#time:j xg|2021-10-14|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). * The [[mw:Manual:Table_of_contents#Auto-numbering|"auto-number headings" preference]] is being removed. You can read [[phab:T284921]] for the reasons and discussion. This change was [[m:Tech/News/2021/26|previously]] announced. [[mw:Snippets/Auto-number_headings|A JavaScript snippet]] is available which can be used to create a Gadget on wikis that still want to support auto-numbering. '''Meetings''' * You can join a meeting about the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Desktop Improvements]]. A demonstration version of the [[mw:Reading/Web/Desktop Improvements/Features/Sticky Header|newest feature]] will be shown. The event will take place on Tuesday, 12 October at 16:00 UTC. [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/Talk to Web/12-10-2021|See how to join]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/41|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W41"/> 15:30, 11 October 2021 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22152137 --> == [[m:Special:MyLanguage/Tech/News/2021/42|Tech News: 2021-42]] == <section begin="technews-2021-W42"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/42|Translations]] are available. '''Recent changes''' *[[m:Toolhub|Toolhub]] is a catalogue to make it easier to find software tools that can be used for working on the Wikimedia projects. You can [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/LF4SSR4QRCKV6NPRFGUAQWUFQISVIPTS/ read more]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.5|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-10-19|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-10-20|en}}. It will be on all wikis from {{#time:j xg|2021-10-21|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''Future changes''' * The developers of the [[mw:Wikimedia Apps/Team/Android|Wikipedia Android app]] are working on [[mw:Wikimedia Apps/Team/Android/Communication|communication in the app]]. You can now answer questions in [[mw:Wikimedia Apps/Team/Android/Communication/UsertestingOctober2021|survey]] to help the development. * 3–5% of editors may be blocked in the next few months. This is because of a new service in Safari, which is similar to a [[w:en:Proxy server|proxy]] or a [[w:en:VPN|VPN]]. It is called iCloud Private Relay. There is a [[m:Special:MyLanguage/Apple iCloud Private Relay|discussion about this]] on Meta. The goal is to learn what iCloud Private Relay could mean for the communities. * [[m:Special:MyLanguage/Wikimedia Enterprise|Wikimedia Enterprise]] is a new [[w:en:API|API]] for those who use a lot of information from the Wikimedia projects on other sites. It is a way to get big commercial users to pay for the data. There will soon be a copy of the Wikimedia Enterprise dataset. You can [https://lists.wikimedia.org/hyperkitty/list/wikitech-ambassadors@lists.wikimedia.org/message/B2AX6PWH5MBKB4L63NFZY3ADBQG7MSBA/ read more]. You can also ask the team questions [https://wikimedia.zoom.us/j/88994018553 on Zoom] on [https://www.timeanddate.com/worldclock/fixedtime.html?hour=15&min=00&sec=0&day=22&month=10&year=2021 22 October 15:00 UTC]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/42|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W42"/> 20:53, 18 October 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22176877 --> == [[m:Special:MyLanguage/Tech/News/2021/43|Tech News: 2021-43]] == <section begin="technews-2021-W43"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/43|Translations]] are available. '''Recent changes''' * The [[m:Special:MyLanguage/Coolest_Tool_Award|Coolest Tool Award 2021]] is looking for nominations. You can recommend tools until 27 October. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.6|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-10-26|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-10-27|en}}. It will be on all wikis from {{#time:j xg|2021-10-28|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''Future changes''' *[[m:Special:MyLanguage/Help:Diff|Diff pages]] will have an improved copy and pasting experience. [[m:Special:MyLanguage/Community Wishlist Survey 2021/Copy paste diffs|The changes]] will allow the text in the diff for before and after to be treated as separate columns and will remove any unwanted syntax. [https://phabricator.wikimedia.org/T192526] * The version of the [[w:en:Liberation fonts|Liberation fonts]] used in SVG files will be upgraded. Only new thumbnails will be affected. Liberation Sans Narrow will not change. [https://phabricator.wikimedia.org/T253600] '''Meetings''' * You can join a meeting about the [[m:Special:MyLanguage/Community Wishlist Survey|Community Wishlist Survey]]. News about the [[m:Special:MyLanguage/Community Wishlist Survey 2021/Warn when linking to disambiguation pages|disambiguation]] and the [[m:Special:MyLanguage/Community Wishlist Survey 2021/Real Time Preview for Wikitext|real-time preview]] wishes will be shown. The event will take place on Wednesday, 27 October at 14:30 UTC. [[m:Special:MyLanguage/Community Wishlist Survey/Updates/Talk to Us|See how to join]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/43|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W43"/> 20:08, 25 October 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22232718 --> == [[m:Special:MyLanguage/Tech/News/2021/44|Tech News: 2021-44]] == <section begin="technews-2021-W44"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/44|Translations]] are available. '''Recent changes''' * There is a limit on the amount of emails a user can send each day. This limit is now global instead of per-wiki. This change is to prevent abuse. [https://phabricator.wikimedia.org/T293866] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.7|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-11-02|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-11-03|en}}. It will be on all wikis from {{#time:j xg|2021-11-04|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/44|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W44"/> 20:28, 1 November 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22269406 --> == [[m:Special:MyLanguage/Tech/News/2021/45|Tech News: 2021-45]] == <section begin="technews-2021-W45"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/45|Translations]] are available. '''Recent changes''' * Mobile IP editors are now able to receive warning notices indicating they have a talk page message on the mobile website (similar to the orange banners available on desktop). These notices will be displayed on every page outside of the main namespace and every time the user attempts to edit. The notice on desktop now has a slightly different colour. [https://phabricator.wikimedia.org/T284642][https://phabricator.wikimedia.org/T278105] '''Changes later this week''' * [[phab:T294321|Wikidata will be read-only]] for a few minutes on 11 November. This will happen around [https://zonestamp.toolforge.org/1636610400 06:00 UTC]. This is for database maintenance. [https://phabricator.wikimedia.org/T294321] * There is no new MediaWiki version this week. '''Future changes''' * In the future, unregistered editors will be given an identity that is not their [[:w:en:IP address|IP address]]. This is for legal reasons. A new user right will let editors who need to know the IPs of unregistered accounts to fight vandalism, spam, and harassment, see the IP. You can read the [[m:IP Editing: Privacy Enhancement and Abuse Mitigation#IP Masking Implementation Approaches (FAQ)|suggestions for how that identity could work]] and [[m:Talk:IP Editing: Privacy Enhancement and Abuse Mitigation|discuss on the talk page]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/45|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W45"/> 20:36, 8 November 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22311003 --> == [[m:Special:MyLanguage/Tech/News/2021/46|Tech News: 2021-46]] == <section begin="technews-2021-W46"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/46|Translations]] are available. '''Recent changes''' * Most [[c:Special:MyLanguage/Commons:Maximum_file_size#MAXTHUMB|large file uploads]] errors that had messages like "<bdi lang="zxx" dir="ltr"><code>stashfailed</code></bdi>" or "<bdi lang="zxx" dir="ltr"><code>DBQueryError</code></bdi>" have now been fixed. An [[wikitech:Incident documentation/2021-11-04 large file upload timeouts|incident report]] is available. '''Problems''' * Sometimes, edits made on iOS using the visual editor save groups of numbers as telephone number links, because of a feature in the operating system. This problem is under investigation. [https://phabricator.wikimedia.org/T116525] * There was a problem with search last week. Many search requests did not work for 2 hours because of a configuration error. [https://wikitech.wikimedia.org/wiki/Incident_documentation/2021-11-10_cirrussearch_commonsfile_outage] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.9|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-11-16|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-11-17|en}}. It will be on all wikis from {{#time:j xg|2021-11-18|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/46|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W46"/> 22:06, 15 November 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22338097 --> == [[m:Special:MyLanguage/Tech/News/2021/47|Tech News: 2021-47]] == <section begin="technews-2021-W47"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/47|Translations]] are available. '''Changes later this week''' * There is no new MediaWiki version this week. *The template dialog in VisualEditor and in the [[Special:Preferences#mw-prefsection-betafeatures|new wikitext mode]] Beta feature will be [[m:WMDE Technical Wishes/VisualEditor template dialog improvements|heavily improved]] on [[phab:T286992|a few wikis]]. Your [[m:Talk:WMDE Technical Wishes/VisualEditor template dialog improvements|feedback is welcome]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/47|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W47"/> 20:02, 22 November 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22366010 --> == [[m:Special:MyLanguage/Tech/News/2021/48|Tech News: 2021-48]] == <section begin="technews-2021-W48"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/48|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.11|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-11-30|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-12-01|en}}. It will be on all wikis from {{#time:j xg|2021-12-02|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/48|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W48"/> 21:15, 29 November 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22375666 --> == [[m:Special:MyLanguage/Tech/News/2021/49|Tech News: 2021-49]] == <section begin="technews-2021-W49"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/49|Translations]] are available. '''Problems''' * MediaWiki 1.38-wmf.11 was scheduled to be deployed on some wikis last week. The deployment was delayed because of unexpected problems. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.12|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-12-07|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-12-08|en}}. It will be on all wikis from {{#time:j xg|2021-12-09|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). * At all Wikipedias, a Mentor Dashboard is now available at <bdi lang="zxx" dir="ltr"><code><nowiki>Special:MentorDashboard</nowiki></code></bdi>. It allows registered mentors, who take care of newcomers' first steps, to monitor their assigned newcomers' activity. It is part of the [[mw:Special:MyLanguage/Growth/Feature summary|Growth features]]. You can learn more about [[mw:Special:MyLanguage/Growth/Communities/How_to_configure_the_mentors%27_list|activating the mentor list]] on your wiki and about [[mw:Special:MyLanguage/Growth/Mentor dashboard|the mentor dashboard project]]. * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The predecessor to the current [[mw:API|MediaWiki Action API]] (which was created in 2008), <bdi lang="zxx" dir="ltr"><code><nowiki>action=ajax</nowiki></code></bdi>, will be removed this week. Any scripts or bots using it will need to switch to the corresponding API module. [https://phabricator.wikimedia.org/T42786] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] An old ResourceLoader module, <bdi lang="zxx" dir="ltr"><code><nowiki>jquery.jStorage</nowiki></code></bdi>, which was deprecated in 2016, will be removed this week. Any scripts or bots using it will need to switch to <bdi lang="zxx" dir="ltr"><code><nowiki>mediawiki.storage</nowiki></code></bdi> instead. [https://phabricator.wikimedia.org/T143034] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/49|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W49"/> 21:59, 6 December 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22413926 --> == [[m:Special:MyLanguage/Tech/News/2021/50|Tech News: 2021-50]] == <section begin="technews-2021-W50"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/50|Translations]] are available. '''Recent changes''' * There are now default [[m:Special:MyLanguage/Help:Namespace#Other_namespace_aliases|short aliases]] for the "Project:" namespace on most wikis. E.g. On Wikibooks wikis, <bdi lang="zxx" dir="ltr"><code><nowiki>[[WB:]]</nowiki></code></bdi> will go to the local language default for the <bdi lang="zxx" dir="ltr"><code><nowiki>[[Project:]]</nowiki></code></bdi> namespace. This change is intended to help the smaller communities have easy access to this feature. Additional local aliases can still be requested via [[m:Special:MyLanguage/Requesting wiki configuration changes|the usual process]]. [https://phabricator.wikimedia.org/T293839] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.13|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2021-12-14|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2021-12-15|en}}. It will be on all wikis from {{#time:j xg|2021-12-16|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/50|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W50"/> 22:27, 13 December 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22441074 --> == [[m:Special:MyLanguage/Tech/News/2021/51|Tech News: 2021-51]] == <section begin="technews-2021-W51"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2021/51|Translations]] are available. '''Tech News''' * Because of the [[w:en:Christmas and holiday season|holidays]] the next issue of Tech News will be sent out on 10 January 2022. '''Recent changes''' * Queries made by the DynamicPageList extension (<bdi lang="zxx" dir="ltr"><code><nowiki><DynamicPageList></nowiki></code></bdi>) are now only allowed to run for 10 seconds and error if they take longer. This is in response to multiple outages where long-running queries caused an outage on all wikis. [https://phabricator.wikimedia.org/T287380#7575719] '''Changes later this week''' * There is no new MediaWiki version this week or next week. '''Future changes''' * The developers of the Wikipedia iOS app are looking for testers who edit in multiple languages. You can [[mw:Wikimedia Apps/Team/iOS/202112 testing|read more and let them know if you are interested]]. * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The Wikimedia [[wikitech:Portal:Cloud VPS|Cloud VPS]] hosts technical projects for the Wikimedia movement. Developers need to [[wikitech:News/Cloud VPS 2021 Purge|claim projects]] they use. This is because old and unused projects are removed once a year. Unclaimed projects can be shut down from February. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/2B7KYL5VLQNHGQQHMYLW7KTUKXKAYY3T/] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2021/51|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2021-W51"/> 22:05, 20 December 2021 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22465395 --> == [[m:Special:MyLanguage/Tech/News/2022/02|Tech News: 2022-02]] == <section begin="technews-2022-W02"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/02|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] A <bdi lang="zxx" dir="ltr"><code>oauth_consumer</code></bdi> variable has been added to the [[mw:Special:MyLanguage/AbuseFilter|AbuseFilter]] to enable identifying changes made by specific tools. [https://phabricator.wikimedia.org/T298281] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] Gadgets are [[mw:Special:MyLanguage/ResourceLoader/Migration_guide_(users)#Package_Gadgets|now able to directly include JSON pages]]. This means some gadgets can now be configured by administrators without needing the interface administrator permission, such as with the Geonotice gadget. [https://phabricator.wikimedia.org/T198758] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] Gadgets [[mw:Extension:Gadgets#Options|can now specify page actions]] on which they are available. For example, <bdi lang="zxx" dir="ltr"><code>|actions=edit,history</code></bdi> will load a gadget only while editing and on history pages. [https://phabricator.wikimedia.org/T63007] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] Gadgets can now be loaded on demand with the <bdi lang="zxx" dir="ltr"><code>withgadget</code></bdi> URL parameter. This can be used to replace [[mw:Special:MyLanguage/Snippets/Load JS and CSS by URL|an earlier snippet]] that typically looks like <bdi lang="zxx" dir="ltr"><code>withJS</code></bdi> or <bdi lang="zxx" dir="ltr"><code>withCSS</code></bdi>. [https://phabricator.wikimedia.org/T29766] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] At wikis where [[mw:Special:MyLanguage/Growth/Communities/How to configure the mentors' list|the Mentorship system is configured]], you can now use the Action API to get a list of a [[mw:Special:MyLanguage/Growth/Mentor_dashboard|mentor's]] mentees. [https://phabricator.wikimedia.org/T291966] * The heading on the main page can now be configured using <span class="mw-content-ltr" lang="en" dir="ltr">[[MediaWiki:Mainpage-title-loggedin]]</span> for logged-in users and <span class="mw-content-ltr" lang="en" dir="ltr">[[MediaWiki:Mainpage-title]]</span> for logged-out users. Any CSS that was previously used to hide the heading should be removed. [https://meta.wikimedia.org/wiki/Special:MyLanguage/Small_wiki_toolkits/Starter_kit/Main_page_customization#hide-heading] [https://phabricator.wikimedia.org/T298715] * Four special pages (and their API counterparts) now have a maximum database query execution time of 30 seconds. These special pages are: RecentChanges, Watchlist, Contributions, and Log. This change will help with site performance and stability. You can read [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/IPJNO75HYAQWIGTHI5LJHTDVLVOC4LJP/ more details about this change] including some possible solutions if this affects your workflows. [https://phabricator.wikimedia.org/T297708] * The [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Features/Sticky Header|sticky header]] has been deployed for 50% of logged-in users on [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Frequently asked questions#pilot-wikis|more than 10 wikis]]. This is part of the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Desktop Improvements]]. See [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Participate|how to take part in the project]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.17|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-01-11|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-01-12|en}}. It will be on all wikis from {{#time:j xg|2022-01-13|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''Events''' * [[m:Special:MyLanguage/Community Wishlist Survey 2022|Community Wishlist Survey 2022]] begins. All contributors to the Wikimedia projects can propose for tools and platform improvements. The proposal phase takes place from {{#time:j xg|2022-01-10|en}} 18:00 UTC to {{#time:j xg|2022-01-23|en}} 18:00 UTC. [[m:Special:MyLanguage/Community_Wishlist_Survey/FAQ|Learn more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/02|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W02"/> 01:23, 11 January 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22562156 --> == [[m:Special:MyLanguage/Tech/News/2022/03|Tech News: 2022-03]] == <section begin="technews-2022-W03"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/03|Translations]] are available. '''Recent changes''' * When using [[mw:Special:MyLanguage/Extension:WikiEditor|WikiEditor]] (also known as the 2010 wikitext editor), people will now see a warning if they link to disambiguation pages. If you click "{{int:Disambiguator-review-link}}" in the warning, it will ask you to correct the link to a more specific term. You can [[m:Community Wishlist Survey 2021/Warn when linking to disambiguation pages#Jan 12, 2021: Turning on the changes for all Wikis|read more information]] about this completed 2021 Community Wishlist item. * You can [[mw:Special:MyLanguage/Help:DiscussionTools#subscribe|automatically subscribe to all of the talk page discussions]] that you start or comment in using [[mw:Special:MyLanguage/Talk pages project/Feature summary|DiscussionTools]]. You will receive [[mw:Special:MyLanguage/Notifications|notifications]] when another editor replies. This is available at most wikis. Go to your [[Special:Preferences#mw-prefsection-editing-discussion|Preferences]] and turn on "{{int:discussiontools-preference-autotopicsub}}". [https://phabricator.wikimedia.org/T263819] * When asked to create a new page or talk page section, input fields can be [[mw:Special:MyLanguage/Manual:Creating_pages_with_preloaded_text|"preloaded" with some text]]. This feature is now limited to wikitext pages. This is so users can't be tricked into making malicious edits. There is a discussion about [[phab:T297725|if this feature should be re-enabled]] for some content types. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.18|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-01-18|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-01-19|en}}. It will be on all wikis from {{#time:j xg|2022-01-20|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''Events''' * [[m:Special:MyLanguage/Community Wishlist Survey 2022|Community Wishlist Survey 2022]] continues. All contributors to the Wikimedia projects can propose for tools and platform improvements. The proposal phase takes place from {{#time:j xg|2022-01-10|en}} 18:00 UTC to {{#time:j xg|2022-01-23|en}} 18:00 UTC. [[m:Special:MyLanguage/Community_Wishlist_Survey/FAQ|Learn more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/03|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W03"/> 19:55, 17 January 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22620285 --> == [[m:Special:MyLanguage/Tech/News/2022/04|Tech News: 2022-04]] == <section begin="technews-2022-W04"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/04|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.19|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-01-25|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-01-26|en}}. It will be on all wikis from {{#time:j xg|2022-01-27|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). * The following languages can now be used with [[mw:Special:MyLanguage/Extension:SyntaxHighlight|syntax highlighting]]: BDD, Elpi, LilyPond, Maxima, Rita, Savi, Sed, Sophia, Spice, .SRCINFO. * You can now access your watchlist from outside of the user menu in the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|new Vector skin]]. The watchlist link appears next to the notification icons if you are at the top of the page. [https://phabricator.wikimedia.org/T289619] '''Events''' * You can see the results of the [[m:Special:MyLanguage/Coolest Tool Award|Coolest Tool Award 2021]] and learn more about 14 tools which were selected this year. * You can [[m:Special:MyLanguage/Community_Wishlist_Survey/Help_us|translate, promote]], or comment on [[m:Special:MyLanguage/Community Wishlist Survey 2022/Proposals|the proposals]] in the Community Wishlist Survey. Voting will begin on {{#time:j xg|2022-01-28|en}}. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/04|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W04"/> 21:38, 24 January 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22644148 --> == [[m:Special:MyLanguage/Tech/News/2022/05|Tech News: 2022-05]] == <section begin="technews-2022-W05"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/05|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] If a gadget should support the new <bdi lang="zxx" dir="ltr"><code>?withgadget</code></bdi> URL parameter that was [[m:Special:MyLanguage/Tech/News/2022/02|announced]] 3 weeks ago, then it must now also specify <bdi lang="zxx" dir="ltr"><code>supportsUrlLoad</code></bdi> in the gadget definition ([[mw:Special:MyLanguage/Extension:Gadgets#supportsUrlLoad|documentation]]). [https://phabricator.wikimedia.org/T29766] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.20|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-02-01|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-02-02|en}}. It will be on all wikis from {{#time:j xg|2022-02-03|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''Future changes''' * A change that was [[m:Special:MyLanguage/Tech/News/2021/16|announced]] last year was delayed. It is now ready to move ahead: ** The user group <code>oversight</code> will be renamed <code>suppress</code>. This is for [[phab:T109327|technical reasons]]. This is the technical name. It doesn't affect what you call the editors with this user right on your wiki. This is planned to happen in three weeks. You can comment [[phab:T112147|in Phabricator]] if you have objections. As usual, these labels can be translated on translatewiki ([[phab:T112147|direct links are available]]) or by administrators on your wiki. '''Events''' * You can vote on proposals in the [[m:Special:MyLanguage/Community Wishlist Survey 2022|Community Wishlist Survey]] between 28 January and 11 February. The survey decides what the [[m:Special:MyLanguage/Community Tech|Community Tech team]] will work on. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/05|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W05"/> 17:42, 31 January 2022 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22721804 --> == [[m:Special:MyLanguage/Tech/News/2022/06|Tech News: 2022-06]] == <section begin="technews-2022-W06"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/06|Translations]] are available. '''Recent changes''' * English Wikipedia recently set up a gadget for dark mode. You can enable it there, or request help from an [[m:Special:MyLanguage/Interface administrators|interface administrator]] to set it up on your wiki ([[w:en:Wikipedia:Dark mode (gadget)|instructions and screenshot]]). * Category counts are sometimes wrong. They will now be completely recounted at the beginning of every month. [https://phabricator.wikimedia.org/T299823] '''Problems''' * A code-change last week to fix a bug with [[mw:Special:MyLanguage/Manual:Live preview|Live Preview]] may have caused problems with some local gadgets and user-scripts. Any code with skin-specific behaviour for <bdi lang="zxx" dir="ltr"><code>vector</code></bdi> should be updated to also check for <bdi lang="zxx" dir="ltr"><code>vector-2022</code></bdi>. [[phab:T300987|A code-snippet, global search, and example are available]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.21|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-02-08|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-02-09|en}}. It will be on all wikis from {{#time:j xg|2022-02-10|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/06|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W06"/> 21:15, 7 February 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22765948 --> == [[m:Special:MyLanguage/Tech/News/2022/07|Tech News: 2022-07]] == <section begin="technews-2022-W07"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/07|Translations]] are available. '''Recent changes''' * [[mw:Special:MyLanguage/Manual:Purge|Purging]] a category page with fewer than 5,000 members will now recount it completely. This will allow editors to fix incorrect counts when it is wrong. [https://phabricator.wikimedia.org/T85696] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.22|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-02-15|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-02-16|en}}. It will be on all wikis from {{#time:j xg|2022-02-17|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). * [[File:Octicons-tools.svg|15px|link=|Advanced item]] In the [[mw:Special:MyLanguage/Extension:AbuseFilter|AbuseFilter]] extension, the <code dir=ltr>rmspecials()</code> function has been updated so that it does not remove the "space" character. Wikis are advised to wrap all the uses of <code dir=ltr>rmspecials()</code> with <code dir=ltr>rmwhitespace()</code> wherever necessary to keep filters' behavior unchanged. You can use the search function on [[Special:AbuseFilter]] to locate its usage. [https://phabricator.wikimedia.org/T263024] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/07|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W07"/> 19:18, 14 February 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22821788 --> == [[m:Special:MyLanguage/Tech/News/2022/08|Tech News: 2022-08]] == <section begin="technews-2022-W08"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/08|Translations]] are available. '''Recent changes''' * [[Special:Nuke|Special:Nuke]] will now provide the standard deletion reasons (editable at <bdi lang="en" dir="ltr">[[MediaWiki:Deletereason-dropdown]]</bdi>) to use when mass-deleting pages. This was [[m:Community Wishlist Survey 2022/Admins and patrollers/Mass-delete to offer drop-down of standard reasons, or templated reasons.|a request in the 2022 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T25020] * At Wikipedias, all new accounts now get the [[mw:Special:MyLanguage/Growth/Feature_summary|Growth features]] by default when creating an account. Communities are encouraged to [[mw:Special:MyLanguage/Help:Growth/Tools/Account_creation|update their help resources]]. Previously, only 80% of new accounts would get the Growth features. A few Wikipedias remain unaffected by this change. [https://phabricator.wikimedia.org/T301820] * You can now prevent specific images that are used in a page from appearing in other locations, such as within PagePreviews or Search results. This is done with the markup <bdi lang="zxx" dir="ltr"><code><nowiki>class=notpageimage</nowiki></code></bdi>. For example, <code><nowiki>[[File:Example.png|class=notpageimage]]</nowiki></code>. [https://phabricator.wikimedia.org/T301588] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] There has been a change to the HTML of Special:Contributions, Special:MergeHistory, and History pages, to support the grouping of changes by date in [[mw:Special:MyLanguage/Skin:Minerva_Neue|the mobile skin]]. While unlikely, this may affect gadgets and user scripts. A [[phab:T298638|list of all the HTML changes]] is on Phabricator. '''Events''' * [[m:Special:MyLanguage/Community Wishlist Survey 2022/Results|Community Wishlist Survey results]] have been published. The [[m:Special:MyLanguage/Community Wishlist Survey/Updates/2022 results#leaderboard|ranking of prioritized proposals]] is also available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.23|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-02-22|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-02-23|en}}. It will be on all wikis from {{#time:j xg|2022-02-24|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''Future changes''' * The software to play videos and audio files on pages will change soon on all wikis. The old player will be removed. Some audio players will become wider after this change. [[mw:Special:MyLanguage/Extension:TimedMediaHandler/VideoJS_Player|The new player]] has been a beta feature for over four years. [https://phabricator.wikimedia.org/T100106][https://phabricator.wikimedia.org/T248418] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Toolforge's underlying operating system is being updated. If you maintain any tools there, there are two options for migrating your tools into the new system. There are [[wikitech:News/Toolforge Stretch deprecation|details, deadlines, and instructions]] on Wikitech. [https://lists.wikimedia.org/hyperkitty/list/cloud-announce@lists.wikimedia.org/thread/EPJFISC52T7OOEFH5YYMZNL57O4VGSPR/] * Administrators will soon have [[m:Special:MyLanguage/Community Wishlist Survey 2021/(Un)delete associated talk page|the option to delete/undelete]] the associated "talk" page when they are deleting a given page. An API endpoint with this option will also be available. This was [[m:Community Wishlist Survey 2021/Admins and patrollers/(Un)delete associated talk page|a request from the 2021 Wishlist Survey]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/08|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W08"/> 19:12, 21 February 2022 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22847768 --> == [[m:Special:MyLanguage/Tech/News/2022/09|Tech News: 2022-09]] == <section begin="technews-2022-W09"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/09|Translations]] are available. '''Recent changes''' * When searching for edits by [[mw:Special:MyLanguage/Help:Tags|change tags]], e.g. in page history or user contributions, there is now a dropdown list of possible tags. This was [[m:Community Wishlist Survey 2022/Miscellaneous/Improve plain-text change tag selector|a request in the 2022 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T27909] * Mentors using the [[mw:Special:MyLanguage/Growth/Mentor_dashboard|Growth Mentor dashboard]] will now see newcomers assigned to them who have made at least one edit, up to 200 edits. Previously, all newcomers assigned to the mentor were visible on the dashboard, even ones without any edit or ones who made hundred of edits. Mentors can still change these values using the filters on their dashboard. Also, the last choice of filters will now be saved. [https://phabricator.wikimedia.org/T301268][https://phabricator.wikimedia.org/T294460] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] The user group <code>oversight</code> was renamed <code>suppress</code>. This is for [[phab:T109327|technical reasons]]. You may need to update any local references to the old name, e.g. gadgets, links to Special:Listusers, or uses of [[mw:Special:MyLanguage/Help:Magic_words|NUMBERINGROUP]]. '''Problems''' * The recent change to the HTML of [[mw:Special:MyLanguage/Help:Tracking changes|tracking changes]] pages caused some problems for screenreaders. This is being fixed. [https://phabricator.wikimedia.org/T298638] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.24|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-03-01|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-03-02|en}}. It will be on all wikis from {{#time:j xg|2022-03-03|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''Future changes''' * Working with templates will become easier. [[m:WMDE_Technical_Wishes/Templates|Several improvements]] are planned for March 9 on most wikis and on March 16 on English Wikipedia. The improvements include: Bracket matching, syntax highlighting colors, finding and inserting templates, and related visual editor features. * If you are a template developer or an interface administrator, and you are intentionally overriding or using the default CSS styles of user feedback boxes (the classes: <code dir=ltr>successbox, messagebox, errorbox, warningbox</code>), please note that these classes and associated CSS will soon be removed from MediaWiki core. This is to prevent problems when the same class-names are also used on a wiki. Please let us know by commenting at [[phab:T300314]] if you think you might be affected. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/09|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W09"/> 22:59, 28 February 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22902593 --> == [[m:Special:MyLanguage/Tech/News/2022/10|Tech News: 2022-10]] == <section begin="technews-2022-W10"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/10|Translations]] are available. '''Problems''' * There was a problem with some interface labels last week. It will be fixed this week. This change was part of ongoing work to simplify the support for skins which do not have active maintainers. [https://phabricator.wikimedia.org/T301203] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.25|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-03-08|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-03-09|en}}. It will be on all wikis from {{#time:j xg|2022-03-10|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/10|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W10"/> 21:16, 7 March 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22958074 --> == [[m:Special:MyLanguage/Tech/News/2022/11|Tech News: 2022-11]] == <section begin="technews-2022-W11"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/11|Translations]] are available. '''Recent changes''' * In the Wikipedia Android app [[mw:Special:MyLanguage/Wikimedia_Apps/Team/Android/Communication#Updates|it is now possible]] to change the toolbar at the bottom so the tools you use more often are easier to click on. The app now also has a focused reading mode. [https://phabricator.wikimedia.org/T296753][https://phabricator.wikimedia.org/T254771] '''Problems''' * There was a problem with the collection of some page-view data from June 2021 to January 2022 on all wikis. This means the statistics are incomplete. To help calculate which projects and regions were most affected, relevant datasets are being retained for 30 extra days. You can [[m:Talk:Data_retention_guidelines#Added_exception_for_page_views_investigation|read more on Meta-wiki]]. * There was a problem with the databases on March 10. All wikis were unreachable for logged-in users for 12 minutes. Logged-out users could read pages but could not edit or access uncached content then. [https://wikitech.wikimedia.org/wiki/Incident_documentation/2022-03-10_MediaWiki_availability] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.38/wmf.26|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-03-15|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-03-16|en}}. It will be on all wikis from {{#time:j xg|2022-03-17|en}} ([[mw:MediaWiki 1.38/Roadmap|calendar]]). * When [[mw:Special:MyLanguage/Help:System_message#Finding_messages_and_documentation|using <bdi lang="zxx" dir="ltr"><code>uselang=qqx</code></bdi> to find localisation messages]], it will now show all possible message keys for navigation tabs such as "{{int:vector-view-history}}". [https://phabricator.wikimedia.org/T300069] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Access to [[{{#special:RevisionDelete}}]] has been expanded to include users who have <code dir=ltr>deletelogentry</code> and <code dir=ltr>deletedhistory</code> rights through their group memberships. Before, only those with the <code dir=ltr>deleterevision</code> right could access this special page. [https://phabricator.wikimedia.org/T301928] * On the [[{{#special:Undelete}}]] pages for diffs and revisions, there will be a link back to the main Undelete page with the list of revisions. [https://phabricator.wikimedia.org/T284114] '''Future changes''' * The Wikimedia Foundation has announced the IP Masking implementation strategy and next steps. The [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation#feb25|announcement can be read here]]. * The [[mw:Special:MyLanguage/Wikimedia Apps/Android FAQ|Wikipedia Android app]] developers are working on [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/Communication|new functions]] for user talk pages and article talk pages. [https://phabricator.wikimedia.org/T297617] '''Events''' * The [[mw:Wikimedia Hackathon 2022|Wikimedia Hackathon 2022]] will take place as a hybrid event on 20-22 May 2022. The Hackathon will be held online and there are grants available to support local in-person meetups around the world. Grants can be requested until 20 March. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/11|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W11"/> 22:07, 14 March 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=22993074 --> == [[m:Special:MyLanguage/Tech/News/2022/12|Tech News: 2022-12]] == <section begin="technews-2022-W12"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/12|Translations]] are available. '''New code release schedule for this week''' * There will be four MediaWiki releases this week, instead of just one. This is an experiment which should lead to fewer problems and to faster feature updates. The releases will be on all wikis, at different times, on Monday, Tuesday, and Wednesday. You can [[mw:Special:MyLanguage/Wikimedia Release Engineering Team/Trainsperiment week|read more about this project]]. '''Recent changes''' * You can now set how many search results to show by default in [[Special:Preferences#mw-prefsection-searchoptions|your Preferences]]. This was the 12th most popular wish in the [[m:Special:MyLanguage/Community Wishlist Survey 2022/Results|Community Wishlist Survey 2022]]. [https://phabricator.wikimedia.org/T215716] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] The Jupyter notebooks tool [[wikitech:PAWS|PAWS]] has been updated to a new interface. [https://phabricator.wikimedia.org/T295043] '''Future changes''' * Interactive maps via [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] will soon work on wikis using the [[mw:Special:MyLanguage/Extension:FlaggedRevs|FlaggedRevisions]] extension. [https://wikimedia.sslsurvey.de/Kartographer-Workflows-EN/ Please tell us] which improvements you want to see in Kartographer. You can take this survey in simple English. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Geoinformation] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/12|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W12"/> 16:01, 21 March 2022 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23034693 --> == [[m:Special:MyLanguage/Tech/News/2022/13|Tech News: 2022-13]] == <section begin="technews-2022-W13"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/13|Translations]] are available. '''Recent changes''' * There is a simple new Wikimedia Commons upload tool available for macOS users, [[c:Commons:Sunflower|Sunflower]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.5|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-03-29|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-03-30|en}}. It will be on all wikis from {{#time:j xg|2022-03-31|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * Some wikis will be in read-only for a few minutes because of regular database maintenance. It will be performed on {{#time:j xg|2022-03-29|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s3.dblist targeted wikis]) and on {{#time:j xg|2022-03-31|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s5.dblist targeted wikis]). [https://phabricator.wikimedia.org/T301850][https://phabricator.wikimedia.org/T303798] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/13|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W13"/> 19:54, 28 March 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23073711 --> == [[m:Special:MyLanguage/Tech/News/2022/14|Tech News: 2022-14]] == <section begin="technews-2022-W14"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/14|Translations]] are available. '''Problems''' * For a few days last week, edits that were suggested to newcomers were not tagged in the [[{{#special:recentchanges}}]] feed. This bug has been fixed. [https://phabricator.wikimedia.org/T304747] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.6|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-04-05|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-04-06|en}}. It will be on all wikis from {{#time:j xg|2022-04-07|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-04-07|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s4.dblist targeted wikis]). '''Future changes''' * Starting next week, Tech News' title will be translatable. When the newsletter is distributed, its title may not be <code dir=ltr>Tech News: 2022-14</code> anymore. It may affect some filters that have been set up by some communities. [https://phabricator.wikimedia.org/T302920] * Over the next few months, the "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" Growth feature [[phab:T304110|will become available to more Wikipedias]]. Each week, a few wikis will get the feature. You can test this tool at [[mw:Special:MyLanguage/Growth#deploymentstable|a few wikis where "Link recommendation" is already available]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/14|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W14"/> 21:01, 4 April 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23097604 --> == Tech News: 2022-15 == <section begin="technews-2022-W15"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/15|Translations]] are available. '''Recent changes''' * There is a new public status page at <span class="mw-content-ltr" lang="en" dir="ltr">[https://www.wikimediastatus.net/ www.wikimediastatus.net]</span>. This site shows five automated high-level metrics where you can see the overall health and performance of our wikis' technical environment. It also contains manually-written updates for widespread incidents, which are written as quickly as the engineers are able to do so while also fixing the actual problem. The site is separated from our production infrastructure and hosted by an external service, so that it can be accessed even if the wikis are briefly unavailable. You can [https://diff.wikimedia.org/2022/03/31/announcing-www-wikimediastatus-net/ read more about this project]. * On Wiktionary wikis, the software to play videos and audio files on pages has now changed. The old player has been removed. Some audio players will become wider after this change. [[mw:Special:MyLanguage/Extension:TimedMediaHandler/VideoJS_Player|The new player]] has been a beta feature for over four years. [https://phabricator.wikimedia.org/T100106][https://phabricator.wikimedia.org/T248418] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.7|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-04-12|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-04-13|en}}. It will be on all wikis from {{#time:j xg|2022-04-14|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/15|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W15"/> 19:44, 11 April 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23124108 --> == Tech News: 2022-16 == <section begin="technews-2022-W16"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/16|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.8|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-04-19|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-04-20|en}}. It will be on all wikis from {{#time:j xg|2022-04-21|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-04-19|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s7.dblist targeted wikis]) and on {{#time:j xg|2022-04-21|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s8.dblist targeted wikis]). * Administrators will now have [[m:Community Wishlist Survey 2021/(Un)delete associated talk page|the option to delete/undelete the associated "Talk" page]] when they are deleting a given page. An API endpoint with this option is also available. This concludes the [[m:Community Wishlist Survey 2021/Admins and patrollers/(Un)delete associated talk page|11th wish of the 2021 Community Wishlist Survey]]. * On [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements#test-wikis|selected wikis]], 50% of logged-in users will see the new [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Features/Table of contents|table of contents]]. When scrolling up and down the page, the table of contents will stay in the same place on the screen. This is part of the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Desktop Improvements]] project. [https://phabricator.wikimedia.org/T304169] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Message boxes produced by MediaWiki code will no longer have these CSS classes: <code dir=ltr>successbox</code>, <code dir=ltr>errorbox</code>, <code dir=ltr>warningbox</code>. The styles for those classes and <code dir=ltr>messagebox</code> will be removed from MediaWiki core. This only affects wikis that use these classes in wikitext, or change their appearance within site-wide CSS. Please review any local usage and definitions for these classes you may have. This was previously announced in the [[m:Special:MyLanguage/Tech/News/2022/09|28 February issue of Tech News]]. '''Future changes''' * [[mw:Special:MyLanguage/Extension:Kartographer|Kartographer]] will become compatible with [[mw:Special:MyLanguage/Extension:FlaggedRevs|FlaggedRevisions page stabilization]]. Kartographer maps will also work on pages with [[mw:Special:MyLanguage/Help:Pending changes|pending changes]]. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Geoinformation#Project_descriptions] The Kartographer documentation has been thoroughly updated. [https://www.mediawiki.org/wiki/Special:MyLanguage/Help:Extension:Kartographer/Getting_started] [https://www.mediawiki.org/wiki/Special:MyLanguage/Help:VisualEditor/Maps] [https://www.mediawiki.org/wiki/Special:MyLanguage/Help:Extension:Kartographer] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/16|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W16"/> 23:11, 18 April 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23167004 --> == Tech News: 2022-17 == <section begin="technews-2022-W17"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/17|Translations]] are available. '''Recent changes''' * On [https://noc.wikimedia.org/conf/dblists/group1.dblist many wikis] (group 1), the software to play videos and audio files on pages has now changed. The old player has been removed. Some audio players will become wider after this change. [[mw:Special:MyLanguage/Extension:TimedMediaHandler/VideoJS_Player|The new player]] has been a beta feature for over four years. [https://phabricator.wikimedia.org/T100106][https://phabricator.wikimedia.org/T248418] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.9|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-04-26|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-04-27|en}}. It will be on all wikis from {{#time:j xg|2022-04-28|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-04-26|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s2.dblist targeted wikis]). * Some very old browsers and operating systems are no longer supported. Some things on the wikis might look weird or not work in very old browsers like Internet Explorer 9 or 10, Android 4, or Firefox 38 or older. [https://phabricator.wikimedia.org/T306486] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/17|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W17"/> 22:56, 25 April 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23187115 --> == Tech News: 2022-18 == <section begin="technews-2022-W18"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/18|Translations]] are available. '''Recent changes''' * On [https://noc.wikimedia.org/conf/dblists/group2.dblist all remaining wikis] (group 2), the software to play videos and audio files on pages has now changed. The old player has been removed. Some audio players will become wider after this change. [[mw:Special:MyLanguage/Extension:TimedMediaHandler/VideoJS_Player|The new player]] has been a beta feature for over four years. [https://phabricator.wikimedia.org/T100106][https://phabricator.wikimedia.org/T248418] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.10|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-05-03|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-05-04|en}}. It will be on all wikis from {{#time:j xg|2022-05-05|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). '''Future changes''' * The developers are working on talk pages in the [[mw:Wikimedia Apps/Team/iOS|Wikipedia app for iOS]]. You can [https://wikimedia.qualtrics.com/jfe/form/SV_9GBcHczQGLbQWTY give feedback]. You can take the survey in English, German, Hebrew or Chinese. * [[m:WMDE_Technical_Wishes/VisualEditor_template_dialog_improvements#Status_and_next_steps|Most wikis]] will receive an [[m:WMDE_Technical_Wishes/VisualEditor_template_dialog_improvements|improved template dialog]] in VisualEditor and New Wikitext mode. [https://phabricator.wikimedia.org/T296759] [https://phabricator.wikimedia.org/T306967] * If you use syntax highlighting while editing wikitext, you can soon activate a [[m:WMDE_Technical_Wishes/Improved_Color_Scheme_of_Syntax_Highlighting#Color-blind_mode|colorblind-friendly color scheme]]. [https://phabricator.wikimedia.org/T306867] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Several CSS IDs related to MediaWiki interface messages will be removed. Technical editors should please [[phab:T304363|review the list of IDs and links to their existing uses]]. These include <code dir=ltr>#mw-anon-edit-warning</code>, <code dir=ltr>#mw-undelete-revision</code> and 3 others. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/18|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W18"/> 19:33, 2 May 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23232924 --> == Tech News: 2022-19 == <section begin="technews-2022-W19"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/19|Translations]] are available. '''Recent changes''' * You can now see categories in the [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android|Wikipedia app for Android]]. [https://phabricator.wikimedia.org/T73966] '''Problems''' * Last week, there was a problem with Wikidata's search autocomplete. This has now been fixed. [https://phabricator.wikimedia.org/T307586] * Last week, all wikis had slow access or no access for 20 minutes, for logged-in users and non-cached pages. This was caused by a problem with a database change. [https://phabricator.wikimedia.org/T307647] '''Changes later this week''' * There is no new MediaWiki version this week. [https://phabricator.wikimedia.org/T305217#7894966] * [[m:WMDE Technical Wishes/Geoinformation#Current issues|Incompatibility issues]] with [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] and the [[mw:Special:MyLanguage/Help:Extension:FlaggedRevs|FlaggedRevs extension]] will be fixed: Deployment is planned for May 10 on all wikis. Kartographer will then be enabled on the [[phab:T307348|five wikis which have not yet enabled the extension]] on May 24. * The [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Vector (2022)]] skin will be set as the default on several more wikis, including Arabic and Catalan Wikipedias. Logged-in users will be able to switch back to the old Vector (2010). See the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/2022-04 for the largest wikis|latest update]] about Vector (2022). '''Future meetings''' * The next [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/Talk to Web|open meeting with the Web team]] about Vector (2022) will take place on 17 May. The following meetings are currently planned for: 7 June, 21 June, 5 July, 19 July. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/19|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W19"/> 15:22, 9 May 2022 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23256717 --> == Tech News: 2022-20 == <section begin="technews-2022-W20"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/20|Translations]] are available. '''Changes later this week''' * Some wikis can soon use the [[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|add a link]] feature. This will start on Wednesday. The wikis are {{int:project-localized-name-cawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hiwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ptwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-simplewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-svwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ukwiki/en}}. This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T304542] * The [[mw:Special:MyLanguage/Wikimedia Hackathon 2022|Wikimedia Hackathon 2022]] will take place online on May 20–22. It will be in English. There are also local [[mw:Special:MyLanguage/Wikimedia Hackathon 2022/Meetups|hackathon meetups]] in Germany, Ghana, Greece, India, Nigeria and the United States. Technically interested Wikimedians can work on software projects and learn new skills. You can also host a session or post a project you want to work on. * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.12|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-05-17|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-05-18|en}}. It will be on all wikis from {{#time:j xg|2022-05-19|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). '''Future changes''' * You can soon edit translatable pages in the visual editor. Translatable pages exist on for examples Meta and Commons. [https://diff.wikimedia.org/2022/05/12/mediawiki-1-38-brings-support-for-editing-translatable-pages-with-the-visual-editor/] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/20|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W20"/> 18:58, 16 May 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23291515 --> == Tech News: 2022-21 == <section begin="technews-2022-W21"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/21|Translations]] are available. '''Recent changes''' * Administrators using the mobile web interface can now access Special:Block directly from user pages. [https://phabricator.wikimedia.org/T307341] * The <span class="mw-content-ltr" lang="en" dir="ltr">[https://www.wiktionary.org/ www.wiktionary.org]</span> portal page now uses an automated update system. Other [[m:Project_portals|project portals]] will be updated over the next few months. [https://phabricator.wikimedia.org/T304629] '''Problems''' * The Growth team maintains a mentorship program for newcomers. Previously, newcomers weren't able to opt out from the program. Starting May 19, 2022, newcomers are able to fully opt out from Growth mentorship, in case they do not wish to have any mentor at all. [https://phabricator.wikimedia.org/T287915] * Some editors cannot access the content translation tool if they load it by clicking from the contributions menu. This problem is being worked on. It should still work properly if accessed directly via Special:ContentTranslation. [https://phabricator.wikimedia.org/T308802] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.13|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-05-24|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-05-25|en}}. It will be on all wikis from {{#time:j xg|2022-05-26|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Gadget and user scripts developers are invited to give feedback on a [[mw:User:Jdlrobson/Extension:Gadget/Policy|proposed technical policy]] aiming to improve support from MediaWiki developers. [https://phabricator.wikimedia.org/T308686] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/21|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W21"/> 00:21, 24 May 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23317250 --> == Tech News: 2022-22 == <section begin="technews-2022-W22"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/22|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|15px|link=|Advanced item]] In the [[mw:Special:MyLanguage/Extension:AbuseFilter|AbuseFilter]] extension, an <code dir=ltr>ip_in_ranges()</code> function has been introduced to check if an IP is in any of the ranges. Wikis are advised to combine multiple <code dir=ltr>ip_in_range()</code> expressions joined by <code>|</code> into a single expression for better performance. You can use the search function on [[Special:AbuseFilter|Special:AbuseFilter]] to locate its usage. [https://phabricator.wikimedia.org/T305017] * The [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation/IP Info feature|IP Info feature]] which helps abuse fighters access information about IPs, [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation/IP Info feature#May 24, 2022|has been deployed]] to all wikis as a beta feature. This comes after weeks of beta testing on test.wikipedia.org. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.14|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-05-31|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-06-01|en}}. It will be on all wikis from {{#time:j xg|2022-06-02|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-05-31|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s5.dblist targeted wikis]). * The [[mw:Special:MyLanguage/Help:DiscussionTools#New topic tool|New Topic Tool]] will be deployed for all editors at most wikis soon. You will be able to opt out from within the tool and in [[Special:Preferences#mw-prefsection-editing-discussion|Preferences]]. [https://www.mediawiki.org/wiki/Special:MyLanguage/Talk_pages_project/New_discussion][https://phabricator.wikimedia.org/T287804] * [[File:Octicons-tools.svg|15px|link=|Advanced item]] The [[:mw:Special:ApiHelp/query+usercontribs|list=usercontribs API]] will support fetching contributions from an [[mw:Special:MyLanguage/Help:Range blocks#Non-technical explanation|IP range]] soon. API users can set the <code>uciprange</code> parameter to get contributions from any IP range within [[:mw:Manual:$wgRangeContributionsCIDRLimit|the limit]]. [https://phabricator.wikimedia.org/T177150] * A new parser function will be introduced: <bdi lang="zxx" dir="ltr"><code><nowiki>{{=}}</nowiki></code></bdi>. It will replace existing templates named "=". It will insert an [[w:en:Equals sign|equal sign]]. This can be used to escape the equal sign in the parameter values of templates. [https://phabricator.wikimedia.org/T91154] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/22|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W22"/> 20:28, 30 May 2022 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23340178 --> == Tech News: 2022-23 == <section begin="technews-2022-W23"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/23|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.15|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-06-07|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-06-08|en}}. It will be on all wikis from {{#time:j xg|2022-06-09|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] A new <bdi lang="zxx" dir="ltr"><code>str_replace_regexp()</code></bdi> function can be used in [[Special:AbuseFilter|abuse filters]] to replace parts of text using a [[w:en:Regular expression|regular expression]]. [https://phabricator.wikimedia.org/T285468] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/23|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W23"/> 02:46, 7 June 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23366979 --> == Tech News: 2022-24 == <section begin="technews-2022-W24"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/24|Translations]] are available. '''Recent changes''' * All wikis can now use [[mw:Special:MyLanguage/Extension:Kartographer|Kartographer]] maps. Kartographer maps now also work on pages with [[mw:Special:MyLanguage/Help:Pending changes|pending changes]]. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Geoinformation#Project_descriptions][https://phabricator.wikimedia.org/T307348] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.16|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-06-14|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-06-15|en}}. It will be on all wikis from {{#time:j xg|2022-06-16|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-06-14|en}} at 06:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s6.dblist targeted wikis]). [https://phabricator.wikimedia.org/T300471] * Starting on Wednesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-abwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-acewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-adywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-afwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-akwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-alswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-amwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-anwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-angwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-arcwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-arzwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-astwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-atjwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-avwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-aywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-azwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-azbwiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T304548] * The [[mw:Special:MyLanguage/Help:DiscussionTools#New topic tool|New Topic Tool]] will be deployed for all editors at Commons, Wikidata, and some other wikis soon. You will be able to opt out from within the tool and in [[Special:Preferences#mw-prefsection-editing-discussion|Preferences]]. [https://www.mediawiki.org/wiki/Special:MyLanguage/Talk_pages_project/New_discussion][https://phabricator.wikimedia.org/T287804] '''Future meetings''' * The next [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/Talk to Web|open meeting with the Web team]] about Vector (2022) will take place today (13 June). The following meetings will take place on: 28 June, 12 July, 26 July. '''Future changes''' * By the end of July, the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Vector 2022]] skin should be ready to become the default across all wikis. Discussions on how to adjust it to the communities' needs will begin in the next weeks. It will always be possible to revert to the previous version on an individual basis. [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/2022-04 for the largest wikis|Learn more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/24|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W24"/> 16:58, 13 June 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23389956 --> == Tech News: 2022-25 == <section begin="technews-2022-W25"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/25|Translations]] are available. '''Recent changes''' * The [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android|Wikipedia App for Android]] now has an option for editing the whole page at once, located in the overflow menu (three-dots menu [[File:Ic more vert 36px.svg|15px|link=|alt=]]). [https://phabricator.wikimedia.org/T103622] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Some recent database changes may affect queries using the [[m:Research:Quarry|Quarry tool]]. Queries for <bdi lang="zxx" dir="ltr"><code>site_stats</code></bdi> at English Wikipedia, Commons, and Wikidata will need to be updated. [[phab:T306589|Read more]]. * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] A new <bdi lang="zxx" dir="ltr"><code>user_global_editcount</code></bdi> variable can be used in [[Special:AbuseFilter|abuse filters]] to avoid affecting globally active users. [https://phabricator.wikimedia.org/T130439] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.17|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-06-21|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-06-22|en}}. It will be on all wikis from {{#time:j xg|2022-06-23|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * Users of non-responsive skins (e.g. MonoBook or Vector) on mobile devices may notice a slight change in the default zoom level. This is intended to optimize zooming and ensure all interface elements are present on the page (for example the table of contents on Vector 2022). In the unlikely event this causes any problems with how you use the site, we'd love to understand better, please ping <span class="mw-content-ltr" lang="en" dir="ltr">[[m:User:Jon (WMF)|Jon (WMF)]]</span> to any on-wiki conversations. [https://phabricator.wikimedia.org/T306910] '''Future changes''' * The Beta Feature for [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] will be updated throughout July. Discussions will look different. You can see [[mw:Special:MyLanguage/Talk pages project/Usability/Prototype|some of the proposed changes]]. * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Parsoid's HTML output will soon stop annotating file links with different <bdi lang="zxx" dir="ltr"><code>typeof</code></bdi> attribute values, and instead use <bdi lang="zxx" dir="ltr"><code>mw:File</code></bdi> for all types. Tool authors should adjust any code that expects: <bdi lang="zxx" dir="ltr"><code>mw:Image</code></bdi>, <bdi lang="zxx" dir="ltr"><code>mw:Audio</code></bdi>, or <bdi lang="zxx" dir="ltr"><code>mw:Video</code></bdi>. [https://phabricator.wikimedia.org/T273505] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/25|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W25"/> 20:18, 20 June 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23425855 --> == Tech News: 2022-26 == <section begin="technews-2022-W26"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/26|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] [[m:Special:MyLanguage/Wikimedia Enterprise|Wikimedia Enterprise]] API service now has self-service accounts with free on-demand requests and monthly snapshots ([https://enterprise.wikimedia.com/docs/ API documentation]). Community access [[m:Special:MyLanguage/Wikimedia Enterprise/FAQ#community-access|via database dumps & Wikimedia Cloud Services]] continues. * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] [[d:Special:MyLanguage/Wikidata:Wiktionary#lua|All Wikimedia wikis can now use Wikidata Lexemes in Lua]] after creating local modules and templates. Discussions are welcome [[d:Wikidata_talk:Lexicographical_data#You_can_now_reuse_Wikidata_Lexemes_on_all_wikis|on the project talk page]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.18|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-06-28|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-06-29|en}}. It will be on all wikis from {{#time:j xg|2022-06-30|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-06-28|en}} at 06:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s7.dblist targeted wikis]). [https://phabricator.wikimedia.org/T311033] * Some global and cross-wiki services will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-06-30|en}} at 06:00 UTC. This will impact ContentTranslation, Echo, StructuredDiscussions, Growth experiments and a few more services. [https://phabricator.wikimedia.org/T300472] * Users will be able to sort columns within sortable tables in the mobile skin. [https://phabricator.wikimedia.org/T233340] '''Future meetings''' * The next [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/Talk to Web|open meeting with the Web team]] about Vector (2022) will take place tomorrow (28 June). The following meetings will take place on 12 July and 26 July. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/26|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W26"/> 20:02, 27 June 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23453785 --> == Tech News: 2022-27 == <section begin="technews-2022-W27"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/27|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.19|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-07-05|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-07-06|en}}. It will be on all wikis from {{#time:j xg|2022-07-07|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-07-05|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s6.dblist targeted wikis]) and on {{#time:j xg|2022-07-07|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s4.dblist targeted wikis]). * The Beta Feature for [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] will be updated throughout July. Discussions will look different. You can see [[mw:Special:MyLanguage/Talk pages project/Usability/Prototype|some of the proposed changes]]. * [[File:Octicons-tools.svg|15px|link=|alt=| Advanced item]] This change only affects pages in the main namespace in Wikisource. The Javascript config variable <bdi lang="zxx" dir="ltr"><code>proofreadpage_source_href</code></bdi> will be removed from <bdi lang="zxx" dir="ltr"><code>[[mw:Special:MyLanguage/Manual:Interface/JavaScript#mw.config|mw.config]]</code></bdi> and be replaced with the variable <bdi lang="zxx" dir="ltr"><code>prpSourceIndexPage</code></bdi>. [https://phabricator.wikimedia.org/T309490] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/27|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W27"/> 19:32, 4 July 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23466250 --> == Tech News: 2022-28 == <section begin="technews-2022-W28"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/28|Translations]] are available. '''Recent changes''' * In the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Vector 2022 skin]], the page title is now displayed above the tabs such as Discussion, Read, Edit, View history, or More. [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates#Page title/tabs switch|Learn more]]. [https://phabricator.wikimedia.org/T303549] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] It is now possible to easily view most of the configuration settings that apply to just one wiki, and to compare settings between two wikis if those settings are different. For example: [https://noc.wikimedia.org/wiki.php?wiki=jawiktionary Japanese Wiktionary settings], or [https://noc.wikimedia.org/wiki.php?wiki=eswiki&compare=eowiki settings that are different between the Spanish and Esperanto Wikipedias]. Local communities may want to [[m:Special:MyLanguage/Requesting_wiki_configuration_changes|discuss and propose changes]] to their local settings. Details about each of the named settings can be found by [[mw:Special:Search|searching MediaWiki.org]]. [https://phabricator.wikimedia.org/T308932] *The Anti-Harassment Tools team [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation/IP Info feature#May|recently deployed]] the IP Info Feature as a [[Special:Preferences#mw-prefsection-betafeatures|Beta Feature at all wikis]]. This feature allows abuse fighters to access information about IP addresses. Please check our update on [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation/IP Info feature#April|how to find and use the tool]]. Please share your feedback using a link you will be given within the tool itself. '''Changes later this week''' * There is no new MediaWiki version this week. * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-07-12|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s3.dblist targeted wikis]). '''Future changes''' * The Beta Feature for [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] will be updated throughout July. Discussions will look different. You can see [[mw:Special:MyLanguage/Talk pages project/Usability/Prototype|some of the proposed changes]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/28|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W28"/> 19:24, 11 July 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23502519 --> == Tech News: 2022-29 == <section begin="technews-2022-W29"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/29|Translations]] are available. '''Problems''' * The feature on mobile web for [[mw:Special:MyLanguage/Extension:NearbyPages|Nearby Pages]] was missing last week. It will be fixed this week. [https://phabricator.wikimedia.org/T312864] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.21|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-07-19|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-07-20|en}}. It will be on all wikis from {{#time:j xg|2022-07-21|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). '''Future changes''' * The [[mw:Technical_decision_making/Forum|Technical Decision Forum]] is seeking [[mw:Technical_decision_making/Community_representation|community representatives]]. You can apply on wiki or by emailing <span class="mw-content-ltr" lang="en" dir="ltr">TDFSupport@wikimedia.org</span> before 12 August. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/29|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W29"/> 22:59, 18 July 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23517957 --> == Tech News: 2022-30 == <section begin="technews-2022-W30"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/30|Translations]] are available. '''Recent changes''' * The <span class="mw-content-ltr" lang="en" dir="ltr">[https://www.wikibooks.org/ www.wikibooks.org]</span> and <span class="mw-content-ltr" lang="en" dir="ltr">[https://www.wikiquote.org/ www.wikiquote.org]</span> portal pages now use an automated update system. Other [[m:Project_portals|project portals]] will be updated over the next few months. [https://phabricator.wikimedia.org/T273179] '''Problems''' * Last week, some wikis were in read-only mode for a few minutes because of an emergency switch of their main database ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s7.dblist targeted wikis]). [https://phabricator.wikimedia.org/T313383] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.22|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-07-26|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-07-27|en}}. It will be on all wikis from {{#time:j xg|2022-07-28|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * The external link icon will change slightly in the skins Vector legacy and Vector 2022. The new icon uses simpler shapes to be more recognizable on low-fidelity screens. [https://phabricator.wikimedia.org/T261391] * Administrators will now see buttons on user pages for "{{int:changeblockip}}" and "{{int:unblockip}}" instead of just "{{int:blockip}}" if the user is already blocked. [https://phabricator.wikimedia.org/T308570] '''Future meetings''' * The next [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/Talk to Web|open meeting with the Web team]] about Vector (2022) will take place tomorrow (26 July). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/30|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W30"/> 19:27, 25 July 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23545370 --> == Tech News: 2022-31 == <section begin="technews-2022-W31"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/31|Translations]] are available. '''Recent changes''' * Improved [[m:Special:MyLanguage/Help:Displaying_a_formula#Phantom|LaTeX capabilities for math rendering]] are now available in the wikis thanks to supporting <bdi lang="zxx" dir="ltr"><code>Phantom</code></bdi> tags. This completes part of [[m:Community_Wishlist_Survey_2022/Editing/Missing_LaTeX_capabilities_for_math_rendering|the #59 wish]] of the 2022 Community Wishlist Survey. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.23|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-08-02|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-08-03|en}}. It will be on all wikis from {{#time:j xg|2022-08-04|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * The [[mw:Special:MyLanguage/Help:Extension:WikiEditor/Realtime_Preview|Realtime Preview]] will be available as a Beta Feature on wikis in [https://noc.wikimedia.org/conf/highlight.php?file=dblists%2Fgroup0.dblist Group 0]. This feature was built in order to fulfill [[m:Special:MyLanguage/Community_Wishlist_Survey_2021/Real_Time_Preview_for_Wikitext|one of the Community Wishlist Survey proposals]]. '''Future changes''' * The Beta Feature for [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] will be updated throughout August. Discussions will look different. You can see [[mw:Special:MyLanguage/Talk pages project/Usability/Prototype|some of the proposed changes]]. '''Future meetings''' * This week, three meetings about [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Vector (2022)]] with live interpretation will take place. On Tuesday, interpretation in Russian will be provided. On Thursday, meetings for Arabic and Spanish speakers will take place. [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/Talk to Web|See how to join]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/31|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W31"/> 21:21, 1 August 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23615613 --> == Tech News: 2022-32 == <section begin="technews-2022-W32"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/32|Translations]] are available. '''Recent changes''' * [[:m:Special:MyLanguage/Meta:GUS2Wiki/Script|GUS2Wiki]] copies the information from [[{{#special:GadgetUsage}}]] to an on-wiki page so you can review its history. If your project isn't already listed on the [[d:Q113143828|Wikidata entry for Project:GUS2Wiki]] you can either run GUS2Wiki yourself or [[:m:Special:MyLanguage/Meta:GUS2Wiki/Script#Opting|make a request to receive updates]]. [https://phabricator.wikimedia.org/T121049] '''Changes later this week''' * There is no new MediaWiki version this week. * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-08-09|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s5.dblist targeted wikis]) and on {{#time:j xg|2022-08-11|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s2.dblist targeted wikis]). '''Future meetings''' * The [[wmania:Special:MyLanguage/Hackathon|Wikimania Hackathon]] will take place online from August 12–14. Don't miss [[wmania:Special:MyLanguage/Hackathon/Schedule|the pre-hacking showcase]] to learn about projects and find collaborators. Anyone can [[phab:/project/board/6030/|propose a project]] or [[wmania:Special:MyLanguage/Hackathon/Schedule|host a session]]. [[wmania:Special:MyLanguage/Hackathon/Newcomers|Newcomers are welcome]]! '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/32|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W32"/> 19:50, 8 August 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23627807 --> == Tech News: 2022-33 == <section begin="technews-2022-W33"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/33|Translations]] are available. '''Recent changes''' * The Persian (Farsi) Wikipedia community decided to block IP editing from October 2021 to April 2022. The Wikimedia Foundation's Product Analytics team tracked the impact of this change. [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation/IP Editing Restriction Study/Farsi Wikipedia|An impact report]] is now available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.25|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-08-16|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-08-17|en}}. It will be on all wikis from {{#time:j xg|2022-08-18|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-08-16|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s1.dblist targeted wikis]) and on {{#time:j xg|2022-08-18|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s8.dblist targeted wikis]). * The [[mw:Special:MyLanguage/Help:Extension:WikiEditor/Realtime_Preview|Realtime Preview]] will be available as a Beta Feature on wikis in [https://noc.wikimedia.org/conf/highlight.php?file=dblists%2Fgroup1.dblist Group 1]. This feature was built in order to fulfill [[m:Special:MyLanguage/Community_Wishlist_Survey_2021/Real_Time_Preview_for_Wikitext|one of the Community Wishlist Survey proposals]]. '''Future changes''' * The Beta Feature for [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] will be updated throughout August. Discussions will look different. You can see [[mw:Special:MyLanguage/Talk pages project/Usability/Prototype|some of the proposed changes]]. [https://www.mediawiki.org/wiki/Talk_pages_project/Usability#4_August_2022][https://www.mediawiki.org/wiki/Talk_pages_project/Usability#Phase_1:_Topic_containers][https://phabricator.wikimedia.org/T312672] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/33|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W33"/> 21:08, 15 August 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23658001 --> == Tech News: 2022-34 == <section begin="technews-2022-W34"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/34|Translations]] are available. '''Recent changes''' * Two problems with [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] maps have been fixed. Maps are no longer shown as empty when a geoline was created via VisualEditor. Geolines consisting of points with QIDs (e.g., subway lines) are no longer shown with pushpins. [https://phabricator.wikimedia.org/T292613][https://phabricator.wikimedia.org/T308560] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.26|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-08-23|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-08-24|en}}. It will be on all wikis from {{#time:j xg|2022-08-25|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-08-25|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s4.dblist targeted wikis]). * The colours of links and visited links will change. This is to make the difference between links and other text more clear. [https://phabricator.wikimedia.org/T213778] '''Future changes''' * The new [{{int:discussiontools-topicsubscription-button-subscribe}}] button [[mw:Talk pages project/Notifications#12 August 2022|helps newcomers get answers]]. The Editing team is enabling this tool everywhere. You can turn it off in [[Special:Preferences#mw-prefsection-editing-discussion|your preferences]]. [https://phabricator.wikimedia.org/T284489] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/34|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W34"/> 00:12, 23 August 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23675501 --> == Tech News: 2022-35 == <section begin="technews-2022-W35"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/35|Translations]] are available. '''Recent changes''' * The [[mw:Special:MyLanguage/Help:Extension:WikiEditor/Realtime_Preview|Realtime Preview]] is available as a Beta Feature on wikis in [https://noc.wikimedia.org/conf/highlight.php?file=dblists%2Fgroup2.dblist Group 2]. This feature was built in order to fulfill [[m:Special:MyLanguage/Community_Wishlist_Survey_2021/Real_Time_Preview_for_Wikitext|one of the Community Wishlist Survey proposals]]. Please note that when this Beta feature is enabled, it may cause conflicts with some wiki-specific Gadgets. '''Problems''' * In recent months, there have been inaccurate numbers shown for various [[{{#special:statistics}}]] at Commons, Wikidata, and English Wikipedia. This has now been fixed. [https://phabricator.wikimedia.org/T315693] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.27|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-08-30|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-08-31|en}}. It will be on all wikis from {{#time:j xg|2022-09-01|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-08-30|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s6.dblist targeted wikis]) and on {{#time:j xg|2022-09-01|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s7.dblist targeted wikis]). '''Future changes''' * The Wikimedia Foundation wants to improve how Wikimedia communities report harmful incidents by building the [[m:Special:MyLanguage/Private Incident Reporting System|Private Incident Reporting System (PIRS)]] to make it easy and safe for users to make reports. You can leave comments on the talk page, by answering the [[m:Special:MyLanguage/Private Incident Reporting System#Phase 1|questions provided]]. If you have ever faced a harmful situation that you wanted to report/reported, join a PIRS interview to share your experience. To sign up [[m:Special:EmailUser/MAna_(WMF)|please email]] <span class="mw-content-ltr" lang="en" dir="ltr">[[m:User:MAna (WMF)|Madalina Ana]]</span>. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/35|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W35"/> 23:05, 29 August 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23725814 --> == Tech News: 2022-36 == <section begin="technews-2022-W36"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/36|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.39/wmf.28|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-09-06|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-09-07|en}}. It will be on all wikis from {{#time:j xg|2022-09-08|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-09-06|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s1.dblist targeted wikis]) and on {{#time:j xg|2022-09-08|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s3.dblist targeted wikis]). * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] On Special pages that only have one tab, the tab-bar's row will be hidden in the Vector-2022 skin to save space. The row will still show if Gadgets use it. Gadgets that currently append directly to the CSS id of <bdi lang="zxx" dir="ltr"><code>#p-namespaces</code></bdi> should be updated to use the <bdi lang="zxx" dir="ltr"><code>[[mw:ResourceLoader/Core_modules#addPortletLink|mw.util.addPortletLink]]</code></bdi> function instead. Gadgets that style this id should consider also targeting <bdi lang="zxx" dir="ltr"><code>#p-associated-pages</code></bdi>, the new id for this row. [[phab:T316908|Examples are available]]. [https://phabricator.wikimedia.org/T316908][https://phabricator.wikimedia.org/T313409] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/36|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W36"/> 23:22, 5 September 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23757743 --> == Tech News: 2022-37 == <section begin="technews-2022-W37"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/37|Translations]] are available. '''Recent changes''' * The search servers have been upgraded to a new major version. If you notice any issues with searching, please report them on [[phab:project/view/1849/|Phabricator]]. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/message/XPCTYYTN67FVFKN6XOHULJVGUO44J662] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.1|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-09-13|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-09-14|en}}. It will be on all wikis from {{#time:j xg|2022-09-15|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[mw:Special:MyLanguage/Extension:SyntaxHighlight|Syntax highlighting]] is now tracked as an [[mw:Special:MyLanguage/Manual:$wgExpensiveParserFunctionLimit|expensive parser function]]. Only 500 expensive function calls can be used on a single page. Pages that exceed the limit are added to a [[:Category:{{MediaWiki:expensive-parserfunction-category}}|tracking category]]. [https://phabricator.wikimedia.org/T316858] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/37|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W37"/> 01:50, 13 September 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23787318 --> == Tech News: 2022-38 == <section begin="technews-2022-W38"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/38|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Two database fields in the <bdi lang="zxx" dir="ltr"><code><nowiki>templatelinks</nowiki></code></bdi> table are now being dropped: <bdi lang="zxx" dir="ltr"><code><nowiki>tl_namespace</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>tl_title</nowiki></code></bdi>. Any queries that rely on these fields need to be changed to use the new normalization field called <bdi lang="zxx" dir="ltr"><code><nowiki>tl_target_id</nowiki></code></bdi>. See <span class="mw-content-ltr" lang="en" dir="ltr">[[phab:T299417|T299417]]</span> for more information. This is part of [[w:Database normalization|normalization]] of links tables. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/message/U2U6TXIBABU3KDCVUOITIGI5OJ4COBSW/][https://www.mediawiki.org/wiki/User:ASarabadani_(WMF)/Database_for_devs_toolkit/Concepts/Normalization] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.2|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-09-20|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-09-21|en}}. It will be on all wikis from {{#time:j xg|2022-09-22|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * In [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] maps, you can use icons on markers for common points of interest. On Tuesday, the [[mw:Special:MyLanguage/Help:Extension:Kartographer/Icons|previous icon set]] will be updated to [https://de.wikipedia.beta.wmflabs.org/wiki/Hilfe:Extension:Kartographer/Icons version maki 7.2]. That means, around 100 new icons will be available. Additionally, all existing icons were updated for clarity and to make them work better in international contexts. [https://phabricator.wikimedia.org/T302861][https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Geoinformation#Update_maki_icons] '''Future changes''' * In a [[m:Content_Partnerships_Hub/Software/Volunteer_developers_discussion_at_Wikimania_2022|group discussion at Wikimania]], more than 30 people talked about how to make content partnership software in the Wikimedia movement more sustainable. What kind of support is acceptable for volunteer developers? Read the summary and [[m:Talk:Content Partnerships Hub/Software/Volunteer developers discussion at Wikimania 2022|leave your feedback]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/38|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W38"/> <span class="mw-content-ltr" lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</span> 22:16, 19 September 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23826293 --> == Tech News: 2022-39 == <section begin="technews-2022-W39"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/39|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Parsoid clients should be updated to allow for space-separated multi-values in the <bdi lang="en" dir="ltr"><code>rel</code></bdi> attribute of links. Further details are in <bdi lang="en" dir="ltr">[[phab:T315209|T315209]]</bdi>. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.3|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-09-27|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-09-28|en}}. It will be on all wikis from {{#time:j xg|2022-09-29|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[mw:Special:MyLanguage/VisualEditor/Diffs|Visual diffs]] will become available to all users, except at the Wiktionaries and Wikipedias. [https://phabricator.wikimedia.org/T314588] * [[mw:Special:MyLanguage/Help:DiscussionTools#Mobile|Talk pages on the mobile site]] will change at the Arabic, Bangla, Chinese, French, Haitian Creole, Hebrew, Korean, and Vietnamese Wikipedias. They should be easier to use and provide more information. [https://phabricator.wikimedia.org/T318302] [https://www.mediawiki.org/wiki/Talk_pages_project/Mobile] * In the [[mw:Lua/Scripting|{{ns:828}}]] namespace, pages ending with <bdi lang="en" dir="ltr"><code>.json</code></bdi> will be treated as JSON, just like they already are in the {{ns:2}} and {{ns:8}} namespaces. [https://phabricator.wikimedia.org/T144475] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/39|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W39"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:30, 27 September 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23860085 --> == Tech News: 2022-40 == <section begin="technews-2022-W40"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/40|Translations]] are available. '''Recent changes''' * [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] maps can now show geopoints from Wikidata, via QID or SPARQL query. Previously, this was only possible for geoshapes and geolines. [https://phabricator.wikimedia.org/T307695] [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Geoinformation/Geopoints_via_QID] * The [[m:Special:MyLanguage/Coolest_Tool_Award|Coolest Tool Award 2022]] is looking for nominations. You can recommend tools until 12 October. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.4|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-10-04|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-10-05|en}}. It will be on all wikis from {{#time:j xg|2022-10-06|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[mw:Special:MyLanguage/Help:DiscussionTools#Mobile|Talk pages on the mobile site]] will change at the Arabic, Bangla, Chinese, French, Haitian Creole, Hebrew, Korean, and Vietnamese Wikipedias. They should be easier to use and provide more information. (Last week's release was delayed) [https://phabricator.wikimedia.org/T318302] [https://www.mediawiki.org/wiki/Talk_pages_project/Mobile] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] The <bdi lang="zxx" dir="ltr"><code>scribunto-console</code></bdi> API module will require a [[mw:Special:MyLanguage/API:Tokens|CSRF token]]. This module is documented as internal and use of it is not supported. [[phab:T212071|[5]]] * The Vector 2022 skin will become the default across the smallest Wikimedia projects. [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements#Deployment_plan_and_timeline|Learn more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/40|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W40"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:23, 4 October 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23885489 --> == Tech News: 2022-41 == <section begin="technews-2022-W41"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/41|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.5|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-10-11|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-10-12|en}}. It will be on all wikis from {{#time:j xg|2022-10-13|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * On some wikis, [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] maps in full size view will be able to display nearby articles. After a feedback period, more wikis will follow. [https://phabricator.wikimedia.org/T316782][https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Geoinformation/Nearby_articles] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/41|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W41"/> 14:08, 10 October 2022 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23912412 --> == Tech News: 2022-42 == <section begin="technews-2022-W42"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/42|Translations]] are available. '''Recent changes''' * The recently implemented feature of [[phab:T306883|article thumbnails in Special:Search]] will be limited to Wikipedia projects only. Further details are in [[phab:T320510|T320510]]. [https://www.mediawiki.org/wiki/Special:MyLanguage/Structured_Data_Across_Wikimedia/Search_Improvements] * A bug that caused problems in loading article thumbnails in Special:Search has been fixed. Further details are in [[phab:T320406|T320406]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.6|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-10-18|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-10-19|en}}. It will be on all wikis from {{#time:j xg|2022-10-20|en}} ([[mw:MediaWiki 1.39/Roadmap|calendar]]). * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Lua module authors can use <bdi lang="zxx" dir="ltr"><code>[[mw:Special:MyLanguage/Extension:Scribunto/Lua_reference_manual#mw.loadJsonData|mw.loadJsonData()]]</code></bdi> to load data from JSON pages. [https://phabricator.wikimedia.org/T217500] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Lua module authors can enable <bdi lang="zxx" dir="ltr"><code>[[mw:Special:MyLanguage/Extension:Scribunto/Lua_reference_manual#Strict_library|require( "strict" )]]</code></bdi> to add errors for some possible code problems. This replaces "[[wikidata:Q16748603|Module:No globals]]" on most wikis. [https://phabricator.wikimedia.org/T209310] '''Future changes''' * The [[Special:Preferences#mw-prefsection-betafeatures|Beta Feature]] for [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] will be updated at most wikis. The "{{int:discussiontools-replylink}}" button will look different after this change. [https://phabricator.wikimedia.org/T320683] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/42|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W42"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:46, 17 October 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23943992 --> == Tech News: 2022-43 == <section begin="technews-2022-W43"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/43|Translations]] are available. '''Recent changes''' * There have been some minor visual fixes in Special:Search, regarding audio player alignment and image placeholder height. Further details are in [[phab:T319230|T319230]]. * On Wikipedias, a new [[Special:Preferences#mw-prefsection-searchoptions|preference]] has been added to hide article thumbnails in Special:Search. Full details are in [[phab:T320337|T320337]]. '''Problems''' * Last week, three wikis ({{int:project-localized-name-frwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-jawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ruwiki/en}}) had read-only access for 25 minutes. This was caused by a hardware problem. [https://phabricator.wikimedia.org/T320990] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.7|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-10-25|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-10-26|en}}. It will be on all wikis from {{#time:j xg|2022-10-27|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-10-25|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s5.dblist targeted wikis]) and on {{#time:j xg|2022-10-27|en}} at 7:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s4.dblist targeted wikis]). * Starting on Wednesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-aswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-banwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-barwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bat smgwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bclwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-be x oldwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bgwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bhwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-biwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bjnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bmwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bpywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-brwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bugwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bxrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-idwiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T304549] * Starting on Wednesday October 26, 2022, the list of mentors will be upgraded [[d:Q14339834 | at wikis where Growth mentorship is available]]. The mentorship system will continue to work as it does now. The signup process [[mw:Special:MyLanguage/Growth/Communities/How to configure the mentors' list#add|will be replaced]], and a new management option will be provided. Also, this change simplifies [[mw:Special:MyLanguage/Growth/Communities/How to configure the mentors' list#create|the creation of mentorship systems at Wikipedias]]. [https://phabricator.wikimedia.org/T314858][https://phabricator.wikimedia.org/T310905][https://www.mediawiki.org/wiki/Special:MyLanguage/Growth/Structured_mentor_list] * Pages with titles that start with a lower-case letter according to Unicode 11 will be renamed or deleted. There is a list of affected pages at <bdi lang="en" dir="ltr">[[m:Unicode 11 case map migration]]</bdi>. More information can be found at [[phab:T292552|T292552]]. * The Vector 2022 skin will become the default across the smallest Wikipedias. [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements#smallest-1|Learn more]]. '''Future changes''' * The [[mw:Special:MyLanguage/Talk pages project/Replying|Reply tool]] and [[mw:Special:MyLanguage/Talk pages project/New discussion|New Topic tool]] will soon get a [[mw:Special:MyLanguage/VisualEditor/Special characters|special characters menu]]. [https://phabricator.wikimedia.org/T249072] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/43|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W43"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:22, 24 October 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23975411 --> == Tech News: 2022-44 == <section begin="technews-2022-W44"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/44|Translations]] are available. '''Recent changes''' * When using keyboard navigation on a [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] map, the focus will become more visible. [https://phabricator.wikimedia.org/T315997] * In {{#special:RecentChanges}}, you can now hide the log entries for new user creations with the filter for "{{int:rcfilters-filter-newuserlogactions-label}}". [https://phabricator.wikimedia.org/T321155] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.8|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-11-01|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-11-02|en}}. It will be on all wikis from {{#time:j xg|2022-11-03|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * The [[mw:Special:MyLanguage/Help:Extension:Kartographer|maps dialog]] in VisualEditor now has some help texts. [https://phabricator.wikimedia.org/T318818] * It is now possible to select the language of a [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] map in VisualEditor via a dropdown menu. [https://phabricator.wikimedia.org/T318817] * It is now possible to add a caption to a [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] map in VisualEditor. [https://phabricator.wikimedia.org/T318815] * It is now possible to hide the frame of a [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] map in VisualEditor. [https://phabricator.wikimedia.org/T318813] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/44|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W44"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:15, 31 October 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=23977539 --> == Tech News: 2022-45 == <section begin="technews-2022-W45"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/45|Translations]] are available. '''Recent changes''' * An updated version of the [[m:Special:MyLanguage/EventCenter/Registration|Event Registration]] tool is now available for testing at [[testwiki:|testwiki]] and [[test2wiki:| test2wiki]]. The tool provides features for event organizers and participants. Your feedback is welcome at our [[m:Talk:Campaigns/Foundation Product Team/Registration|project talkpage]]. More information about [[m:Campaigns/Foundation Product Team/Registration|the project]] is available. [https://phabricator.wikimedia.org/T318592] '''Problems''' * Twice last week, for about 45 minutes, some files and thumbnails failed to load and uploads failed, mostly for logged-in users. The cause is being investigated and an incident report will be available soon. '''Changes later this week''' * There is no new MediaWiki version this week. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/45|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W45"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:32, 8 November 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24001035 --> == Tech News: 2022-46 == <section begin="technews-2022-W46"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/46|Translations]] are available. '''Recent changes''' * At Wikidata, an interwiki link can now point to a redirect page if certain conditions are met. This new feature is called [[wikidata:Special:MyLanguage/Wikidata:Sitelinks_to_redirects|sitelinks to redirects]]. It is needed when one wiki uses one page to cover multiple concepts but another wiki uses more pages to cover the same concepts. Your [[wikidata:Special:MyLanguage/Wikidata talk:Sitelinks to redirects|feedback on the talkpage]] of the new proposed guideline is welcome. [https://phabricator.wikimedia.org/T278962] * The <span class="mw-content-ltr" lang="en" dir="ltr">[https://www.wikinews.org/ www.wikinews.org]</span>, <span class="mw-content-ltr" lang="en" dir="ltr">[https://www.wikiversity.org/ www.wikiversity.org]</span>, and <span class="mw-content-ltr" lang="en" dir="ltr">[https://www.wikivoyage.org/ www.wikivoyage.org]</span> portal pages now use an automated update system. [https://phabricator.wikimedia.org/T273179] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.10|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-11-15|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-11-16|en}}. It will be on all wikis from {{#time:j xg|2022-11-17|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * There will be a new link to directly "Edit template data" on Template pages. [https://phabricator.wikimedia.org/T316759] '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Wikis where mobile [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] are enabled ([[mw:Special:MyLanguage/Talk pages project/Deployment Status|these ones]]) will soon use full CSS styling to display any templates that are placed at the top of talk pages. To adapt these “talk page boxes” for narrow mobile devices you can use media queries, such as in [https://en.wikipedia.org/w/index.php?title=Module:Message_box/tmbox.css&oldid=1097618699#L-69 this example]. [https://phabricator.wikimedia.org/T312309] * Starting in January 2023, [[m:Special:MyLanguage/Community Tech|Community Tech]] will be [[m:Special:MyLanguage/Community Wishlist Survey/Updates/2023 Changes Update|running the Community Wishlist Survey (CWS) every two years]]. This means that in 2024, there will be no new proposals or voting. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/46|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W46"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:54, 14 November 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24071290 --> == Tech News: 2022-47 == <section begin="technews-2022-W47"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/47|Translations]] are available. '''Recent changes''' * The display of non-free media in the search bar and for article thumbnails in Special:Search has been deactivated. Further details are in [[phab:T320661|T320661]]. '''Changes later this week''' * There is no new MediaWiki version this week. * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-11-22|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s2.dblist targeted wikis]) and on {{#time:j xg|2022-11-24|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s7.dblist targeted wikis]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/47|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W47"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:22, 21 November 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24071290 --> == Tech News: 2022-48 == <section begin="technews-2022-W48"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/48|Translations]] are available. '''Recent changes''' * A new preference, “Enable limited width mode”, has been added to the [[Special:Preferences#mw-prefsection-rendering|Vector 2022 skin]]. The preference is also available as a toggle on every page if your monitor is 1600 pixels or wider. It allows for increasing the width of the page for logged-out and logged-in users. [https://phabricator.wikimedia.org/T319449] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.12|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-11-29|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-11-30|en}}. It will be on all wikis from {{#time:j xg|2022-12-01|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2022-11-29|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s3.dblist targeted wikis]) and on {{#time:j xg|2022-12-01|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s1.dblist targeted wikis]). * Mathematical formulas shown in SVG image format will no longer have PNG fall-backs for browsers that don't support them. This is part of work to modernise the generation system. Showing only PNG versions was the default option until in February 2018. [https://lists.wikimedia.org/hyperkitty/list/wikimedia-l@lists.wikimedia.org/message/3BGOKWJIZGL4TC4HJ22ICRU2SEPWGCR4/][https://phabricator.wikimedia.org/T311620][https://phabricator.wikimedia.org/T186327] * On [[phab:P40224|some wikis]] that use flagged revisions, [[mw:Special:MyLanguage/Help:Extension:FlaggedRevs#Special:Contributions|a new checkbox will be added]] to Special:Contributions that enables you to see only the [[mw:Special:MyLanguage/Help:Pending changes|pending changes]] by a user. [https://phabricator.wikimedia.org/T321445] '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] How media is structured in the parser's HTML output will change early next week at [https://wikitech.wikimedia.org/wiki/Deployments/Train#Wednesday group1 wikis] (but not Wikimedia Commons or Meta-Wiki). This change improves the accessibility of content, and makes it easier to write related CSS. You may need to update your site-CSS, or userscripts and gadgets. There are [[mw:Special:MyLanguage/Parsoid/Parser_Unification/Media_structure/FAQ|details on what code to check, how to update the code, and where to report any related problems]]. [https://phabricator.wikimedia.org/T314318] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/48|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W48"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:03, 28 November 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24114342 --> == Tech News: 2022-49 == <section begin="technews-2022-W49"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/49|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] The Wikisources use a tool called ProofreadPage. ProofreadPage uses OpenSeadragon which is an open source tool. The OpenSeadragon JavaScript API has been significantly re-written to support dynamically loading images. The functionality provided by the older version of the API should still work but it is no longer supported. User scripts and gadgets should migrate over to the newer version of the API. The functionality provided by the newer version of the API is [[mw:Extension:Proofread_Page/Page_viewer#JS_API|documented on MediaWiki]]. [https://phabricator.wikimedia.org/T308098][https://www.mediawiki.org/wiki/Extension:Proofread_Page/Edit-in-Sequence] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.13|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-12-06|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-12-07|en}}. It will be on all wikis from {{#time:j xg|2022-12-08|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/49|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W49"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:41, 6 December 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24151590 --> == Tech News: 2022-50 == <section begin="technews-2022-W50"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/50|Translations]] are available. '''Recent changes''' * An [[mw:Special:MyLanguage/Talk pages project/Mobile|A/B test has begun]] at 15 Wikipedias for [[mw:Special:MyLanguage/Help:DiscussionTools#Mobile|DiscussionTools on mobile]]. Half of the editors on the [[mw:Reading/Web/Mobile|mobile web site]] will have access to the {{int:discussiontools-replybutton}} tool and other features. [https://phabricator.wikimedia.org/T321961] * The character <code>=</code> cannot be used in new usernames, to make usernames work better with templates. Existing usernames are not affected. [https://phabricator.wikimedia.org/T254045] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.14|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2022-12-13|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2022-12-14|en}}. It will be on all wikis from {{#time:j xg|2022-12-15|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] The HTML markup used by [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] to [[mw:Special:MyLanguage/Talk_pages_project/Usability#Phase_1:_Topic_containers|show discussion metadata below section headings]] will be inserted after these headings, not inside of them. This change improves the accessibility of discussion pages for screen reader software. [https://phabricator.wikimedia.org/T314714] '''Events''' * The fourth edition of the [[m:Special:MyLanguage/Coolest_Tool_Award|Coolest Tool Award]] will happen online on [https://zonestamp.toolforge.org/1671210002 Friday 16 December 2022 at 17:00 UTC]! The event will be live-streamed on YouTube in the [https://www.youtube.com/user/watchmediawiki MediaWiki channel] and added to Commons afterwards. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/50|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W50"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:34, 12 December 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24216570 --> == Tech News: 2022-51 == <section begin="technews-2022-W51"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2022/51|Translations]] are available. '''Tech News''' * Because of the [[w:en:Christmas and holiday season|holidays]] the next issue of Tech News will be sent out on 9 January 2023. '''Recent changes''' * On a user's contributions page, you can filter it for edits with a tag like 'reverted'. Now, you can also filter for all edits that are not tagged like that. This was part of a Community Wishlist 2022 request. [https://phabricator.wikimedia.org/T119072] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] A new function has been used for gadget developers to add content underneath the title on article pages. This is considered a stable API that should work across all skins. [[mw:Special:MyLanguage/ResourceLoader/Core_modules#addSubtitle|Documentation is available]]. [https://phabricator.wikimedia.org/T316830] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] [[test2wiki:|One of our test wikis]] is now being served from a new infrastructure powered by [[w:Kubernetes|Kubernetes]] ([[wikitech:MediaWiki On Kubernetes|read more]]). More Wikis will switch to this new infrastructure in early 2023. Please test and let us know of any issues. [https://phabricator.wikimedia.org/T290536] '''Problems''' * Last week, all wikis had no edit access for 9 minutes. This was caused by a database problem. [https://wikitech.wikimedia.org/wiki/Incidents/2022-12-13_sessionstore] '''Changes later this week''' * There is no new MediaWiki version this week or next week. * The word "{{int:discussiontools-replybutton}}" is very short in some languages, such as Arabic ("<bdi lang="ar">ردّ</bdi>"). This makes the {{int:discussiontools-preference-label}} button on talk pages difficult to use. An arrow icon will be added to those languages. This will only be visible to editors who have the [[Special:Preferences#mw-prefsection-betafeatures|Beta Feature]] turned on. [https://www.mediawiki.org/wiki/Talk_pages_project/Usability#Status] [https://phabricator.wikimedia.org/T323537] '''Future changes''' * Edits can be automatically "tagged" by the system software or the {{int:Abusefilter}} system. Those tags link to a help page about the tags. Soon they will also link to Recent Changes to let you see other edits tagged this way. This was a Community Wishlist 2022 request. [https://phabricator.wikimedia.org/T301063] * The Trust & Safety tools team [[m:Special:MyLanguage/Private Incident Reporting System/Timeline and Updates|have shared new plans]] for building the Private Incident Reporting System. The system will make it easier for editors to ask for help if they are harassed or abused. * [[m:Special:MyLanguage/Community Wishlist Survey 2021/Real Time Preview for Wikitext|Realtime Preview for Wikitext]] is coming out of beta as an enabled feature for every user of the 2010 Wikitext [[mw:Special:MyLanguage/Editor|editor]] in the week of January 9, 2023. It will be available to use via the toolbar in the 2010 Wikitext editor. The feature was the 4th most popular wish of the Community Wishlist Survey 2021. '''Events''' * You can now [[mw:Special:MyLanguage/Wikimedia Hackathon 2023/Participate|register for the Wikimedia Hackathon 2023]], taking place on May 19–21 in Athens, Greece. You can also apply for a scholarship until January 14th. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2022/51|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2022-W51"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:00, 20 December 2022 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24258101 --> == Tech News: 2023-02 == <section begin="technews-2023-W02"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/02|Translations]] are available. '''Recent changes''' * You can use tags to filter edits in the recent changes feed or on your watchlist. You can now use tags to filter out edits you don't want to see. Previously you could only use tags to focus on the edits with those tags. [https://phabricator.wikimedia.org/T174349] * [[Special:WhatLinksHere|Special:WhatLinksHere]] shows all pages that link to a specific page. There is now a [https://wlh.toolforge.org prototype] for how to sort those pages alphabetically. You can see the discussion in the [[phab:T4306|Phabricator ticket]]. * You can now use the [[mw:Special:MyLanguage/Extension:Thanks|thanks]] function on your watchlist and the user contribution page. [https://phabricator.wikimedia.org/T51541] * A wiki page can be moved to give it a new name. You can now get a dropdown menu with common reasons when you move a page. This is so you don't have to write the explanation every time. [https://phabricator.wikimedia.org/T325257] * [[m:Special:MyLanguage/Matrix.org|Matrix]] is a chat tool. You can now use <code>matrix:</code> to create Matrix links on wiki pages. [https://phabricator.wikimedia.org/T326021] * You can filter out translations when you look at the recent changes on multilingual wikis. This didn't hide translation pages. You can now also hide subpages which are translation pages. [https://phabricator.wikimedia.org/T233493] '''Changes later this week''' * [[m:Special:MyLanguage/Real Time Preview for Wikitext|Realtime preview for wikitext]] is a tool which lets editors preview the page when they edit wikitext. It will be enabled for all users of the 2010 wikitext editor. You will find it in the editor toolbar. * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] Some wikis will be in read-only for a few minutes because of a switch of their main database. It will be performed on {{#time:j xg|2023-01-10|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s5.dblist targeted wikis]) and on {{#time:j xg|2023-01-12|en}} at 07:00 UTC ([https://noc.wikimedia.org/conf/highlight.php?file=dblists/s6.dblist targeted wikis]). * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.18|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-01-10|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-01-11|en}}. It will be on all wikis from {{#time:j xg|2023-01-12|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/02|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W02"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:07, 10 January 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24342971 --> == Tech News: 2023-03 == <section begin="technews-2023-W03"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/03|Translations]] are available. '''Problems''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] The URLs in "{{int:last}}" links on page history now contain <bdi lang="zxx" dir="ltr"><code><nowiki>diff=prev&oldid=[revision ID]</nowiki></code></bdi> in place of <bdi lang="zxx" dir="ltr"><code><nowiki>diff=[revision ID]&oldid=[revision ID]</nowiki></code></bdi>. This is to fix a problem with links pointing to incorrect diffs when history was filtered by a tag. Some user scripts may break as a result of this change. [https://phabricator.wikimedia.org/T243569] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.19|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-01-17|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-01-18|en}}. It will be on all wikis from {{#time:j xg|2023-01-19|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * Some [[mw:Special:MyLanguage/Talk pages project/Usability|changes to the appearance of talk pages]] have only been available on <code>{{ns:1}}:</code> and <code>{{ns:3}}:</code> namespaces. These will be extended to other talk namespaces, such as <code>{{ns:5}}:</code>. They will continue to be unavailable in non-talk namespaces, including <code>{{ns:4}}:</code> pages (e.g., at the Village Pump). You can [[Special:Preferences#mw-prefsection-editing-discussion|change your preferences]] ([[Special:Preferences#mw-prefsection-betafeatures|beta feature]]). [https://phabricator.wikimedia.org/T325417] *On Wikisources, when an image is zoomed or panned in the Page: namespace, the same zoom and pan settings will be remembered for all Page: namespace pages that are linked to a particular Index: namespace page. [https://gerrit.wikimedia.org/r/c/mediawiki/extensions/ProofreadPage/+/868841] * The Vector 2022 skin will become the default for the English Wikipedia desktop users. The change will take place on January 18 at 15:00 UTC. [[:en:w:Wikipedia:Vector 2022|Learn more]]. '''Future changes''' * The 2023 edition of the [[m:Special:MyLanguage/Community Wishlist Survey 2023|Community Wishlist Survey]], which invites contributors to make technical proposals and vote for tools and improvements, starts next week on 23 January 2023 at 18:00 UTC. You can start drafting your proposals in [[m:Community Wishlist Survey/Sandbox|the CWS sandbox]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/03|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W03"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:10, 17 January 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24381020 --> == Tech News: 2023-04 == <section begin="technews-2023-W04"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/04|Translations]] are available. '''Problems''' * Last week, for ~15 minutes, all wikis were unreachable for logged-in users and non-cached pages. This was caused by a timing issue. [https://wikitech.wikimedia.org/wiki/Incidents/2023-01-17_MediaWiki] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.20|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-01-24|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-01-25|en}}. It will be on all wikis from {{#time:j xg|2023-01-26|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * If you have the Beta Feature for [[mw:Special:MyLanguage/Talk pages project|DiscussionTools]] enabled, the appearance of talk pages will add more information about discussion activity. [https://www.mediawiki.org/wiki/Special:MyLanguage/Talk_pages_project/Usability#Status][https://phabricator.wikimedia.org/T317907] * The 2023 edition of the [[m:Special:MyLanguage/Community Wishlist Survey 2023|Community Wishlist Survey]] (CWS), which invites contributors to make technical proposals and vote for tools and improvements, starts on Monday 23 January 2023 at [https://zonestamp.toolforge.org/1674496814 18:00 UTC]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/04|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W04"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:46, 23 January 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24418874 --> == Tech News: 2023-05 == <section begin="technews-2023-W05"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/05|Translations]] are available. '''Problems''' * Last week, for ~15 minutes, some users were unable to log in or edit pages. This was caused by a problem with session storage. [https://wikitech.wikimedia.org/wiki/Incidents/2023-01-24_sessionstore_quorum_issues] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.21|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-01-31|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-02-01|en}}. It will be on all wikis from {{#time:j xg|2023-02-02|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Wikis that use localized numbering schemes for references need to add new CSS. This will help to show citation numbers the same way in all reading and editing modes. If your wiki would prefer to do it yourselves, please see the [[mw:Special:MyLanguage/Parsoid/Parser Unification/Cite CSS|details and example CSS to copy from]], and also add your wiki to the list. Otherwise, the developers will directly help out starting the week of February 5. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/05|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W05"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:05, 31 January 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24455949 --> == Tech News: 2023-06 == <section begin="technews-2023-W06"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/06|Translations]] are available. '''Recent changes''' * In the [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements|Vector 2022 skin]], logged-out users using the full-width toggle will be able to see the setting of their choice even after refreshing pages or opening new ones. This only applies to wikis where Vector 2022 is the default. [https://phabricator.wikimedia.org/T321498] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.22|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-02-07|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-02-08|en}}. It will be on all wikis from {{#time:j xg|2023-02-09|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * Previously, we announced when some wikis would be in read-only for a few minutes because of a switch of their main database. These switches will not be announced any more, as the read-only time has become non-significant. Switches will continue to happen at 7AM UTC on Tuesdays and Thursdays. [https://phabricator.wikimedia.org/T292543#8568433] * Across all the wikis, in the Vector 2022 skin, logged-in users will see the page-related links such as "What links here" in a [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements/Features/Page_tools|new side menu]]. It will be displayed on the other side of the screen. This change had previously been made on Czech, English, and Vietnamese Wikipedias. [https://phabricator.wikimedia.org/T328692] *[[m:Special:MyLanguage/Community Wishlist Survey 2023|Community Wishlist Survey 2023]] will stop receiving new proposals on [https://zonestamp.toolforge.org/1675706431 Monday, 6 February 2023, at 18:00 UTC]. Proposers should complete any edits by then, to give time for [[m:Special:MyLanguage/Community_Wishlist_Survey/Help_us|translations]] and review. Voting will begin on Friday, 10 February. '''Future changes''' * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] Gadgets and user scripts will be changing to load on desktop and mobile sites. Previously they would only load on the desktop site. It is recommended that wiki administrators audit the [[MediaWiki:Gadgets-definition|gadget definitions]] prior to this change, and add <bdi lang="zxx" dir="ltr"><code>skins=…</code></bdi> for any gadgets which should not load on mobile. [https://phabricator.wikimedia.org/T328610 More details are available]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/06|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W06"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 10:21, 6 February 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24491749 --> == Tech News: 2023-07 == <section begin="technews-2023-W07"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/07|Translations]] are available. '''Problems''' * On wikis where patrolled edits are enabled, changes made to the [[mw:Special:MyLanguage/Growth/Communities/How to configure the mentors' list|mentor list]] by autopatrolled mentors are not correctly marked as patrolled. It will be fixed later this week. [https://phabricator.wikimedia.org/T328444] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.23|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-02-14|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-02-15|en}}. It will be on all wikis from {{#time:j xg|2023-02-16|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * The Reply tool and other parts of [[mw:Special:MyLanguage/Help:DiscussionTools#Mobile|DiscussionTools]] will be deployed for all editors using the mobile site. You can [[mw:Special:MyLanguage/Talk_pages_project/Mobile#Status_Updates|read more about this decision]]. [https://phabricator.wikimedia.org/T298060] '''Future changes''' * All wikis will be read-only for a few minutes on March 1. This is planned for [https://zonestamp.toolforge.org/1677679222 14:00 UTC]. More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T328287][https://phabricator.wikimedia.org/T327920][https://wikitech.wikimedia.org/wiki/Deployments] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/07|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W07"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:48, 14 February 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24540832 --> == Tech News: 2023-08 == <section begin="technews-2023-W08"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/08|Translations]] are available. '''Problems''' * Last week, during planned maintenance of Cloud Services, unforeseen complications forced the team to turn off all tools for 2–3 hours to prevent data corruption. Work is ongoing to prevent similar problems in the future. [https://phabricator.wikimedia.org/T329535] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.23|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-02-21|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-02-22|en}}. It will be on all wikis from {{#time:j xg|2023-02-23|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). *The voting phase for the [[m:Special:MyLanguage/Community Wishlist Survey 2023|Community Wishlist Survey 2023]] ends on [https://zonestamp.toolforge.org/1677261621 24 February at 18:00 UTC]. The results of the survey will be announced on 28 February. '''Future changes''' * All wikis will be read-only for a few minutes on March 1. This is planned for [https://zonestamp.toolforge.org/1677679222 14:00 UTC]. More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T328287][https://phabricator.wikimedia.org/T327920][https://wikitech.wikimedia.org/wiki/Deployments] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/08|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W08"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:57, 21 February 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24570514 --> == Tech News: 2023-09 == <section begin="technews-2023-W09"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/09|Translations]] are available. '''Problems''' * Last week, in some areas of the world, there were problems with loading pages for 20 minutes and saving edits for 55 minutes. These issues were caused by a problem with our caching servers due to unforseen events during a routine maintenance task. [https://wikitech.wikimedia.org/wiki/Incidents/2023-02-22_wiki_outage][https://wikitech.wikimedia.org/wiki/Incidents/2023-02-22_read_only] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.25|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-02-28|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-03-01|en}}. It will be on all wikis from {{#time:j xg|2023-03-02|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * All wikis will be read-only for a few minutes on March 1. This is planned for [https://zonestamp.toolforge.org/1677679222 14:00 UTC]. [https://meta.wikimedia.org/wiki/Special:MyLanguage/Tech/Server_switch] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/09|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W09"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:47, 27 February 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24634242 --> == Tech News: 2023-10 == <section begin="technews-2023-W10"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/10|Translations]] are available. '''Recent changes''' * The Community Wishlist Survey 2023 edition has been concluded. Community Tech has [[m:Special:MyLanguage/Community Wishlist Survey 2023/Results|published the results]] of the survey and will provide an update on what is next in April 2023. * On wikis which use [[mw:Special:MyLanguage/Writing_systems|LanguageConverter]] to handle multiple writing systems, articles which used custom conversion rules in the wikitext (primarily on Chinese Wikipedia) would have these rules applied inconsistently in the table of contents, especially in the Vector 2022 skin. This has now been fixed. [https://phabricator.wikimedia.org/T306862] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.26|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-03-07|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-03-08|en}}. It will be on all wikis from {{#time:j xg|2023-03-09|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * A search system has been added to the [[Special:Preferences|Preferences screen]]. This will let you find different options more easily. Making it work on mobile devices will happen soon. [https://phabricator.wikimedia.org/T313804] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/10|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W10"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:49, 6 March 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24676916 --> == Tech News: 2023-11 == <section begin="technews-2023-W11"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/11|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.40/wmf.27|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-03-14|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-03-15|en}}. It will be on all wikis from {{#time:j xg|2023-03-16|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * Starting on Wednesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-cbk_zamwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cdowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cebwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-chwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-chrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-chywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ckbwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-csbwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cuwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cvwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-itwiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T304542][https://phabricator.wikimedia.org/T304550] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/11|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W11"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:20, 13 March 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24700189 --> == Tech News: 2023-12 == <section begin="technews-2023-W12"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/12|Translations]] are available. '''Problems''' * Last week, some users experienced issues loading image thumbnails. This was due to incorrectly cached images. [https://phabricator.wikimedia.org/T331820] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.1|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-03-21|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-03-22|en}}. It will be on all wikis from {{#time:j xg|2023-03-23|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] A link to the user's [[{{#special:CentralAuth}}]] page will appear on [[{{#special:Contributions}}]] — some user scripts which previously added this link may cause conflicts. This feature request was [[:m:Community Wishlist Survey 2023/Admins and patrollers/Add link to CentralAuth on Special:Contributions|voted #17 in the 2023 Community Wishlist Survey]]. * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] The [[{{#special:AbuseFilter}}]] edit window will be resizable and larger by default. This feature request was [[:m:Community Wishlist Survey 2023/Anti-harassment/Make the AbuseFilter edit window resizable and larger by default|voted #80 in the 2023 Community Wishlist Survey]]. * There will be a new option for Administrators when they are unblocking a user, to add the unblocked user’s user page to their watchlist. This will work both via [[{{#special:Unblock}}]] and via the API. [https://phabricator.wikimedia.org/T257662] '''Meetings''' * You can join the next meeting with the Wikipedia mobile apps teams. During the meeting, we will discuss the current features and future roadmap. The meeting will be on [https://zonestamp.toolforge.org/1679677204 24 March at 17:00 (UTC)]. See [[mw:Special:MyLanguage/Wikimedia Apps/Office Hours|details and how to join]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/12|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W12"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:25, 21 March 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24732558 --> == Tech News: 2023-13 == <section begin="technews-2023-W13"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/13|Translations]] are available. '''Recent changes''' * The [[:mw:Special:MyLanguage/Extension:AbuseFilter|AbuseFilter]] condition limit was increased from 1000 to 2000. [https://phabricator.wikimedia.org/T309609] * [[:m:Special:MyLanguage/Global AbuseFilter#Locally disabled actions|Some Global AbuseFilter]] actions will no longer apply to local projects. [https://phabricator.wikimedia.org/T332521] * Desktop users are now able to subscribe to talk pages by clicking on the {{int:discussiontools-newtopicssubscription-button-subscribe-label}} link in the {{int:toolbox}} menu. If you subscribe to a talk page, you receive [[mw:Special:MyLanguage/Notifications|notifications]] when new topics are started on that talk page. This is separate from putting the page on your watchlist or subscribing to a single discussion. [https://phabricator.wikimedia.org/T263821] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.2|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-03-28|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-03-29|en}}. It will be on all wikis from {{#time:j xg|2023-03-30|en}} ([[mw:MediaWiki 1.40/Roadmap|calendar]]). '''Future changes''' * You will be able to choose [[mw:Special:MyLanguage/VisualEditor/Diffs|visual diffs]] on all [[m:Special:MyLanguage/Help:Page history|history pages]] at the Wiktionaries and Wikipedias. [https://phabricator.wikimedia.org/T314588] * [[File:Octicons-tools.svg|15px|link=|alt=|Advanced item]] The legacy [[mw:Mobile Content Service|Mobile Content Service]] is going away in July 2023. Developers are encouraged to switch to Parsoid or another API before then to ensure service continuity. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/4MVQQTONJT7FJAXNVOFV3WWVVMCHRINE/] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/13|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W13"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:13, 28 March 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24780854 --> == Tech News: 2023-14 == <section begin="technews-2023-W14"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/14|Translations]] are available. '''Recent changes''' * The system for automatically creating categories for the [[mw:Special:MyLanguage/Extension:Babel|Babel]] extension has had several important changes and fixes. One of them allows you to insert templates for automatic category descriptions on creation, allowing you to categorize the new categories. [https://phabricator.wikimedia.org/T211665][https://phabricator.wikimedia.org/T64714][https://phabricator.wikimedia.org/T170654][https://phabricator.wikimedia.org/T184941][https://phabricator.wikimedia.org/T33074] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.3|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-04-04|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-04-05|en}}. It will be on all wikis from {{#time:j xg|2023-04-06|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * Some older [[w:en:Web browser|Web browsers]] will stop being able to use [[w:en:JavaScript|JavaScript]] on Wikimedia wikis from this week. This mainly affects users of Internet Explorer 11. If you have an old web browser on your computer you can try to upgrade to a newer version. [https://phabricator.wikimedia.org/T178356] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The deprecated <bdi lang="zxx" dir="ltr"><code>jquery.hoverIntent</code></bdi> module has been removed. This module could be used by gadgets and user scripts, to create an artificial delay in how JavaScript responds to a hover event. Gadgets and user scripts should now use jQuery <bdi lang="zxx" dir="ltr"><code>hover()</code></bdi> or <bdi lang="zxx" dir="ltr"><code>on()</code></bdi> instead. Examples can be found in the [[mw:Special:MyLanguage/ResourceLoader/Migration_guide_(users)#jquery.hoverIntent|migration guide]]. [https://phabricator.wikimedia.org/T311194] * Some of the links in [[{{#special:SpecialPages}}]] will be re-arranged. There will be a clearer separation between links that relate to all users, and links related to your own user account. [https://phabricator.wikimedia.org/T333242] * You will be able to hide the [[mw:Special:MyLanguage/Talk pages project/Replying|Reply button]] in archived discussion pages with a new <bdi lang="zxx" dir="ltr"><code><nowiki>__ARCHIVEDTALK__</nowiki></code></bdi> magic word. There will also be a new <bdi lang="zxx" dir="ltr"><code>.mw-archivedtalk</code></bdi> CSS class for hiding the Reply button in individual sections on a page. [https://phabricator.wikimedia.org/T249293][https://phabricator.wikimedia.org/T295553][https://gerrit.wikimedia.org/r/c/mediawiki/extensions/DiscussionTools/+/738221] '''Future changes''' * The Vega software that creates data visualizations in pages, such as graphs, will be upgraded to the newest version in the future. Graphs that still use the very old version 1.5 syntax may stop working properly. Most existing uses have been found and updated, but you can help to check, and to update any local documentation. [[phab:T260542|Examples of how to find and fix these graphs are available]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/14|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W14"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:39, 3 April 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24820268 --> == Tech News: 2023-15 == <section begin="technews-2023-W15"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/15|Translations]] are available. '''Recent changes''' * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] In the visual editor, it is now possible to edit captions of images in galleries without opening the gallery dialog. This feature request was [[:m:Community Wishlist Survey 2023/Editing/Editable gallery captions in Visual Editor|voted #61 in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T190224] * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] You can now receive notifications when another user edits your user page. See the "{{int:Echo-category-title-edit-user-page}}" option in [[Special:Preferences#mw-prefsection-echo|your Preferences]]. This feature request was [[:m:Community Wishlist Survey 2023/Anti-harassment/Notifications for user page edits|voted #3 in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T3876] '''Problems''' * There was a problem with all types of CentralNotice banners still being shown to logged-in users even if they had [[Special:Preferences#mw-prefsection-centralnotice-banners|turned off]] specific banner types. This has now been fixed. [https://phabricator.wikimedia.org/T331671] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.4|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-04-11|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-04-12|en}}. It will be on all wikis from {{#time:j xg|2023-04-13|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * Starting on Wednesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-arywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-dawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-dinwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-dsbwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-eewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-elwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-emlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-eowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-etwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-euwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-extwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tumwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ffwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-fiwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-fiu_vrowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-fjwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-fowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-frpwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-frrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-furwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-gawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-gcrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-gdwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-glwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-glkwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-gnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-gomwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-gotwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-guwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-gvwiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T304551][https://phabricator.wikimedia.org/T308133] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/15|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W15"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:05, 10 April 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24851886 --> == Tech News: 2023-16 == <section begin="technews-2023-W16"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/16|Translations]] are available. '''Recent changes''' * You can now see [[mw:Special:MyLanguage/Help:Extension:Kartographer#Show_nearby_articles|nearby articles on a Kartographer map]] with the button for the new feature "{{int:Kartographer-sidebar-nearbybutton}}". Six wikis have been testing this feature since October. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/Geoinformation/Nearby_articles#Implementation][https://phabricator.wikimedia.org/T334079] * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] The [[m:Special:GlobalWatchlist|Special:GlobalWatchlist]] page now has links for "{{int:globalwatchlist-markpageseen}}" for each entry. This feature request was [[m:Community Wishlist Survey 2023/Notifications, Watchlists and Talk Pages/Button to mark a single change as read in the global watch list|voted #161 in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T334246] '''Problems''' * At Wikimedia Commons, some thumbnails have not been getting replaced correctly after a new version of the image is uploaded. This should be fixed later this week. [https://phabricator.wikimedia.org/T331138][https://phabricator.wikimedia.org/T333042] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] For the last few weeks, some external tools had inconsistent problems with logging-in with OAuth. This has now been fixed. [https://phabricator.wikimedia.org/T332650] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.5|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-04-18|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-04-19|en}}. It will be on all wikis from {{#time:j xg|2023-04-20|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/16|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W16"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:54, 18 April 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24881071 --> == Tech News: 2023-17 == <section begin="technews-2023-W17"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/17|Translations]] are available. '''Recent changes''' * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] The date-selection menu on pages such as [[{{#special:Contributions}}]] will now show year-ranges that are in the current and past decade, instead of the current and future decade. This feature request was [[m:Community Wishlist Survey 2023/Miscellaneous/Change year range shown in date selection popup|voted #145 in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T334316] '''Problems''' * Due to security issues with the [[mw:Special:MyLanguage/Extension:Graph|Graph extension]], graphs have been disabled in all Wikimedia projects. Wikimedia Foundation teams are working to respond to these vulnerabilities. [https://phabricator.wikimedia.org/T334940] * For a few days, it was not possible to save some kinds of edits on the mobile version of a wiki. This has been fixed. [https://phabricator.wikimedia.org/T334797][https://phabricator.wikimedia.org/T334799][https://phabricator.wikimedia.org/T334794] '''Changes later this week''' * All wikis will be read-only for a few minutes on April 26. This is planned for [https://zonestamp.toolforge.org/1682517653 14:00 UTC]. [https://meta.wikimedia.org/wiki/Special:MyLanguage/Tech/Server_switch] * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.6|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-04-25|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-04-26|en}}. It will be on all wikis from {{#time:j xg|2023-04-27|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). '''Future changes''' * The Editing team plans an A/B test for [[mw:Special:MyLanguage/Talk pages project/Usability|a usability analysis of the Talk page project]]. The [[mw:Special:MyLanguage/Talk pages project/Usability/Analysis|planned measurements are available]]. Your wiki [[phab:T332946|may be invited to participate]]. Please suggest improvements to the measurement plan at [[mw:Talk:Talk pages project/Usability|the discussion page]]. * [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2023-2024|The Wikimedia Foundation annual plan 2023-2024 draft is open for comment and input]] until May 19. The final plan will be published in July 2023 on Meta-wiki. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/17|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W17"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:03, 24 April 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24933592 --> == Tech News: 2023-18 == <section begin="technews-2023-W18"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/18|Translations]] are available. '''Recent changes''' * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] The content attribution tools [[mw:Special:MyLanguage/Who Wrote That?|Who Wrote That?]], [[xtools:authorship|XTools Authorship]], and [[xtools:blame|XTools Blame]] now support the French and Italian Wikipedias. More languages will be added in the near future. This is part of the [[m:Community Wishlist Survey 2023/Reading/Extend "Who Wrote That?" tool to more wikis|#7 wish in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T243711][https://phabricator.wikimedia.org/T270490][https://phabricator.wikimedia.org/T334891] * The [[:commons:Special:MyLanguage/Commons:Video2commons|Video2commons]] tool has been updated. This fixed several bugs related to YouTube uploads. [https://github.com/toolforge/video2commons/pull/162/commits] * The [[{{#special:Preferences}}]] page has been redesigned on mobile web. The new design makes it easier to browse the different categories and settings at low screen widths. You can also now access the page via a link in the Settings menu in the mobile web sidebar. [https://www.mediawiki.org/wiki/Moderator_Tools/Content_moderation_on_mobile_web/Preferences] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.7|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-05-02|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-05-03|en}}. It will be on all wikis from {{#time:j xg|2023-05-04|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/18|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W18"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:45, 2 May 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24966974 --> == Tech News: 2023-19 == <section begin="technews-2023-W19"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/19|Translations]] are available. '''Recent changes''' * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] Last week, Community Tech released the first update for providing [[m:Special:MyLanguage/Community Wishlist Survey 2022/Better diff handling of paragraph splits|better diffs]], the #1 request in the 2022 Community Wishlist Survey. [[phab:T324759|This update]] adds legends and tooltips to inline diffs so that users unfamiliar with the blue and yellow highlights can better understand the type of edits made. * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] When you close an image that is displayed via MediaViewer, it will now return to the wiki page instead of going back in your browser history. This feature request was [[m:Community Wishlist Survey 2023/Reading/Return to the article when closing the MediaViewer|voted #65 in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T236591] * The [[mw:Special:MyLanguage/Extension:SyntaxHighlight|SyntaxHighlight]] extension now supports <bdi lang="en" dir="ltr"><code>wikitext</code></bdi> as a selected language. Old alternatives that were used to highlight wikitext, such as <bdi lang="en" dir="ltr"><code>html5</code></bdi>, <bdi lang="en" dir="ltr"><code>moin</code></bdi>, and <bdi lang="en" dir="ltr"><code>html+handlebars</code></bdi>, can now be replaced. [https://phabricator.wikimedia.org/T29828] * [[mw:Special:MyLanguage/Manual:Creating pages with preloaded text|Preloading text to new pages/sections]] now supports preloading from localized MediaWiki interface messages. [https://cs.wikipedia.org/wiki/User_talk:Martin_Urbanec_(WMF)?action=edit&section=new&preload=MediaWiki:July Here is an example] at the {{int:project-localized-name-cswiki/en}} that uses <bdi lang="zxx" dir="ltr"><code><nowiki>preload=MediaWiki:July</nowiki></code></bdi>. [https://phabricator.wikimedia.org/T330337] '''Problems''' * Graph Extension update: Foundation developers have completed upgrading the visualization software to Vega5. Existing community graphs based on Vega2 are no longer compatible. Communities need to update local graphs and templates, and shared lua modules like <bdi lang="de" dir="ltr">[[:de:Modul:Graph]]</bdi>. The [https://vega.github.io/vega/docs/porting-guide/ Vega Porting guide] provides the most comprehensive detail on migration from Vega2 and [https://www.mediawiki.org/w/index.php?title=Template:Graph:PageViews&action=history here is an example migration]. Vega5 has currently just been enabled on mediawiki.org to provide a test environment for communities. [https://phabricator.wikimedia.org/T334940#8813922] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.8|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-05-09|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-05-10|en}}. It will be on all wikis from {{#time:j xg|2023-05-11|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Until now, all new OAuth apps went through manual review. Starting this week, apps using identification-only or basic authorizations will not require review. [https://phabricator.wikimedia.org/T67750] '''Future changes''' * During the next year, MediaWiki will stop using IP addresses to identify logged-out users, and will start automatically assigning unique temporary usernames. Read more at [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation/Updates|IP Editing: Privacy Enhancement and Abuse Mitigation/Updates]]. You can [[m:Talk:IP Editing: Privacy Enhancement and Abuse Mitigation#What should it look like?|join the discussion]] about the [[m:Special:MyLanguage/IP Editing: Privacy Enhancement and Abuse Mitigation/Updates#What will temporary usernames look like?|format of the temporary usernames]]. [https://phabricator.wikimedia.org/T332805] * There will be an [[:w:en:A/B testing|A/B test]] on 10 Wikipedias where the Vector 2022 skin is the default skin. Half of logged-in desktop users will see an interface where the different parts of the page are more clearly separated. You can [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Updates/2023-05 Zebra9 A/B test|read more]]. [https://phabricator.wikimedia.org/T333180][https://phabricator.wikimedia.org/T335972] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] <code>jquery.tipsy</code> will be removed from the MediaWiki core. This will affect some user scripts. Many lines with <code>.tipsy(</code> can be commented out. <code>OO.ui.PopupWidget</code> can be used to keep things working like they are now. You can [[phab:T336019|read more]] and [[:mw:Help:Locating broken scripts|read about how to find broken scripts]]. [https://phabricator.wikimedia.org/T336019] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/19|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W19"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:36, 9 May 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=24998636 --> == Tech News: 2023-20 == <section begin="technews-2023-W20"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/20|Translations]] are available. '''Problems''' * Citations that are automatically generated based on [[d:Q33057|ISBN]] are currently broken. This affects citations made with the [[mw:Special:MyLanguage/Help:VisualEditor/User_guide/Citations-Full#Automatic|VisualEditor Automatic tab]], and the use of the citoid API in gadgets and user scripts. Work is ongoing to restore this feature. [https://phabricator.wikimedia.org/T336298] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.9|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-05-16|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-05-17|en}}. It will be on all wikis from {{#time:j xg|2023-05-18|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * Starting on Wednesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-gorwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hakwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hawwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hifwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hsbwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-htwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-iawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-iewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-igwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ilowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-inhwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-iowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-iswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-iuwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-jamwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-jvwiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T308134] '''Future changes''' * There is a recently formed team at the Wikimedia Foundation which will be focusing on experimenting with new tools. Currently they are building [[m:Wikimedia_Foundation_Annual_Plan/2023-2024/Draft/Future_Audiences#FA2.2_Conversational_AI|a prototype ChatGPT plugin that allows information generated by ChatGPT to be properly attributed]] to the Wikimedia projects. * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Gadget and userscript developers should replace <bdi lang="zxx" dir="ltr"><code>jquery.cookie</code></bdi> with <bdi lang="zxx" dir="ltr"><code>mediawiki.cookie</code></bdi>. The <bdi lang="zxx" dir="ltr"><code>jquery.cookie</code></bdi> library will be removed in ~1 month, and staff developers will run a script to replace any remaining uses at that time. [https://phabricator.wikimedia.org/T336018] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/20|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W20"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:45, 15 May 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25011501 --> == Tech News: 2023-21 == <section begin="technews-2023-W21"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/21|Translations]] are available. '''Recent changes''' * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] The "recent edits" time period for page watchers is now 30 days. It used to be 180 days. This was a [[m:Community Wishlist Survey 2023/Notifications, Watchlists and Talk Pages/Change information about the number of watchers on a page|Community Wishlist Survey proposal]]. [https://phabricator.wikimedia.org/T336250] '''Changes later this week''' * An [[mw:special:MyLanguage/Growth/Positive reinforcement#Impact|improved impact module]] will be available at Wikipedias. The impact module is a feature available to newcomers [[mw:Special:MyLanguage/Growth/Feature summary#Newcomer homepage|at their personal homepage]]. It will show their number of edits, how many readers their edited pages have, how many thanks they have received and similar things. It is also accessible by accessing Special:Impact. [https://phabricator.wikimedia.org/T336203] * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.10|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-05-23|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-05-24|en}}. It will be on all wikis from {{#time:j xg|2023-05-25|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/21|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W21"/> 16:55, 22 May 2023 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25028325 --> == Tech News: 2023-22 == <section begin="technews-2023-W22"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/22|Translations]] are available. '''Recent changes''' * Citations can once again be added automatically from ISBNs, thanks to Zotero's ISBN searches. The current data sources are the Library of Congress (United States), the Bibliothèque nationale de France (French National Library), and K10plus ISBN (German repository). Additional data source searches can be [[mw:Citoid/Creating Zotero translators|proposed to Zotero]]. The ISBN labels in the [[mw:Special:MyLanguage/Help:VisualEditor/User_guide/Citations-Full#Automatic|VisualEditor Automatic tab]] will reappear later this week. [https://phabricator.wikimedia.org/T336298#8859917] * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] The page [[{{#special:EditWatchlist}}]] now has "{{int:watchlistedit-normal-check-all}}" options to select all the pages within a namespace. This feature request was [[m:Community Wishlist Survey 2023/Notifications, Watchlists and Talk Pages/Watchlist edit - "check all" checkbox|voted #161 in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T334252] '''Problems''' * For a few days earlier this month, the "Add interlanguage link" item in the Tools menu did not work properly. This has now been fixed. [https://phabricator.wikimedia.org/T337081] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.11|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-05-30|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-05-31|en}}. It will be on all wikis from {{#time:j xg|2023-06-01|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * VisualEditor will be switched to a new backend on [https://phabricator.wikimedia.org/source/mediawiki-config/browse/master/dblists/small.dblist small] and [https://phabricator.wikimedia.org/source/mediawiki-config/browse/master/dblists/medium.dblist medium] wikis this week. Large wikis will follow in the coming weeks. This is part of the effort to move Parsoid into MediaWiki core. The change should have no noticeable effect on users, but if you experience any slow loading or other strangeness when using VisualEditor, please report it on the phabricator ticket linked here. [https://phabricator.wikimedia.org/T320529] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/22|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W22"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:03, 29 May 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25079963 --> == Tech News: 2023-23 == <section begin="technews-2023-W23"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/23|Translations]] are available. '''Recent changes''' * The [[:mw:Special:MyLanguage/Help:Extension:RealMe|RealMe]] extension allows you to mark URLs on your user page as verified for Mastodon and similar software. * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] Citation and footnote editing can now be started from the reference list when using the visual editor. This feature request was [[m:Community Wishlist Survey 2023/Citations/Allow citations to be edited in the references section with VisualEditor|voted #2 in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T54750] * Previously, clicking on someone else's link to Recent Changes with filters applied within the URL could unintentionally change your preference for "{{int:Rcfilters-group-results-by-page}}". This has now been fixed. [https://phabricator.wikimedia.org/T202916#8874081] '''Problems''' * For a few days last week, some tools and bots returned outdated information due to database replication problems, and may have been down entirely while it was being fixed. These issues have now been fixed. [https://phabricator.wikimedia.org/T337446] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.12|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-06-06|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-06-07|en}}. It will be on all wikis from {{#time:j xg|2023-06-08|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * Bots will no longer be prevented from making edits because of URLs that match the [[mw:Special:MyLanguage/Extension:SpamBlacklist|spam blacklist]]. [https://phabricator.wikimedia.org/T313107] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/23|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W23"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:52, 5 June 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25114640 --> == Tech News: 2023-24 == <section begin="technews-2023-W24"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/24|Translations]] are available. '''Recent changes''' * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] The content attribution tools [[mw:Special:MyLanguage/Who Wrote That?|Who Wrote That?]], [[xtools:authorship|XTools Authorship]], and [[xtools:blame|XTools Blame]] now support the Dutch, German, Hungarian, Indonesian, Japanese, Polish and Portuguese Wikipedias. This was the [[m:Community Wishlist Survey 2023/Reading/Extend "Who Wrote That?" tool to more wikis|#7 wish in the 2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T334891] * The [[mw:Special:MyLanguage/Structured Data Across Wikimedia/Search Improvements#Search Preview panel|Search Preview panel]] has been deployed on four Wikipedias (Catalan, Dutch, Hungarian and Norwegian). The panel will show an image related to the article (if existing), the top sections of the article, related images (coming from MediaSearch on Commons), and eventually the sister projects associated with the article. [https://phabricator.wikimedia.org/T306341] * The [[:mw:Special:MyLanguage/Help:Extension:RealMe#Verifying_a_link_on_non-user_pages|RealMe]] extension now allows administrators to verify URLs for any page, for Mastodon and similar software. [https://phabricator.wikimedia.org/T324937] * The default project license [https://lists.wikimedia.org/hyperkitty/list/wikimediaannounce-l@lists.wikimedia.org/thread/7G6XPWZPQFLZ2JANN3ZX6RT4DVUI3HZQ/ has been officially upgraded] to CC BY-SA 4.0. The software interface messages have been updated. Communities should feel free to start updating any mentions of the old CC BY-SA 3.0 licensing within policies and related documentation pages. [https://phabricator.wikimedia.org/T319064] '''Problems''' * For three days last month, some Wikipedia pages edited with VisualEditor or DiscussionTools had an unintended <code><nowiki>__TOC__</nowiki></code> (or its localized form) added during an edit. There is [[mw:Parsoid/Deployments/T336101_followup|a listing of affected pages sorted by wiki]], that may still need to be fixed. [https://phabricator.wikimedia.org/T336101] * Currently, the "{{int:Visualeditor-dialog-meta-categories-defaultsort-label}}" feature in VisualEditor is broken. Existing <code><nowiki>{{DEFAULTSORT:...}}</nowiki></code> keywords incorrectly appear as missing templates in VisualEditor. Developers are exploring how to fix this. In the meantime, those wishing to edit the default sortkey of a page are advised to switch to source editing. [https://phabricator.wikimedia.org/T337398] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Last week, an update to the delete form may have broken some gadgets or user scripts. If you need to manipulate (empty) the reason field, replace <bdi lang="zxx" dir="ltr"><code>#wpReason</code></bdi> with <bdi lang="zxx" dir="ltr" style="white-space: nowrap;"><code>#wpReason > input</code></bdi>. See [https://cs.wikipedia.org/w/index.php?title=MediaWiki%3AGadget-CleanDeleteReasons.js&diff=22859956&oldid=12794189 an example fix]. [https://phabricator.wikimedia.org/T337809] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.13|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-06-13|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-06-14|en}}. It will be on all wikis from {{#time:j xg|2023-06-15|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * VisualEditor will be switched to a new backend on English Wikipedia on Monday, and all other [https://phabricator.wikimedia.org/source/mediawiki-config/browse/master/dblists/large.dblist large] wikis on Thursday. The change should have no noticeable effect on users, but if you experience any slow loading or other strangeness when using VisualEditor, please report it on the phabricator ticket linked here. [https://phabricator.wikimedia.org/T320529] '''Future changes''' * From 5 June to 17 July, the Foundation's [[:mw:Wikimedia Security Team|Security team]] is holding a consultation with contributors regarding a draft policy to govern the use of third-party resources in volunteer-developed gadgets and scripts. Feedback and suggestions are warmly welcome at [[m:Special:MyLanguage/Third-party resources policy|Third-party resources policy]] on meta-wiki. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/24|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W24"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 14:51, 12 June 2023 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25133779 --> == Tech News: 2023-25 == <section begin="technews-2023-W25"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/25|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Flame graphs are now available in WikimediaDebug. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/JXNQD3EHG5V5QW5UXFDPSHQG4MJ3FWJQ/][https://techblog.wikimedia.org/2023/06/08/flame-graphs-arrive-in-wikimediadebug/] '''Changes later this week''' * There is no new MediaWiki version this week. * There is now a toolbar search popup in the visual editor. You can trigger it by typing <code>\</code> or pressing <code>ctrl + shift + p</code>. It can help you quickly access most tools in the editor. [https://commons.wikimedia.org/wiki/File:Visual_editor_toolbar_search_feature.png][https://phabricator.wikimedia.org/T66905] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/25|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W25"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:08, 19 June 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25159510 --> == Tech News: 2023-26 == <section begin="technews-2023-W26"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/26|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The Action API modules and Special:LinkSearch will now add a trailing <bdi lang="zxx" dir="ltr"><code>/</code></bdi> to all <bdi lang="zxx" dir="ltr"><code>prop=extlinks</code></bdi> responses for bare domains. This is part of the work to remove duplication in the <code>externallinks</code> database table. [https://phabricator.wikimedia.org/T337994] '''Problems''' * Last week, search was broken on Commons and Wikidata for 23 hours. [https://phabricator.wikimedia.org/T339810][https://wikitech.wikimedia.org/wiki/Incidents/2023-06-18_search_broken_on_wikidata_and_commons] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.15|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-06-27|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-06-28|en}}. It will be on all wikis from {{#time:j xg|2023-06-29|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The Minerva skin now applies more predefined styles to the <bdi lang="zxx" dir="ltr"><code>.mbox-text</code></bdi> CSS class. This enables support for mbox templates that use divs instead of tables. Please make sure that the new styles won't affect other templates in your wiki. [https://gerrit.wikimedia.org/r/c/mediawiki/skins/MinervaNeue/+/930901/][https://phabricator.wikimedia.org/T339040] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Gadgets will now load on both desktop and mobile by default. Previously, gadgets loaded only on desktop by default. Changing this default using the <bdi lang="zxx" dir="ltr"><code>|targets=</code></bdi> parameter is also deprecated and should not be used. You should make gadgets work on mobile or disable them based on the skin (with the <bdi lang="zxx" dir="ltr"><code>|skins=</code></bdi> parameter in <bdi lang="en" dir="ltr">MediaWiki:Gadgets-definition</bdi>) rather than whether the user uses the mobile or the desktop website. Popular gadgets that create errors on mobile will be disabled by developers on the Minerva skin as a temporary solution. [https://phabricator.wikimedia.org/T127268] * All namespace tabs now have the same browser [[m:Special:MyLanguage/Help:Keyboard_shortcuts|access key]] by default. Previously, custom and extension-defined namespaces would have to have their access keys set manually on-wiki, but that is no longer necessary. [https://phabricator.wikimedia.org/T22126] * The review form of the Flagged Revisions extension now uses the standardized [[mw:Special:MyLanguage/Codex|user interface components]]. [https://phabricator.wikimedia.org/T191156] '''Future changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] How media is structured in the parser's HTML output will change in the coming weeks at [[:wikitech:Deployments/Train#Thursday|group2 wikis]]. This change improves the accessibility of content. You may need to update your site-CSS, or userscripts and gadgets. There are [[mw:Special:MyLanguage/Parsoid/Parser_Unification/Media_structure/FAQ|details on what code to check, how to update the code, and where to report any related problems]]. [https://phabricator.wikimedia.org/T314318] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/26|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W26"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 16:18, 26 June 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25202311 --> == Tech News: 2023-27 == <section begin="technews-2023-W27"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/27|Translations]] are available. '''Recent changes''' * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] As part of the rolling out of the [[m:Community Wishlist Survey 2022/Multimedia and Commons/Audio links that play on click|audio links that play on click]] wishlist proposal, [https://noc.wikimedia.org/conf/highlight.php?file=dblists/small.dblist small wikis] will now be able to use the [[mw:Special:MyLanguage/Help:Extension:Phonos#Inline audio player mode|inline audio player]] that is implemented by the [[mw:Extension:Phonos|Phonos]] extension. [https://phabricator.wikimedia.org/T336763] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] From this week all gadgets automatically load on mobile and desktop sites. If you see any problems with gadgets on your wikis, please adjust the [[mw:Special:MyLanguage/Extension:Gadgets#Options|gadget options]] in your gadget definitions file. [https://phabricator.wikimedia.org/T328610] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.16|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-07-04|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-07-05|en}}. It will be on all wikis from {{#time:j xg|2023-07-06|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/27|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W27"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:51, 3 July 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25231546 --> == Tech News: 2023-28 == <section begin="technews-2023-W28"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/28|Translations]] are available. '''Recent changes''' * The [[:mw:Special:MyLanguage/Structured Data Across Wikimedia/Section-level Image Suggestions|Section-level Image Suggestions feature]] has been deployed on seven Wikipedias (Portuguese, Russian, Indonesian, Catalan, Hungarian, Finnish and Norwegian Bokmål). The feature recommends images for articles on contributors' watchlists that are a good match for individual sections of those articles. * [[:m:Special:MyLanguage/Global AbuseFilter|Global abuse filters]] have been enabled on all Wikimedia projects, except English and Japanese Wikipedias (who opted out). This change was made following a [[:m:Requests for comment/Make global abuse filters opt-out|global request for comments]]. [https://phabricator.wikimedia.org/T341159] * [[{{#special:BlockedExternalDomains}}]] is a new tool for administrators to help fight spam. It provides a clearer interface for blocking plain domains (and their subdomains), is more easily searchable, and is faster for the software to process for each edit on the wiki. It does not support regex (for complex cases), nor URL path-matching, nor the [[MediaWiki:Spam-whitelist|MediaWiki:Spam-whitelist]], but otherwise it replaces most of the functionalities of the existing [[MediaWiki:Spam-blacklist|MediaWiki:Spam-blacklist]]. There is a Python script to help migrate all simple domains into this tool, and more feature details, within [[mw:Special:MyLanguage/Manual:BlockedExternalDomains|the tool's documentation]]. It is available at all wikis except for Meta-wiki, Commons, and Wikidata. [https://phabricator.wikimedia.org/T337431] * The WikiEditor extension was updated. It includes some of the most frequently used features of wikitext editing. In the past, many of its messages could only be translated by administrators, but now all regular translators on translatewiki can translate them. Please check [https://translatewiki.net/wiki/Special:MessageGroupStats?group=ext-wikieditor&messages=&x=D#sortable:0=asc the state of WikiEditor localization into your language], and if the "Completion" for your language shows anything less than 100%, please complete the translation. See [https://lists.wikimedia.org/hyperkitty/list/wikitech-ambassadors@lists.wikimedia.org/thread/D4YELU2DXMZ75PGELUOKXXMFF3FH45XA/ a more detailed explanation]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.17|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-07-11|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-07-12|en}}. It will be on all wikis from {{#time:j xg|2023-07-13|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * The default protocol of [[{{#special:LinkSearch}}]] and API counterparts has changed from http to both http and https. [https://phabricator.wikimedia.org/T14810] * [[{{#special:LinkSearch}}]] and its API counterparts will now search for all of the URL provided in the query. It used to be only the first 60 characters. This feature was requested fifteen years ago. [https://phabricator.wikimedia.org/T17218] '''Future changes''' * There is an experiment with a [[:w:en:ChatGPT|ChatGPT]] plugin. This is to show users where the information is coming from when they read information from Wikipedia. It has been tested by Wikimedia Foundation staff and other Wikimedians. Soon all ChatGPT plugin users can use the Wikipedia plugin. This is the same plugin which was mentioned in [[m:Special:MyLanguage/Tech/News/2023/20|Tech News 2023/20]]. [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2023-2024/Draft/Future_Audiences#FA2.2_Conversational_AI] * There is an ongoing discussion on a [[m:Special:MyLanguage/Third-party resources policy|proposed Third-party resources policy]]. The proposal will impact the use of third-party resources in gadgets and userscripts. Based on the ideas received so far, policy includes some of the risks related to user scripts and gadgets loading third-party resources, some best practices and exemption requirements such as code transparency and inspectability. Your feedback and suggestions are warmly welcome until July 17, 2023 on [[m:Talk:Third-party resources policy|on the policy talk page]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/28|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W28"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:54, 10 July 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25278797 --> == Tech News: 2023-29 == <section begin="technews-2023-W29"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/29|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] We are now serving 1% of all global user traffic from [[w:en:Kubernetes|Kubernetes]] (you can [[wikitech:MediaWiki On Kubernetes|read more technical details]]). We are planning to increment this percentage regularly. You can [[phab:T290536|follow the progress of this work]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.18|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-07-18|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-07-19|en}}. It will be on all wikis from {{#time:j xg|2023-07-20|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] MediaWiki [[mw:Special:MyLanguage/Help:System_message|system messages]] will now look for available local fallbacks, instead of always using the default fallback defined by software. This means wikis no longer need to override each language on the [[mw:Special:MyLanguage/Manual:Language#Fallback_languages|fallback chain]] separately. For example, English Wikipedia doesn't have to create <bdi lang="zxx" dir="ltr"><code>en-ca</code></bdi> and <bdi lang="zxx" dir="ltr"><code>en-gb</code></bdi> subpages with a transclusion of the base pages anymore. This makes it easier to maintain local overrides. [https://phabricator.wikimedia.org/T229992] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The <bdi lang="zxx" dir="ltr"><code>action=growthsetmentorstatus</code></bdi> API will be deprecated with the new MediaWiki version. Bots or scripts calling that API should use the <bdi lang="zxx" dir="ltr"><code>action=growthmanagementorlist</code></bdi> API now. [https://phabricator.wikimedia.org/T321503] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/29|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W29"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:08, 17 July 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25289122 --> == Tech News: 2023-30 == <section begin="technews-2023-W30"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/30|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] On July 18, the Wikimedia Foundation launched a survey about the [[:mw:Technical_decision_making|technical decision making process]] for people who do technical work that relies on software that is maintained by the Foundation or affiliates. If this applies to you, [https://wikimediafoundation.limesurvey.net/885471 please take part in the survey]. The survey will be open for three weeks, until August 7. You can find more information in [[listarchive:list/wikitech-l@lists.wikimedia.org/thread/Q7DUCFA75DXG3G2KHTO7CEWMLCYTSDB2/|the announcement e-mail on wikitech-l]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.19|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-07-25|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-07-26|en}}. It will be on all wikis from {{#time:j xg|2023-07-27|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/30|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W30"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 02:20, 25 July 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25332248 --> == Tech News: 2023-31 == <section begin="technews-2023-W31"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/31|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The [[mw:Synchronizer|Synchronizer]] tool is now available to keep Lua modules synced across Wikimedia wikis, along with [[mw:Multilingual Templates and Modules|updated documentation]] to develop global Lua modules and templates. * The tag filter on [[{{#special:NewPages}}]] and revision history pages can now be inverted. For example, you can hide edits that were made using an automated tool. [https://phabricator.wikimedia.org/T334337][https://phabricator.wikimedia.org/T334338] * The Wikipedia [[:w:en:ChatGPT|ChatGPT]] plugin experiment can now be used by ChatGPT users who can use plugins. You can participate in a [[:m:Talk:Wikimedia Foundation Annual Plan/2023-2024/Draft/Future Audiences#Announcing monthly Future Audiences open "office hours"|video call]] if you want to talk about this experiment or similar work. [https://meta.wikimedia.org/wiki/Wikimedia_Foundation_Annual_Plan/2023-2024/Draft/Future_Audiences#FA2.2_Conversational_AI] '''Problems''' * It was not possible to generate a PDF for pages with non-Latin characters in the title, for the last two weeks. This has now been fixed. [https://phabricator.wikimedia.org/T342442] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.20|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-08-01|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-08-02|en}}. It will be on all wikis from {{#time:j xg|2023-08-03|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * Starting on Tuesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-kawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kaawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kabwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kbdwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kbpwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kiwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kkwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kmwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-knwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kshwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kuwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kwwiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T308135] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/31|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W31"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:54, 31 July 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25362228 --> == Tech News: 2023-32 == <section begin="technews-2023-W32"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/32|Translations]] are available. '''Recent changes''' * Mobile Web editors can now [[mw:Special:MyLanguage/Reading/Web/Advanced_mobile_contributions#August_1,_2023_-_Full-page_editing_added_on_mobile|edit a whole page at once]]. To use this feature, turn on "{{int:Mobile-frontend-mobile-option-amc}}" in your settings and use the "{{int:Minerva-page-actions-editfull}}" button in the "{{int:Minerva-page-actions-overflow}}" menu. [https://phabricator.wikimedia.org/T203151] '''Changes later this week''' * There is no new MediaWiki version this week. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/32|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W32"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:20, 7 August 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25420038 --> == Tech News: 2023-33 == <section begin="technews-2023-W33"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/33|Translations]] are available. '''Recent changes''' * The Content translation system is no longer using Youdao's [[mw:Special:MyLanguage/Help:Content_translation/Translating/Initial_machine_translation|machine translation service]]. The service was in place for several years, but due to no usage, and availability of alternatives, it was deprecated to reduce maintenance overheads. Other services which cover the same languages are still available. [https://phabricator.wikimedia.org/T329137] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.22|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-08-15|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-08-16|en}}. It will be on all wikis from {{#time:j xg|2023-08-17|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * Starting on Wednesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-lawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ladwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lbwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lbewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lezwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lfnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lgwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-liwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lijwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lmowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ltgwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lvwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-maiwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-map_bmswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mdfwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mgwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kywiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T308136] <!-- TODO replace wiki codes --> '''Future changes''' * A few gadgets/user scripts which add icons to the Minerva skin need to have their CSS updated. There are more details available including a [[phab:T344067|search for all existing instances and how to update them]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/33|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W33"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 05:59, 15 August 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25428668 --> == Tech News: 2023-34 == <section begin="technews-2023-W34"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/34|Translations]] are available. '''Recent changes''' * The [https://gdrive-to-commons.toolforge.org/ GDrive to Commons Uploader] tool is now available. It enables [[m:Special:MyLanguage/GDrive to Commons Uploader|securely selecting and uploading files]] from your Google Drive directly to Wikimedia Commons. [https://phabricator.wikimedia.org/T267868] * From now on, we will announce new Wikimedia wikis in Tech News, so you can update any tools or pages. ** Since the last edition, two new wikis have been created: *** a Wiktionary in [[d:Q7121294|Pa'O]] ([[wikt:blk:|<code>wikt:blk:</code>]]) [https://phabricator.wikimedia.org/T343540] *** a Wikisource in [[d:Q34002|Sundanese]] ([[s:su:|<code>s:su:</code>]]) [https://phabricator.wikimedia.org/T343539] ** To catch up, the next most recent six wikis are: *** Wikifunctions ([[f:|<code>f:</code>]]) [https://phabricator.wikimedia.org/T275945] *** a Wiktionary in [[d:Q2891049|Mandailing]] ([[wikt:btm:|<code>wikt:btm:</code>]]) [https://phabricator.wikimedia.org/T335216] *** a Wikipedia in [[d:Q5555465|Ghanaian Pidgin]] ([[w:gpe:|<code>w:gpe:</code>]]) [https://phabricator.wikimedia.org/T335969] *** a Wikinews in [[d:Q3111668|Gungbe]] ([[n:guw:|<code>n:guw:</code>]]) [https://phabricator.wikimedia.org/T334394] *** a Wiktionary in [[d:Q33522|Kabardian]] ([[wikt:kbd:|<code>wikt:kbd:</code>]]) [https://phabricator.wikimedia.org/T333266] *** a Wikipedia in [[d:Q35570|Fante]] ([[w:fat:|<code>w:fat:</code>]]) [https://phabricator.wikimedia.org/T335016] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.23|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-08-22|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-08-23|en}}. It will be on all wikis from {{#time:j xg|2023-08-24|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). '''Future changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] There is an existing [[mw:Stable interface policy|stable interface policy]] for MediaWiki backend code. There is a [[mw:User:Jdlrobson/Stable interface policy/frontend|proposed stable interface policy for frontend code]]. This is relevant for anyone who works on gadgets or Wikimedia frontend code. You can read it, discuss it, and let the proposer know if there are any problems. [https://phabricator.wikimedia.org/T344079] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/34|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W34"/> 15:25, 21 August 2023 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25497111 --> == Tech News: 2023-35 == <section begin="technews-2023-W35"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/35|Translations]] are available. '''Recent changes''' * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] As part of the changes for the [[m:Community Wishlist Survey 2022/Better diff handling of paragraph splits|better diff handling of paragraph splits]], improved detection of splits is being rolled out. Over the last two weeks, we deployed this support to [[wikitech:Deployments/Train#Groups|group0]] and group1 wikis. This week it will be deployed to group2 wikis. [https://phabricator.wikimedia.org/T341754] * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] All [[{{#special:Contributions}}]] pages now show the user's local edit count and the account's creation date. [https://phabricator.wikimedia.org/T324166] * Wikisource users can now use the <bdi lang="zxx" dir="ltr"><code>prpbengalicurrency</code></bdi> label to denote Bengali currency characters as page numbers inside the <bdi lang="zxx" dir="ltr"><code><nowiki><pagelist></nowiki></code></bdi> tag. [https://phabricator.wikimedia.org/T268932] * Two preferences have been relocated. The preference "{{int:visualeditor-preference-visualeditor}}" is now shown on the [[Special:Preferences#mw-prefsection-editing|"{{int:prefs-editing}}" tab]] at all wikis. Previously it was shown on the "{{int:prefs-betafeatures}}" tab at some wikis. The preference "{{int:visualeditor-preference-newwikitexteditor-enable}}" is now also shown on the "{{int:prefs-editing}}" tab at all wikis, instead of the "{{int:prefs-betafeatures}}" tab. [https://phabricator.wikimedia.org/T335056][https://phabricator.wikimedia.org/T344158] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.24|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-08-29|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-08-30|en}}. It will be on all wikis from {{#time:j xg|2023-08-31|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] New signups for a Wikimedia developer account will start being pushed towards <bdi lang="en" dir="ltr">[https://idm.wikimedia.org/ idm.wikimedia.org]</bdi>, rather than going via Wikitech. [[wikitech:IDM|Further information about the new system is available]]. * All right-to-left language wikis, plus Korean, Armenian, Ukrainian, Russian, and Bulgarian Wikipedias, will have a link in the sidebar that provides a short URL of that page, using the [[m:Special:MyLanguage/Wikimedia URL Shortener|Wikimedia URL Shortener]]. This feature will come to more wikis in future weeks. [https://phabricator.wikimedia.org/T267921] '''Future changes''' * The removal of the [[mw:Special:MyLanguage/Extension:DoubleWiki|DoubleWiki extension]] is being discussed. This extension currently allows Wikisource users to view articles from multiple language versions side by side when the <bdi lang="zxx" dir="ltr"><code><=></code></bdi> symbol next to a specific language edition is selected. Comments on this are welcomed at [[phab:T344544|the phabricator task]]. * A proposal has been made to merge the second hidden-categories list (which appears below the wikitext editing form) with the main list of categories (which is further down the page). [[phab:T340606|More information is available on Phabricator]]; feedback is welcome! '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/35|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W35"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 14:00, 28 August 2023 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25510866 --> == Tech News: 2023-36 == <section begin="technews-2023-W36"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/36|Translations]] are available. '''Recent changes''' * [[m:Wikisource_EditInSequence|EditInSequence]], a feature that allows users to edit pages faster on Wikisource has been moved to a Beta Feature based on community feedback. To enable it, you can navigate to the [[Special:Preferences#mw-prefsection-betafeatures|beta features tab in Preferences]]. [https://phabricator.wikimedia.org/T308098] * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] As part of the changes for the [[m:Special:MyLanguage/Community Wishlist Survey 2022/Generate Audio for IPA|Generate Audio for IPA]] and [[m:Community Wishlist Survey 2022/Multimedia and Commons/Audio links that play on click|Audio links that play on click]] wishlist proposals, the [[mw:Special:MyLanguage/Help:Extension:Phonos#Inline_audio_player_mode|inline audio player mode]] of [[mw:Extension:Phonos|Phonos]] has been deployed to all projects. [https://phabricator.wikimedia.org/T336763] * There is a new option for Administrators when they are changing the usergroups for a user, to add the user’s user page to their watchlist. This works both via [[{{#special:UserRights}}]] and via the API. [https://phabricator.wikimedia.org/T272294] * One new wiki has been created: ** a {{int:project-localized-name-group-wikipedia}} in [[d:Q34318|Talysh]] ([[w:tly:|<code>w:tly:</code>]]) [https://phabricator.wikimedia.org/T345166] '''Problems''' * The [[mw:Special:MyLanguage/Extension:LoginNotify|LoginNotify extension]] was not sending notifications since January. It has now been fixed, so going forward, you may see notifications for failed login attempts, and successful login attempts from a new device. [https://phabricator.wikimedia.org/T344785] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.25|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-09-05|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-09-06|en}}. It will be on all wikis from {{#time:j xg|2023-09-07|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * Starting on Wednesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-mhrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-miwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-minwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mkwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mrjwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mtwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mwlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-myvwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mznwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nahwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-napwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ndswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nds_nlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-newiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-newwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-novwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nqowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nrmwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nsowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nvwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ocwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-olowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-omwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-orwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-oswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pagwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pamwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-papwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pcdwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pdcwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pflwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pihwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pmswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pnbwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pntwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pswiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T308137][https://phabricator.wikimedia.org/T308138] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/36|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W36"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:33, 4 September 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25566983 --> == Tech News: 2023-37 == <section begin="technews-2023-W37"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/37|Translations]] are available. '''Recent changes''' * [[mw:Special:MyLanguage/ORES|ORES]], the revision evaluation service, is now using a new open-source infrastructure on all wikis except for English Wikipedia and Wikidata. These two will follow this week. If you notice any unusual results from the Recent Changes filters that are related to ORES (for example, "{{int:ores-rcfilters-damaging-title}}" and "{{int:ores-rcfilters-goodfaith-title}}"), please [[mw:Talk:Machine Learning|report them]]. [https://phabricator.wikimedia.org/T342115] * When you are logged in on one Wikimedia wiki and visit a different Wikimedia wiki, the system tries to log you in there automatically. This has been unreliable for a long time. You can now visit the login page to make the system try extra hard. If you feel that made logging in better or worse than it used to be, your feedback is appreciated. [https://phabricator.wikimedia.org/T326281] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.26|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-09-12|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-09-13|en}}. It will be on all wikis from {{#time:j xg|2023-09-14|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The [[mw:Special:MyLanguage/Technical decision making|Technical Decision-Making Forum Retrospective]] team invites anyone involved in the technical field of Wikimedia projects to signup to and join [[mw:Technical decision making/Listening Sessions|one of their listening sessions]] on 13 September. Another date will be scheduled later. The goal is to improve the technical decision-making processes. * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] As part of the changes for the [[m:Special:MyLanguage/Community Wishlist Survey 2022/Better diff handling of paragraph splits|Better diff handling of paragraph splits]] wishlist proposal, the inline switch widget in diff pages is being rolled out this week to all wikis. The inline switch will allow viewers to toggle between a unified inline or two-column diff wikitext format. [https://phabricator.wikimedia.org/T336716] '''Future changes''' * All wikis will be read-only for a few minutes on 20 September. [[m:Special:MyLanguage/Tech/Server switch|This is planned at 14:00 UTC.]] More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T345263] * The Enterprise API is launching a new feature called "[http://breakingnews-beta.enterprise.wikimedia.com/ breaking news]". Currently in BETA, this attempts to identify likely "newsworthy" topics as they are currently being written about in any Wikipedia. Your help is requested to improve the accuracy of its detection model, especially on smaller language editions, by recommending templates or identifiable editing patterns. See more information at [[mw:Special:MyLanguage/Wikimedia Enterprise/Breaking news|the documentation page]] on MediaWiki or [[m:Special:MyLanguage/Wikimedia Enterprise/FAQ#What is Breaking News|the FAQ]] on Meta. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/37|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W37"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:07, 11 September 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25589064 --> == Tech News: 2023-38 == <section begin="technews-2023-W38"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/38|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] MediaWiki now has a [[mw:Stable interface policy/frontend|stable interface policy for frontend code]] that more clearly defines how we deprecate MediaWiki code and wiki-based code (e.g. gadgets and user scripts). Thank you to everyone who contributed to the content and discussions. [https://phabricator.wikimedia.org/T346467][https://phabricator.wikimedia.org/T344079] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.27|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-09-19|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-09-20|en}}. It will be on all wikis from {{#time:j xg|2023-09-21|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * All wikis will be read-only for a few minutes on September 20. [[m:Special:MyLanguage/Tech/Server switch|This is planned at 14:00 UTC.]] [https://phabricator.wikimedia.org/T345263] * All wikis will have a link in the sidebar that provides a short URL of that page, using the [[m:Special:MyLanguage/Wikimedia URL Shortener|Wikimedia URL Shortener]]. [https://phabricator.wikimedia.org/T267921] '''Future changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The team investigating the Graph Extension posted [[mw:Extension:Graph/Plans#Proposal|a proposal for reenabling it]] and they need your input. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/38|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W38"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:19, 18 September 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25623533 --> == Tech News: 2023-39 == <section begin="technews-2023-W39"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/39|Translations]] are available. '''Recent changes''' * The Vector 2022 skin will now remember the pinned/unpinned status for the Table of Contents for all logged-out users. [https://phabricator.wikimedia.org/T316060] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.28|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-09-26|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-09-27|en}}. It will be on all wikis from {{#time:j xg|2023-09-28|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The ResourceLoader <bdi lang="zxx" dir="ltr"><code><nowiki>mediawiki.ui</nowiki></code></bdi> modules are now deprecated as part of the move to Vue.js and Codex. There is a [[mw:Codex/Migrating_from_MediaWiki_UI|guide for migrating from MediaWiki UI to Codex]] for any tools that use it. More [[phab:T346468|details are available in the task]] and your questions are welcome there. * Gadget definitions will have a [[mw:Special:MyLanguage/Extension:Gadgets#Options|new "namespaces" option]]. The option takes a list of namespace IDs. Gadgets that use this option will only load on pages in the given namespaces. '''Future changes''' * New variables will be added to [[mw:Special:MyLanguage/Extension:AbuseFilter|AbuseFilter]]: <code><bdi lang="zxx" dir="ltr">global_account_groups</bdi></code> and <code><bdi lang="zxx" dir="ltr">global_account_editcount</bdi></code>. They are available only when an account is being created. You can use them to prevent blocking automatic creation of accounts when users with many edits elsewhere visit your wiki for the first time. [https://phabricator.wikimedia.org/T345632][https://www.mediawiki.org/wiki/Special:MyLanguage/Extension:AbuseFilter/Rules_format] '''Meetings''' * You can join the next meeting with the Wikipedia mobile apps teams. During the meeting, we will discuss the current features and future roadmap. The meeting will be on [https://zonestamp.toolforge.org/1698426015 27 October at 17:00 (UTC)]. See [[mw:Special:MyLanguage/Wikimedia_Apps/Office_Hours#October_2023|details and how to join]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/39|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W39"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 16:51, 26 September 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25655264 --> == Tech News: 2023-40 == <section begin="technews-2023-W40"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/40|Translations]] are available. '''Recent changes''' * There is a new [[Special:Preferences#mw-prefsection-rendering-advancedrendering|user preference]] for "{{int:tog-forcesafemode}}". This setting will make pages load without including any on-wiki JavaScript or on-wiki stylesheet pages. It can be useful for debugging broken JavaScript gadgets. [https://phabricator.wikimedia.org/T342347] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Gadget definitions now have a [[mw:Special:MyLanguage/Extension:Gadgets#Options|new "<var>contentModels</var>" option]]. The option takes a list of page content models, like <code><bdi lang="zxx" dir="ltr">wikitext</bdi></code> or <code><bdi lang="zxx" dir="ltr">css</bdi></code>. Gadgets that use this option will only load on pages with the given content models. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.29|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-10-03|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-10-04|en}}. It will be on all wikis from {{#time:j xg|2023-10-05|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). '''Future changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The Vector 2022 skin will no longer use the custom styles and scripts of Vector legacy (2010). The change will be made later this year or in early 2024. See [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Features/Loading Vector 2010 scripts|how to adjust the CSS and JS pages on your wiki]]. [https://phabricator.wikimedia.org/T331679] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/40|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W40"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:26, 3 October 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25686930 --> == Tech News: 2023-41 == <section begin="technews-2023-W41"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/41|Translations]] are available. '''Recent changes''' * One new wiki has been created: a {{int:project-localized-name-group-wikipedia}} in [[d:Q33291|Fon]] ([[w:fon:|<code>w:fon:</code>]]) [https://phabricator.wikimedia.org/T347935] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.41/wmf.30|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-10-10|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-10-11|en}}. It will be on all wikis from {{#time:j xg|2023-10-12|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). * Starting on Wednesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-swwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-wawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-warwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-wowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-xalwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-xhwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-xmfwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-yiwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-yowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-zawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-zeawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-zh_min_nanwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-zuwiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T308139] * At some wikis, newcomers are suggested images from Commons to add to articles without any images. Starting on Tuesday, newcomers at these wikis will be able to add images to unillustrated article sections. The specific wikis are listed under "Images recommendations" [[mw:Special:MyLanguage/Growth/Deployment table|at the Growth team deployment table]]. You can [[mw:Special:MyLanguage/Help:Growth/Tools/Add an image|learn more about this feature.]] [https://phabricator.wikimedia.org/T345940] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] In the mobile web skin (Minerva) the CSS ID <bdi lang="zxx" dir="ltr"><code><nowiki>#page-actions</nowiki></code></bdi> will be replaced with <bdi lang="zxx" dir="ltr"><code><nowiki>#p-views</nowiki></code></bdi>. This change is to make it consistent with other skins and to improve support for gadgets and extensions in the mobile skin. A few gadgets may need to be updated; there are [https://phabricator.wikimedia.org/T348267 details and search-links in the task]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/41|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W41"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 14:39, 9 October 2023 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25712895 --> == Tech News: 2023-42 == <section begin="technews-2023-W42"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/42|Translations]] are available. '''Recent changes''' * The [[m:Special:MyLanguage/Help:Unified login|Unified login]] system's edge login should now be fixed for some browsers (Chrome, Edge, Opera). This means that if you visit a new sister project wiki, you should be logged in automatically without the need to click "Log in" or reload the page. Feedback on whether it's working for you is welcome. [https://phabricator.wikimedia.org/T347889] * [[mw:Special:MyLanguage/Manual:Interface/Edit_notice|Edit notices]] are now available within the MobileFrontend/Minerva skin. This feature was inspired by [[w:en:Wikipedia:EditNoticesOnMobile|the gadget on English Wikipedia]]. See more details in [[phab:T316178|T316178]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.1|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-10-17|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-10-18|en}}. It will be on all wikis from {{#time:j xg|2023-10-19|en}} ([[mw:MediaWiki 1.41/Roadmap|calendar]]). '''Future changes''' * In 3 weeks, in the Vector 2022 skin, code related to <bdi lang="zxx" dir="ltr"><code><nowiki>addPortletLink</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>#p-namespaces</nowiki></code></bdi> that was deprecated one year ago will be removed. If you notice tools that should appear next to the "Discussion" tab are then missing, please tell the gadget's maintainers to see [[phab:T347907|instructions in the Phabricator task]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/42|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W42"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:47, 16 October 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25745824 --> == Tech News: 2023-43 == <section begin="technews-2023-W43"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/43|Translations]] are available. '''Recent changes''' * There is a new [[mw:Special:MyLanguage/Wikimedia Language engineering/Newsletter/2023/October|Language and internationalization newsletter]], written quarterly. It contains updates on new feature development, improvements in various language-related technical projects, and related support work. * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Source map support has been enabled on all wikis. When you open the debugger in your browser's developer tools, you should be able to see the unminified JavaScript source code. [https://phabricator.wikimedia.org/T47514] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.2|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-10-24|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-10-25|en}}. It will be on all wikis from {{#time:j xg|2023-10-26|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/43|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W43"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:16, 23 October 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25782286 --> == Tech News: 2023-44 == <section begin="technews-2023-W44"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/44|Translations]] are available. '''Recent changes''' * The Structured Content team, as part of its project of [[:commons:Commons:WMF support for Commons/Upload Wizard Improvements|improving UploadWizard on Commons]], made some UX improvements to the upload step of choosing own vs not own work ([[phab:T347590|T347590]]), as well as to the licensing step for own work ([[phab:T347756|T347756]]). * The Design Systems team has released version 1.0.0 of [[wmdoc:codex/latest/|Codex]], the new design system for Wikimedia. See the [[mw:Special:MyLanguage/Design_Systems_Team/Announcing_Codex_1.0|full announcement about the release of Codex 1.0.0]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.3|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-10-31|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-11-01|en}}. It will be on all wikis from {{#time:j xg|2023-11-02|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). * Listings on category pages are sorted on each wiki for that language using a [[:w:en:International Components for Unicode|library]]. For a brief period on 2 November, changes to categories will not be sorted correctly for many languages. This is because the developers are upgrading to a new version of the library. They will then use a script to fix the existing categories. This will take a few hours or a few days depending on how big the wiki is. You can [[mw:Special:MyLanguage/Wikimedia Technical Operations/ICU announcement|read more]]. [https://phabricator.wikimedia.org/T345561][https://phabricator.wikimedia.org/T267145] * Starting November 1, the impact module (Special:Impact) will be upgraded by the Growth team. The new impact module shows newcomers more data regarding their impact on the wiki. It was tested by a few wikis during the last few months. [https://phabricator.wikimedia.org/T336203] '''Future changes''' * There is [[mw:Special:MyLanguage/Extension:Graph/Plans#Roadmap|a proposed plan]] for re-enabling the Graph Extension. You can help by reviewing this proposal and [[mw:Extension_talk:Graph/Plans#c-PPelberg_(WMF)-20231020221600-Update:_20_October|sharing what you think about it]]. * The WMF is working on making it possible for administrators to [[mw:Special:MyLanguage/Community_configuration_2.0|edit MediaWiki configuration directly]]. This is similar to previous work on Special:EditGrowthConfig. [[phab:T349757|A technical RfC is running until November 08, where you can provide feedback.]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/44|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W44"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:21, 30 October 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25801989 --> == Tech News: 2023-45 == <section begin="technews-2023-W45"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/45|Translations]] are available. '''Recent changes''' * In the Vector 2022 skin, the default font-size of a number of navigational elements (tagline, tools menu, navigational links, and more) has been increased slightly to match the font size used in page content. [https://phabricator.wikimedia.org/T346062] '''Problems''' * Last week, there was a problem displaying some recent edits on [https://noc.wikimedia.org/conf/highlight.php?file=dblists/s5.dblist a few wikis], for 1-6 hours. The edits were saved but not immediately shown. This was due to a database problem. [https://phabricator.wikimedia.org/T350443] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.4|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-11-07|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-11-08|en}}. It will be on all wikis from {{#time:j xg|2023-11-09|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). * The Growth team will reassign newcomers from former mentors to [[mw:Special:MyLanguage/Growth/Structured mentor list|the currently active mentors]]. They have also changed the notification language to be more user-friendly. [https://phabricator.wikimedia.org/T330071][https://phabricator.wikimedia.org/T327493] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/45|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W45"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:05, 6 November 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25838105 --> == Tech News: 2023-46 == <section begin="technews-2023-W46"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/46|Translations]] are available. '''Recent changes''' * Four new wikis have been created: ** a Wikipedia in [[d:Q7598268|Moroccan Amazigh]] ([[w:zgh:|<code>w:zgh:</code>]]) [https://phabricator.wikimedia.org/T350216] ** a Wikipedia in [[d:Q35159|Dagaare]] ([[w:dga:|<code>w:dga:</code>]]) [https://phabricator.wikimedia.org/T350218] ** a Wikipedia in [[d:Q33017|Toba Batak]] ([[w:bbc:|<code>w:bbc:</code>]]) [https://phabricator.wikimedia.org/T350320] ** a Wikiquote in [[d:Q33151|Banjar]] ([[q:bjn:|<code>q:bjn:</code>]]) [https://phabricator.wikimedia.org/T350217] '''Problems''' * Last week, users who previously visited Meta-Wiki or Wikimedia Commons and then became logged out on those wikis could not log in again. The problem is now resolved. [https://phabricator.wikimedia.org/T350695] * Last week, some pop-up dialogs and menus were shown with the wrong font size. The problem is now resolved. [https://phabricator.wikimedia.org/T350544] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.5|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-11-14|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-11-15|en}}. It will be on all wikis from {{#time:j xg|2023-11-16|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). '''Future changes''' * Reference Previews are coming to many wikis as a default feature. They are popups for references, similar to the [[mw:Special:MyLanguage/Page Previews|PagePreviews feature]]. [[m:WMDE Technical Wishes/ReferencePreviews#Opt-out feature|You can opt out]] of seeing them. If you are [[Special:Preferences#mw-prefsection-gadgets|using the gadgets]] Reference Tooltips or Navigation Popups, you won’t see Reference Previews. [[phab:T282999|Deployment]] is planned for November 22, 2023. * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Canary (also known as heartbeat) events will be produced into [https://stream.wikimedia.org/?doc#/streams Wikimedia event streams] from December 11. Streams users are advised to filter out these events, by discarding all events where <bdi lang="zxx" dir="ltr"><code><nowiki>meta.domain == "canary"</nowiki></code></bdi>. Updates to [[mw:Special:MyLanguage/Manual:Pywikibot|Pywikibot]] or [https://github.com/ChlodAlejandro/wikimedia-streams wikimedia-streams] will discard these events by default. [https://phabricator.wikimedia.org/T266798] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/46|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W46"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:52, 13 November 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25859263 --> == Tech News: 2023-47 == <section begin="technews-2023-W47"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/47|Translations]] are available. '''Changes later this week''' * There is no new MediaWiki version this week. [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * Starting on Wednesday, a new set of Wikipedias will get "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]" ({{int:project-localized-name-quwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-rmwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-rmywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-rnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-roa_rupwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-roa_tarawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ruewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-rwwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sahwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-satwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-scwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-scnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-scowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sdwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sgwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-shwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-siwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-skwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-slwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-smwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sqwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-srwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-srnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-sswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-stwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-stqwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-suwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-szlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tcywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tetwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tgwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-thwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tkwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-towiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tpiwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-trwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ttwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-twwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tyvwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-udmwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ugwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-uzwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-vewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-vecwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-vepwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-vlswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-vowiki/en}}). This is part of the [[phab:T304110|progressive deployment of this tool to more Wikipedias]]. The communities can [[mw:Special:MyLanguage/Growth/Community configuration|configure how this feature works locally]]. [https://phabricator.wikimedia.org/T308141][https://phabricator.wikimedia.org/T308142][https://phabricator.wikimedia.org/T308143] * The Vector 2022 skin will have some minor visual changes to drop-down menus, column widths, and more. These changes were added to four Wikipedias last week. If no issues are found, these changes will proceed to all wikis this week. These changes will make it possible to add new menus for readability and dark mode. [[mw:Special:MyLanguage/Reading/Web/Desktop_Improvements/Updates#November_2023:_Visual_changes,_more_deployments,_and_shifting_focus|Learn more]]. [https://phabricator.wikimedia.org/T347711] '''Future changes''' * There is [[mw:Extension talk:Graph/Plans#Update: 15 November|an update on re-enabling the Graph Extension]]. To speed up the process, Vega 2 will not be supported and only [https://phabricator.wikimedia.org/T335325 some protocols] will be available at launch. You can help by sharing what you think about the plan. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/47|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W47"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:55, 21 November 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25884616 --> == Tech News: 2023-48 == <section begin="technews-2023-W48"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/48|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.7|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-11-28|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-11-29|en}}. It will be on all wikis from {{#time:j xg|2023-11-30|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). There is no new MediaWiki version next week. [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] MediaWiki's JavaScript system will now allow <bdi lang="zxx" dir="ltr"><code>async</code>/<code>await</code></bdi> syntax in gadgets and user scripts. Gadget authors should remember that users' browsers may not support it, so it should be used appropriately. [https://phabricator.wikimedia.org/T343499] * The deployment of "[[mw:Special:MyLanguage/Help:Growth/Tools/Add_a_link|Add a link]]" announced [[m:Special:MyLanguage/Tech/News/2023/47|last week]] was postponed. It will resume this week. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/48|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W48"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:08, 27 November 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25906379 --> == Tech News: 2023-49 == <section begin="technews-2023-W49"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/49|Translations]] are available. '''Recent changes''' * The spacing between paragraphs on Vector 2022 has been changed from 7px to 14px to match the size of the text. This will make it easier to distinguish paragraphs from sentences. [https://phabricator.wikimedia.org/T351754] * The "{{int:Visualeditor-dialog-meta-categories-defaultsort-label}}" feature in VisualEditor is working again. You no longer need to switch to source editing to edit <bdi lang="zxx" dir="ltr"><code><nowiki>{{DEFAULTSORT:...}}</nowiki></code></bdi> keywords. [https://phabricator.wikimedia.org/T337398] '''Changes later this week''' * There is no new MediaWiki version this week. [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * On 6 December, people who have the enabled the preference for "{{int:Discussiontools-preference-visualenhancements}}" will notice the [[mw:Special:MyLanguage/Talk pages project/Usability|talk page usability improvements]] appear on pages that include the <bdi lang="zxx" dir="ltr"><code><nowiki>__NEWSECTIONLINK__</nowiki></code></bdi> magic word. If you notice any issues, please [[phab:T352232|share them with the team on Phabricator]]. '''Future changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The Toolforge [[wikitech:News/Toolforge Grid Engine deprecation|Grid Engine shutdown process]] will start on December 14. Maintainers of [[toolforge:grid-deprecation|tools that still use this old system]] should plan to migrate to Kubernetes, or tell the team your plans on Phabricator in the task about your tool, before that date. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/VIWWQKMSQO2ED3TVUR7KPPWRTOBYBVOA/] * Communities using [[mw:Special:MyLanguage/Structured_Discussions|Structured Discussions]] are being contacted regarding [[mw:Special:MyLanguage/Structured_Discussions/Deprecation|the upcoming deprecation of Structured Discussions]]. You can read more about this project, and share your comments, [[mw:Special:MyLanguage/Structured_Discussions/Deprecation|on the project's page]]. '''Events''' * Registration & Scholarship applications are now open for the [[mw:Special:MyLanguage/Wikimedia Hackathon 2024|Wikimedia Hackathon 2024]] that will take place from 3–5 May in Tallinn, Estonia. Scholarship applications are open until 5 January 2024. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/49|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W49"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:50, 4 December 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25914435 --> == Tech News: 2023-50 == <section begin="technews-2023-W50"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/50|Translations]] are available. '''Recent changes''' * On Wikimedia Commons, there are some minor user-interface improvements for the "choosing own vs not own work" step in the UploadWizard. This is part of the Structured Content team's project of [[:commons:Commons:WMF support for Commons/Upload Wizard Improvements|improving UploadWizard on Commons]]. [https://phabricator.wikimedia.org/T352707][https://phabricator.wikimedia.org/T352709] '''Problems''' * There was a problem showing the [[mw:Special:MyLanguage/Growth/Personalized first day/Newcomer homepage|Newcomer homepage]] feature with the "impact module" and their page-view graphs, for a few days in early December. This has now been fixed. [https://phabricator.wikimedia.org/T352352][https://phabricator.wikimedia.org/T352349] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.9|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-12-12|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-12-13|en}}. It will be on all wikis from {{#time:j xg|2023-12-14|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''Future changes''' * [[File:Octicons-tools.svg|15px|link=]] The [https://wikimediafoundation.limesurvey.net/796964 2023 Developer Satisfaction Survey] is seeking the opinions of the Wikimedia developer community. Please take the survey if you have any role in developing software for the Wikimedia ecosystem. The survey is open until 5 January 2024, and has an associated [[foundation:Legal:December_2023_Developer_Satisfaction_Survey|privacy statement]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/50|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W50"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 02:12, 12 December 2023 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25945501 --> == Tech News: 2023-51 == <section begin="technews-2023-W51"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2023/51|Translations]] are available. '''Tech News''' * The next issue of Tech News will be sent out on 8 January 2024 because of [[w:en:Christmas and holiday season|the holidays]]. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.10|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2023-12-19|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2023-12-20|en}}. It will be on all wikis from {{#time:j xg|2023-12-21|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). There is no new MediaWiki version next week. [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * Starting December 18, it won't be possible to activate Structured Discussions on a user's own talk page using the Beta feature. The Beta feature option remains available for users who want to deactivate Structured Discussions. This is part of [[mw:Structured Discussions/Deprecation|Structured Discussions' deprecation work]]. [https://phabricator.wikimedia.org/T248309] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] There will be full support for redirects in the Module namespace. The "Move Page" feature will leave an appropriate redirect behind, and such redirects will be appropriately recognized by the software (e.g. hidden from [[{{#special:UnconnectedPages}}]]). There will also be support for [[mw:Special:MyLanguage/Extension:Scribunto/Lua reference manual#Renaming or moving modules|manual redirects]]. [https://phabricator.wikimedia.org/T120794] '''Future changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The MediaWiki JavaScript documentation is moving to a new format. During the move, you can read the old docs using [https://doc.wikimedia.org/mediawiki-core/REL1_41/js/ version 1.41]. Feedback about [https://doc.wikimedia.org/mediawiki-core/master/js/ the new site] is welcome on the [[mw:Talk:JSDoc_WMF_theme|project talk page]]. * The Wishathon is a new initiative that encourages collaboration across the Wikimedia community to develop solutions for wishes collected through the [[m:Special:MyLanguage/Community Wishlist Survey|Community Wishlist Survey]]. The first community Wishathon will take place from 15–17 March. If you are interested in a project proposal as a user, developer, designer, or product lead, you can [[m:Special:MyLanguage/Event:WishathonMarch2024|register for the event and read more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2023/51|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2023-W51"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 16:17, 18 December 2023 (UTC) <!-- Message sent by User:Johan (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=25959059 --> == Tech News: 2024-02 == <section begin="technews-2024-W02"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/02|Translations]] are available. '''Recent changes''' * [https://mediawiki2latex.wmflabs.org/ mediawiki2latex] is a tool that converts wiki content into the formats of LaTeX, PDF, ODT, and EPUB. The code now runs many times faster due to recent improvements. There is also an optional Docker container you can [[b:de:Benutzer:Dirk_Hünniger/wb2pdf/install#Using_Docker|install]] on your local machine. * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The way that Random pages are selected has been updated. This will slowly reduce the problem of some pages having a lower chance of appearing. [https://phabricator.wikimedia.org/T309477] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.13|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-01-09|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-01-10|en}}. It will be on all wikis from {{#time:j xg|2024-01-11|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/02|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W02"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:19, 9 January 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26026251 --> == Tech News: 2024-03 == <section begin="technews-2024-W03"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/03|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Pages that use the JSON [[mw:Special:MyLanguage/Manual:ContentHandler|contentmodel]] will now use tabs instead of spaces for auto-indentation. This will significantly reduce the page size. [https://phabricator.wikimedia.org/T326065] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] [[mw:Special:MyLanguage/Extension:Gadgets|Gadgets]] and personal user scripts may now use JavaScript syntax introduced in ES6 (also known as "ES2015") and ES7 ("ES2016"). MediaWiki validates the source code to protect other site functionality from syntax errors, and to ensure scripts are valid in all [[mw:Special:MyLanguage/Compatibility#Browsers|supported browsers]]. Previously, Gadgets could use the <bdi lang="zxx" dir="ltr"><code><nowiki>requiresES6</nowiki></code></bdi> option. This option is no longer needed and will be removed in the future. [https://phabricator.wikimedia.org/T75714] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] [[mw:Special:MyLanguage/Manual:Bot passwords|Bot passwords]] and [[mw:Special:MyLanguage/OAuth/Owner-only consumers|owner-only OAuth consumers]] can now be restricted to allow editing only specific pages. [https://phabricator.wikimedia.org/T349957] * You can now [[mw:Special:MyLanguage/Extension:Thanks|thank]] edits made by bots. [https://phabricator.wikimedia.org/T341388] * An update on the status of the Community Wishlist Survey for 2024 [[m:Special:MyLanguage/Community Wishlist Survey/Future Of The Wishlist/January 4, 2024 Update|has been published]]. Please read and give your feedback. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.14|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-01-16|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-01-17|en}}. It will be on all wikis from {{#time:j xg|2024-01-18|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * Starting on January 17, it will not be possible to login to Wikimedia wikis from some specific old versions of the Chrome browser (versions 51–66, released between 2016 and 2018). Additionally, users of iOS 12, or Safari on Mac OS 10.14, may need to login to each wiki separately. [https://phabricator.wikimedia.org/T344791] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The <bdi lang="zxx" dir="ltr"><code>jquery.cookie</code></bdi> module was deprecated and replaced with the <bdi lang="zxx" dir="ltr"><code>mediawiki.cookie</code></bdi> module last year. A script has now been run to replace any remaining uses, and this week the temporary alias will be removed. [https://phabricator.wikimedia.org/T354966] '''Future changes''' * Wikimedia Deutschland is working to [[m:WMDE Technical Wishes/Reusing references|make reusing references easier]]. They are looking for people who are interested in participating in [https://wikimedia.sslsurvey.de/User-research-into-Reusing-References-Sign-up-Form-2024/en/ individual video calls for user research in January and February]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/03|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W03"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:13, 16 January 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26074460 --> == Tech News: 2024-04 == <section begin="technews-2024-W04"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/04|Translations]] are available. '''Problems''' * A bug in UploadWizard prevented linking to the userpage of the uploader when uploading. It has now been fixed. [https://phabricator.wikimedia.org/T354529] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.15|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-01-23|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-01-24|en}}. It will be on all wikis from {{#time:j xg|2024-01-25|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/04|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W04"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:03, 23 January 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26096197 --> == Tech News: 2024-05 == <section begin="technews-2024-W05"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/05|Translations]] are available. '''Recent changes''' * Starting Monday January 29, all talk pages messages' timestamps will become a link. This link is a permanent link to the comment. It allows users to find the comment they are looking for, even if this comment was moved elsewhere. This will affect all wikis except for the English Wikipedia. You can read more about this change [https://diff.wikimedia.org/2024/01/29/talk-page-permalinks-dont-lose-your-threads/ on Diff] or [[mw:Special:MyLanguage/Help:DiscussionTools#Talk_pages_permalinking|on Mediawiki.org]].<!-- The Diff post will be published on Monday morning UTC--> [https://phabricator.wikimedia.org/T302011] * There are some improvements to the CAPTCHA to make it harder for spam bots and scripts to bypass it. If you have feedback on this change, please comment on [[phab:T141490|the task]]. Staff are monitoring metrics related to the CAPTCHA, as well as secondary metrics such as account creations and edit counts. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.16|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-01-30|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-01-31|en}}. It will be on all wikis from {{#time:j xg|2024-02-01|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] On February 1, a link will be added to the "Tools" menu to download a [[w:en:QR code|QR code]] that links to the page you are viewing. There will also be a new [[{{#special:QrCode}}]] page to create QR codes for any Wikimedia URL. This addresses the [[m:Community Wishlist Survey 2023/Mobile and apps/Add ability to share QR code for a page in any Wikimedia project|#19 most-voted wish]] from the [[m:Community Wishlist Survey 2023/Results|2023 Community Wishlist Survey]]. [https://phabricator.wikimedia.org/T329973] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] [[mw:Special:MyLanguage/Extension:Gadgets|Gadgets]] which only work in some skins have sometimes used the <bdi lang="zxx" dir="ltr"><code>targets</code></bdi> option to limit where you can use them. This will stop working this week. You should use the <bdi lang="zxx" dir="ltr"><code>skins</code></bdi> option instead. [https://phabricator.wikimedia.org/T328497] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/05|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W05"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:31, 29 January 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26137870 --> == Tech News: 2024-06 == <section begin="technews-2024-W06"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/06|Translations]] are available. '''Recent changes''' *The mobile site history pages now use the same HTML as the desktop history pages. If you hear of any problems relating to mobile history usage please point them to [[phab:T353388|the phabricator task]]. *On most wikis, admins can now block users from making specific actions. These actions are: uploading files, creating new pages, moving (renaming) pages, and sending thanks. The goal of this feature is to allow admins to apply blocks that are adequate to the blocked users' activity. [[m:Special:MyLanguage/Community health initiative/Partial blocks#action-blocks|Learn more about "action blocks"]]. [https://phabricator.wikimedia.org/T242541][https://phabricator.wikimedia.org/T280531] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.17|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-02-06|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-02-07|en}}. It will be on all wikis from {{#time:j xg|2024-02-08|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * Talk pages permalinks that included diacritics and non-Latin script were malfunctioning. This issue is fixed. [https://phabricator.wikimedia.org/T356199] '''Future changes''' * [[m:WMDE Technical Wishes/ReferencePreviews#24WPs|24 Wikipedias]] with [[mw:Special:MyLanguage/Reference_Tooltips|Reference Tooltips]] as a default gadget are encouraged to remove that default flag. This would make [[mw:Special:MyLanguage/Help:Reference_Previews|Reference Previews]] the new default for reference popups, leading to a more consistent experience across wikis. For [[m:WMDE Technical Wishes/ReferencePreviews#46WPs|46 Wikipedias]] with less than 4 interface admins, the change is already scheduled for mid-February, [[m:Talk:WMDE Technical Wishes/ReferencePreviews#Reference Previews to become the default for previewing references on more wikis.|unless there are concerns]]. The older Reference Tooltips gadget will still remain usable and will override this feature, if it is available on your wiki and you have enabled it in your settings. [https://meta.wikimedia.org/wiki/WMDE_Technical_Wishes/ReferencePreviews#Reference_Previews_to_become_the_default_for_previewing_references_on_more_wikis][https://phabricator.wikimedia.org/T355312] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/06|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W06"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:22, 5 February 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26180971 --> == Tech News: 2024-07 == <section begin="technews-2024-W07"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/07|Translations]] are available. '''Recent changes''' * The [[d:Wikidata:SPARQL query service/WDQS graph split|WDQS Graph Split experiment]] is working and loaded onto 3 test servers. The team in charge is testing the split's impact and requires feedback from WDQS users through the UI or programmatically in different channels. [https://www.wikidata.org/wiki/Wikidata_talk:SPARQL_query_service/WDQS_graph_split][https://phabricator.wikimedia.org/T356773][https://www.wikidata.org/wiki/User:Sannita_(WMF)] Users' feedback will validate the impact of various use cases and workflows around the Wikidata Query service. [https://www.wikidata.org/wiki/Wikidata:SPARQL_query_service/WDQS_backend_update/October_2023_scaling_update][https://www.mediawiki.org/wiki/Wikidata_Query_Service/User_Manual#Federation] '''Problems''' *There was a bug that affected the appearance of visited links when using mobile device to access wiki sites. It made the links appear black; [[phab:T356928|this issue]] is fixed. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.18|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-02-13|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-02-14|en}}. It will be on all wikis from {{#time:j xg|2024-02-15|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] As work continues on the grid engine deprecation,[https://wikitech.wikimedia.org/wiki/News/Toolforge_Grid_Engine_deprecation] tools on the grid engine will be stopped starting on February 14th, 2024. If you have tools actively migrating you can ask for an extension so they are not stopped. [https://wikitech.wikimedia.org/wiki/Portal:Toolforge/About_Toolforge#Communication_and_support] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/07|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W07"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 05:48, 13 February 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26223994 --> == Tech News: 2024-08 == <section begin="technews-2024-W08"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/08|Translations]] are available. '''Recent changes''' * If you have the "{{int:Tog-enotifwatchlistpages}}" option enabled, edits by bot accounts no longer trigger notification emails. Previously, only minor edits would not trigger the notification emails. [https://phabricator.wikimedia.org/T356984] * There are changes to how user and site scripts load for [[mw:Special:MyLanguage/Skin:Vector/2022| Vector 2022]] on specific wikis. The changes impacted the following Wikis: all projects with [[mw:Special:MyLanguage/Skin:Vector|Vector legacy]] as the default skin, Wikivoyage, and Wikibooks. Other wikis will be affected over the course of the next three months. Gadgets are not impacted. If you have been affected or want to minimize the impact on your project, see [[Phab:T357580| this ticket]]. Please coordinate and take action proactively. *Newly auto-created accounts (the accounts you get when you visit a new wiki) now have the same local notification preferences as users who freshly register on that wiki. It is effected in four notification types listed in the [[phab:T353225|task's description]]. *The maximum file size when using [[c:Special:MyLanguage/Commons:Upload_Wizard|Upload Wizard]] is now 5 GiB. [https://phabricator.wikimedia.org/T191804] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.19|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-02-20|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-02-21|en}}. It will be on all wikis from {{#time:j xg|2024-02-22|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Selected tools on the grid engine have been [[wikitech:News/Toolforge_Grid_Engine_deprecation|stopped]] as we prepare to shut down the grid on March 14th, 2024. The tool's code and data have not been deleted. If you are a maintainer and you want your tool re-enabled reach out to the [[wikitech:Portal:Toolforge/About_Toolforge#Communication_and_support|team]]. Only tools that have asked for extension are still running on the grid. * The CSS <bdi lang="zxx" dir="ltr"><code>[https://developer.mozilla.org/en-US/docs/Web/CSS/filter filter]</code></bdi> property can now be used in HTML <bdi lang="zxx" dir="ltr"><code>style</code></bdi> attributes in wikitext. [https://phabricator.wikimedia.org/T308160] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/08|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W08"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 15:36, 19 February 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26254282 --> == Tech News: 2024-09 == <section begin="technews-2024-W09"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/09|Translations]] are available. '''Recent changes''' * The [[mw:Special:MyLanguage/VisualEditor_on_mobile|mobile visual editor]] is now the default editor for users who never edited before, at a small group of wikis. [[mw:Special:MyLanguage/VisualEditor_on_mobile/VE_mobile_default#A/B_test_results| Research ]] shows that users using this editor are slightly more successful publishing the edits they started, and slightly less successful publishing non-reverted edits. Users who defined the wikitext editor as their default on desktop will get the wikitext editor on mobile for their first edit on mobile as well. [https://phabricator.wikimedia.org/T352127] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The [[mw:Special:MyLanguage/ResourceLoader/Core modules#mw.config|mw.config]] value <code>wgGlobalGroups</code> now only contains groups that are active in the wiki. Scripts no longer have to check whether the group is active on the wiki via an API request. A code example of the above is: <bdi lang="zxx" dir="ltr"><code>if (/globalgroupname/.test(mw.config.get("wgGlobalGroups")))</code></bdi>. [https://phabricator.wikimedia.org/T356008] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.20|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-02-27|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-02-28|en}}. It will be on all wikis from {{#time:j xg|2024-02-29|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''Future changes''' * The right to change [[mw:Special:MyLanguage/Manual:Tags|edit tags]] (<bdi lang="zxx" dir="ltr"><code>changetags</code></bdi>) will be removed from users in Wikimedia sites, keeping it by default for admins and bots only. Your community can ask to retain the old configuration on your wiki before this change happens. Please indicate in [[phab:T355639|this ticket]] to keep it for your community before the end of March 2024. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/09|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W09"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:23, 26 February 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26294125 --> == Tech News: 2024-10 == <section begin="technews-2024-W10"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/10|Translations]] are available. '''Recent changes''' * The <bdi lang="zxx" dir="ltr"><code>Special:Book</code></bdi> page (as well as the associated "Create a book" functionality) provided by the old [[mw:Special:MyLanguage/Extension:Collection|Collection extension]] has been removed from all Wikisource wikis, as it was broken. This does not affect the ability to download normal books, which is provided by the [[mw:Special:MyLanguage/Extension:Wikisource|Wikisource extension]]. [https://phabricator.wikimedia.org/T358437] * [[m:Wikitech|Wikitech]] now uses the next-generation [[mw:Special:MyLanguage/Parsoid|Parsoid]] wikitext parser by default to generate all pages in the Talk namespace. Report any problems on the [[mw:Talk:Parsoid/Parser_Unification/Known_Issues|Known Issues discussion page]]. You can use the [[mw:Special:MyLanguage/Extension:ParserMigration|ParserMigration]] extension to control the use of Parsoid; see the [[mw:Special:MyLanguage/Help:Extension:ParserMigration|ParserMigration help documentation]] for more details. * Maintenance on [https://etherpad.wikimedia.org etherpad] is completed. If you encounter any issues, please indicate in [[phab:T316421|this ticket]]. * [[File:Octicons-tools.svg|12px|link=|alt=| Advanced item]] [[mw:Special:MyLanguage/Extension:Gadgets|Gadgets]] allow interface admins to create custom features with CSS and JavaScript. The <bdi lang="zxx" dir="ltr"><code>Gadget</code></bdi> and <bdi lang="zxx" dir="ltr"><code>Gadget_definition</code></bdi> namespaces and <bdi lang="zxx" dir="ltr"><code>gadgets-definition-edit</code></bdi> user right were reserved for an experiment in 2015, but were never used. These were visible on Special:Search and Special:ListGroupRights. The unused namespaces and user rights are now removed. No pages are moved, and no changes need to be made. [https://phabricator.wikimedia.org/T31272] * A usability improvement to the "Add a citation" in Wikipedia workflow has been made, the insert button was moved to the popup header. [https://phabricator.wikimedia.org/T354847] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.21|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-03-05|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-03-06|en}}. It will be on all wikis from {{#time:j xg|2024-03-07|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''Future changes''' * All wikis will be read-only for a few minutes on March 20. This is planned at 14:00 UTC. More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T358233] * The HTML markup of headings and section edit links will be changed later this year to improve accessibility. See [[mw:Special:MyLanguage/Heading_HTML_changes|Heading HTML changes]] for details. The new markup will be the same as in the new Parsoid wikitext parser. You can test your gadget or stylesheet with the new markup if you add <bdi lang="zxx" dir="ltr"><code>?useparsoid=1</code></bdi> to your URL ([[mw:Special:MyLanguage/Help:Extension:ParserMigration#Selecting_a_parser_using_a_URL_query_string|more info]]) or turn on Parsoid read views in your user options ([[mw:Special:MyLanguage/Help:Extension:ParserMigration#Enabling_via_user_preference|more info]]). * '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/10|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W10"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:47, 4 March 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26329807 --> == Tech News: 2024-11 == <section begin="technews-2024-W11"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/11|Translations]] are available. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.22|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-03-12|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-03-13|en}}. It will be on all wikis from {{#time:j xg|2024-03-14|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * After consulting with various communities, the line height of the text on the [[mw:Special:MyLanguage/Skin:Minerva Neue|Minerva skin]] will be increased to its previous value of 1.65. Different options for typography can also be set using the options in the menu, as needed. [https://phabricator.wikimedia.org/T358498] *The active link color in [[mw:Special:MyLanguage/Skin:Minerva Neue|Minerva]] will be changed to provide more consistency with our other platforms and best practices. [https://phabricator.wikimedia.org/T358516] * [[c:Special:MyLanguage/Commons:Structured data|Structured data on Commons]] will no longer ask whether you want to leave the page without saving. This will prevent the “information you’ve entered may not be saved” popups from appearing when no information have been entered. It will also make file pages on Commons load faster in certain cases. However, the popups will be hidden even if information has indeed been entered. If you accidentally close the page before saving the structured data you entered, that data will be lost. [https://phabricator.wikimedia.org/T312315] '''Future changes''' * All wikis will be read-only for a few minutes on March 20. This is planned at 14:00 UTC. More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T358233][https://meta.wikimedia.org/wiki/Special:MyLanguage/Tech/Server_switch] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/11|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W11"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:04, 11 March 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26374013 --> == Tech News: 2024-12 == <section begin="technews-2024-W12"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/12|Translations]] are available. '''Recent changes''' * The notice "Language links are at the top of the page" that appears in the [[mw:Special:MyLanguage/Skin:Vector/2022|Vector 2022 skin]] main menu has been removed now that users have learned the new location of the Language switcher. [https://phabricator.wikimedia.org/T353619] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] [[m:Special:MyLanguage/IP_Editing:_Privacy_Enhancement_and_Abuse_Mitigation/IP_Info_feature|IP info feature]] displays data from Spur, an IP addresses database. Previously, the only data source for this feature was MaxMind. Now, IP info is more useful for patrollers. [https://phabricator.wikimedia.org/T341395] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The Toolforge Grid Engine services have been shut down after the final migration process from Grid Engine to Kubernetes. [https://wikitech.wikimedia.org/wiki/Obsolete:Toolforge/Grid][https://wikitech.wikimedia.org/wiki/News/Toolforge_Grid_Engine_deprecation][https://techblog.wikimedia.org/2022/03/14/toolforge-and-grid-engine/] * Communities can now customize the default reasons for undeleting a page by creating [[MediaWiki:Undelete-comment-dropdown]]. [https://phabricator.wikimedia.org/T326746] '''Problems''' * [[m:Special:MyLanguage/WMDE_Technical_Wishes/RevisionSlider|RevisionSlider]] is an interface to interactively browse a page's history. Users in [[mw:Special:MyLanguage/Extension:RevisionSlider/Developing_a_RTL-accessible_feature_in_MediaWiki_-_what_we%27ve_learned_while_creating_the_RevisionSlider|right-to-left]] languages reported RevisionSlider reacting wrong to mouse clicks. This should be fixed now. [https://phabricator.wikimedia.org/T352169] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.23|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-03-19|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-03-20|en}}. It will be on all wikis from {{#time:j xg|2024-03-21|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * All wikis will be read-only for a few minutes on March 20. This is planned at [https://zonestamp.toolforge.org/1710943200 14:00 UTC]. [https://phabricator.wikimedia.org/T358233][https://meta.wikimedia.org/wiki/Special:MyLanguage/Tech/Server_switch] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/12|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W12"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 17:39, 18 March 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26410165 --> == Tech News: 2024-13 == <section begin="technews-2024-W13"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/13|Translations]] are available. '''Recent changes''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] An update was made on March 18th 2024 to how various projects load site, user JavaScript and CSS in [[mw:Special:MyLanguage/Skin:Vector/2022|Vector 2022 skin]]. A [[phab:T360384|checklist]] is provided for site admins to follow. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.24|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-03-26|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-03-27|en}}. It will be on all wikis from {{#time:j xg|2024-03-28|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/13|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W13"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 18:56, 25 March 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26446209 --> == Tech News: 2024-14 == <section begin="technews-2024-W14"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/14|Translations]] are available. '''Recent changes''' * Users of the [[mw:Special:MyLanguage/Reading/Web/Accessibility_for_reading|reading accessibility]] beta feature will notice that the default line height for the standard and large text options has changed. [https://phabricator.wikimedia.org/T359030] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.25|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-04-02|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-04-03|en}}. It will be on all wikis from {{#time:j xg|2024-04-04|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''Future changes''' * The Wikimedia Foundation has an annual plan. The annual plan decides what the Wikimedia Foundation will work on. You can now read [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2024-2025/Product & Technology OKRs#Draft Key Results|the draft key results]] for the Product and Technology department. They are suggestions for what results the Foundation wants from big technical changes from July 2024 to June 2025. You can [[m:Talk:Wikimedia Foundation Annual Plan/2024-2025/Product & Technology OKRs|comment on the talk page]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/14|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W14"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 03:36, 2 April 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26462933 --> == Tech News: 2024-15 == <section begin="technews-2024-W15"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/15|Translations]] are available. '''Recent changes''' * Web browsers can use tools called [[:w:en:Browser extension|extensions]]. There is now a Chrome extension called [[m:Future Audiences/Experiment:Citation Needed|Citation Needed]] which you can use to see if an online statement is supported by a Wikipedia article. This is a small experiment to see if Wikipedia can be used this way. Because it is a small experiment, it can only be used in Chrome in English. * [[File:Octicons-gift.svg|12px|link=|alt=|Wishlist item]] A new [[mw:Special:MyLanguage/Help:Edit Recovery|Edit Recovery]] feature has been added to all wikis, available as a [[Special:Preferences#mw-prefsection-editing|user preference]]. Once you enable it, your in-progress edits will be stored in your web browser, and if you accidentally close an editing window or your browser or computer crashes, you will be prompted to recover the unpublished text. Please leave any feedback on the [[m:Special:MyLanguage/Talk:Community Wishlist Survey 2023/Edit-recovery feature|project talk page]]. This was the #8 wish in the 2023 Community Wishlist Survey. * Initial results of [[mw:Special:MyLanguage/Edit check|Edit check]] experiments [[mw:Special:MyLanguage/Edit_check#4_April_2024|have been published]]. Edit Check is now deployed as a default feature at [[phab:T342930#9538364|the wikis that tested it]]. [[mw:Talk:Edit check|Let us know]] if you want your wiki to be part of the next deployment of Edit check. [https://phabricator.wikimedia.org/T342930][https://phabricator.wikimedia.org/T361727] * Readers using the [[mw:Special:MyLanguage/Skin:Minerva Neue|Minerva skin]] on mobile will notice there has been an improvement in the line height across all typography settings. [https://phabricator.wikimedia.org/T359029] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.42/wmf.26|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-04-09|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-04-10|en}}. It will be on all wikis from {{#time:j xg|2024-04-11|en}} ([[mw:MediaWiki 1.42/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * New accounts and logged-out users will get the [[mw:Special:MyLanguage/VisualEditor|visual editor]] as their default editor on mobile. This deployment is made at all wikis except for the English Wikipedia. [https://phabricator.wikimedia.org/T361134] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/15|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W15"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:37, 8 April 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26564838 --> == Tech News: 2024-16 == <section begin="technews-2024-W16"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/16|Translations]] are available. '''Problems''' * Between 2 April and 8 April, on wikis using [[mw:Special:MyLanguage/Extension:FlaggedRevs|Flagged Revisions]], the "{{Int:tag-mw-reverted}}" tag was not applied to undone edits. In addition, page moves, protections and imports were not autoreviewed. This problem is now fixed. [https://phabricator.wikimedia.org/T361918][https://phabricator.wikimedia.org/T361940] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.1|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-04-16|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-04-17|en}}. It will be on all wikis from {{#time:j xg|2024-04-18|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * [[mw:Special:MyLanguage/Help:Magic words#DEFAULTSORT|Default category sort keys]] will now affect categories added by templates placed in [[mw:Special:MyLanguage/Help:Cite|footnotes]]. Previously footnotes used the page title as the default sort key even if a different default sort key was specified (category-specific sort keys already worked). [https://phabricator.wikimedia.org/T40435] * A new variable <bdi lang="zxx" dir="ltr"><code>page_last_edit_age</code></bdi> will be added to [[Special:AbuseFilter|abuse filters]]. It tells how many seconds ago the last edit to a page was made. [https://phabricator.wikimedia.org/T269769] '''Future changes''' * Volunteer developers are kindly asked to update the code of their tools and features to handle [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]]. [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/For developers/2024-04 CTA|Learn more]]. * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Four database fields will be removed from database replicas (including [[quarry:|Quarry]]). This affects only the <bdi lang="zxx" dir="ltr"><code>abuse_filter</code></bdi> and <bdi lang="zxx" dir="ltr"><code>abuse_filter_history</code></bdi> tables. Some queries might need to be updated. [https://phabricator.wikimedia.org/T361996] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/16|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W16"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:29, 15 April 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26564838 --> == Tech News: 2024-17 == <section begin="technews-2024-W17"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/17|Translations]] are available. '''Recent changes''' * Starting this week, newcomers editing Wikipedia [[mw:Special:MyLanguage/Growth/Positive reinforcement#Leveling up 3|will be encouraged]] to try structured tasks. [[mw:Special:MyLanguage/Growth/Feature summary#Newcomer tasks|Structured tasks]] have been shown to [[mw:Special:MyLanguage/Growth/Personalized first day/Structured tasks/Add a link/Experiment analysis, December 2021|improve newcomer activation and retention]]. [https://phabricator.wikimedia.org/T348086] * You can [[m:Special:MyLanguage/Coolest Tool Award|nominate your favorite tools]] for the fifth edition of the Coolest Tool Award. Nominations will be open until May 10. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.2|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-04-23|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-04-24|en}}. It will be on all wikis from {{#time:j xg|2024-04-25|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''Future changes''' * This is the last warning that by the end of May 2024 the Vector 2022 skin will no longer share site and user scripts/styles with old Vector. For user-scripts that you want to keep using on Vector 2022, copy the contents of [[{{#special:MyPage}}/vector.js]] to [[{{#special:MyPage}}/vector-2022.js]]. There are [[mw:Special:MyLanguage/Reading/Web/Desktop Improvements/Features/Loading Vector 2010 scripts|more technical details]] available. Interface administrators who foresee this leading to lots of technical support questions may wish to send a mass message to your community, as was done on French Wikipedia. [https://phabricator.wikimedia.org/T362701] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/17|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W17"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:28, 22 April 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26647188 --> == Tech News: 2024-18 == <section begin="technews-2024-W18"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/18|Translations]] are available. '''Recent changes''' [[File:Talk_pages_default_look_(April_2023).jpg|thumb|alt=Screenshot of the visual improvements made on talk pages|Example of a talk page with the new design, in French.]] * The appearance of talk pages changed for the following wikis: {{int:project-localized-name-azwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-dewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-fawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hiwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-idwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ptwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-rowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-thwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-trwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ukwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-viwiki/en}}. These wikis participated to a test, where 50% of users got the new design, for one year. As this test [[Mw:Special:MyLanguage/Talk pages project/Usability/Analysis|gave positive results]], the new design is deployed on these wikis as the default design. It is possible to opt-out these changes [[Special:Preferences#mw-prefsection-editing|in user preferences]] ("{{int:discussiontools-preference-visualenhancements}}"). The deployment will happen at all wikis in the coming weeks. [https://phabricator.wikimedia.org/T341491] * Seven new wikis have been created: ** a {{int:project-localized-name-group-wikipedia}} in [[d:Q33014|Betawi]] ([[w:bew:|<code>w:bew:</code>]]) [https://phabricator.wikimedia.org/T357866] ** a {{int:project-localized-name-group-wikipedia}} in [[d:Q35708|Kusaal]] ([[w:kus:|<code>w:kus:</code>]]) [https://phabricator.wikimedia.org/T359757] ** a {{int:project-localized-name-group-wikipedia}} in [[d:Q35513|Igala]] ([[w:igl:|<code>w:igl:</code>]]) [https://phabricator.wikimedia.org/T361644] ** a {{int:project-localized-name-group-wiktionary}} in [[d:Q33541|Karakalpak]] ([[wikt:kaa:|<code>wikt:kaa:</code>]]) [https://phabricator.wikimedia.org/T362135] ** a {{int:project-localized-name-group-wikisource}} in [[d:Q9228|Burmese]] ([[s:my:|<code>s:my:</code>]]) [https://phabricator.wikimedia.org/T361085] ** a {{int:project-localized-name-group-wikisource}} in [[d:Q9237|Malay]] ([[s:ms:|<code>s:ms:</code>]]) [https://phabricator.wikimedia.org/T363039] ** a {{int:project-localized-name-group-wikisource}} in [[d:Q8108|Georgian]] ([[s:ka:|<code>s:ka:</code>]]) [https://phabricator.wikimedia.org/T363085] * You can now [https://translatewiki.net/wiki/Support#Early_access:_Watch_Message_Groups_on_Translatewiki.net watch message groups/projects] on [[m:Special:MyLanguage/translatewiki.net|Translatewiki.net]]. Initially, this feature will notify you of added or deleted messages in these groups. [https://phabricator.wikimedia.org/T348501] * Dark mode is now available on all wikis, on mobile web for logged-in users who opt into the [[Special:MobileOptions|advanced mode]]. This is the early release of the feature. Technical editors are invited to [https://night-mode-checker.wmcloud.org/ check for accessibility issues on wikis]. See [[mw:Special:MyLanguage/Reading/Web/Accessibility for reading/Updates/2024-04|more detailed guidelines]]. '''Problems''' * [[mw:Special:MyLanguage/Help:Extension:Kartographer|Kartographer]] maps can use an alternative visual style without labels, by using <bdi lang="zxx" dir="ltr"><code><nowiki>mapstyle="osm"</nowiki></code></bdi>. This wasn't working in previews, creating the wrong impression that it wasn't supported. This has now been fixed. [https://phabricator.wikimedia.org/T362531] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.3|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-04-30|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-05-01|en}}. It will be on all wikis from {{#time:j xg|2024-05-02|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/18|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W18"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 03:33, 30 April 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26689057 --> == Tech News: 2024-19 == <section begin="technews-2024-W19"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/19|Translations]] are available. '''Recent changes''' [[File:Talk_pages_default_look_(April_2023).jpg|thumb|alt=Screenshot of the visual improvements made on talk pages|Example of a talk page with the new design, in French.]] * The appearance of talk pages changed for all wikis, except for Commons, Wikidata and most Wikipedias ([[m:Special:MyLanguage/Tech/News/2024/18|a few]] have already received this design change). You can read the detail of the changes [[diffblog:2024/05/02/making-talk-pages-better-for-everyone/|on ''Diff'']]. It is possible to opt-out these changes [[Special:Preferences#mw-prefsection-editing|in user preferences]] ("{{int:discussiontools-preference-visualenhancements}}"). The deployment will happen at remaining wikis in the coming weeks. [https://phabricator.wikimedia.org/T352087][https://phabricator.wikimedia.org/T319146] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Interface admins now have greater control over the styling of article components on mobile with the introduction of the <code>SiteAdminHelper</code>. More information on how styles can be disabled can be found [[mw:Special:MyLanguage/Extension:WikimediaMessages#Site_admin_helper|at the extension's page]]. [https://phabricator.wikimedia.org/T363932] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] [[m:Special:MyLanguage/Wikimedia Enterprise|Wikimedia Enterprise]] has added article body sections in JSON format and a curated short description field to the existing parsed Infobox. This expansion to the API is also available via Wikimedia Cloud Services. [https://enterprise.wikimedia.com/blog/article-sections-and-description/] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.4|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-05-07|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-05-08|en}}. It will be on all wikis from {{#time:j xg|2024-05-09|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * When you look at the Special:Log page, the first view is labelled "All public logs", but it only shows some logs. This label will now say "Main public logs". [https://phabricator.wikimedia.org/T237729] '''Future changes''' * A new service will be built to replace [[mw:Special:MyLanguage/Extension:Graph|Extension:Graph]]. Details can be found in [[mw:Special:MyLanguage/Extension:Graph/Plans|the latest update]] regarding this extension. * Starting May 21, English Wikipedia and German Wikipedia will get the possibility to activate "[[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]]". This is part of the [[phab:T304110|progressive deployment of this tool to all Wikipedias]]. These communities can [[mw:Special:MyLanguage/Growth/Community configuration|activate and configure the feature locally]]. [https://phabricator.wikimedia.org/T308144] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/19|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W19"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 16:44, 6 May 2024 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26729363 --> == Tech News: 2024-20 == <section begin="technews-2024-W20"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/20|Translations]] are available. '''Recent changes''' * On Wikisource there is a special page listing pages of works without corresponding scan images. Now you can use the new magic word <bdi lang="zxx" dir="ltr"><code>__EXPECTWITHOUTSCANS__</code></bdi> to exclude certain pages (list of editions or translations of works) from that list. [https://phabricator.wikimedia.org/T344214] * If you use the [[Special:Preferences#mw-prefsection-editing|user-preference]] "{{int:tog-uselivepreview}}", then the template-page feature "{{int:Templatesandbox-editform-legend}}" will now also work without reloading the page. [https://phabricator.wikimedia.org/T136907] * [[mw:Special:Mylanguage/Extension:Kartographer|Kartographer]] maps can now specify an alternative text via the <bdi lang="zxx" dir="ltr"><code><nowiki>alt=</nowiki></code></bdi> attribute. This is identical in usage to the <bdi lang="zxx" dir="ltr"><code><nowiki>alt=</nowiki></code></bdi> attribute in the [[mw:Special:MyLanguage/Help:Images#Syntax|image and gallery syntax]]. An exception for this feature is wikis like Wikivoyage where the miniature maps are interactive. [https://phabricator.wikimedia.org/T328137] * The old [[mw:Special:MyLanguage/Extension:GuidedTour|Guided Tour]] for the "[[mw:Special:MyLanguage/Edit Review Improvements/New filters for edit review|New Filters for Edit Review]]" feature has been removed. It was created in 2017 to show people with older accounts how the interface had changed, and has now been seen by most of the intended people. [https://phabricator.wikimedia.org/T217451] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.5|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-05-14|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-05-15|en}}. It will be on all wikis from {{#time:j xg|2024-05-16|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The [[{{#special:search}}]] results page will now use CSS flex attributes, for better accessibility, instead of a table. If you have a gadget or script that adjusts search results, you should update your script to the new HTML structure. [https://phabricator.wikimedia.org/T320295] '''Future changes''' * In the Vector 2022 skin, main pages will be displayed at full width (like special pages). The goal is to keep the number of characters per line large enough. This is related to the coming changes to typography in Vector 2022. [[mw:Special:MyLanguage/Reading/Web/Accessibility for reading/Updates|Learn more]]. [https://phabricator.wikimedia.org/T357706] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Two columns of the <bdi lang="zxx" dir="ltr"><code>[[mw:Special:MyLanguage/Manual:pagelinks table|pagelinks]]</code></bdi> database table (<bdi lang="zxx" dir="ltr"><code>pl_namespace</code></bdi> and <bdi lang="zxx" dir="ltr"><code>pl_title</code></bdi>) are being dropped soon. Users must use two columns of the new <bdi lang="zxx" dir="ltr"><code>[[mw:special:MyLanguage/Manual:linktarget table|linktarget]]</code></bdi> table instead (<bdi lang="zxx" dir="ltr"><code>lt_namespace</code></bdi> and <bdi lang="zxx" dir="ltr"><code>lt_title</code></bdi>). In your existing SQL queries: *# Replace <bdi lang="zxx" dir="ltr"><code>JOIN pagelinks</code></bdi> with <bdi lang="zxx" dir="ltr"><code>JOIN linktarget</code></bdi> and <bdi lang="zxx" dir="ltr"><code>pl_</code></bdi> with <bdi lang="zxx" dir="ltr"><code>lt_</code></bdi> in the <bdi lang="zxx" dir="ltr"><code>ON</code></bdi> statement *# Below that add <bdi lang="zxx" dir="ltr"><code>JOIN pagelinks ON lt_id = pl_target_id</code></bdi> ** See <bdi lang="en" dir="ltr">[[phab:T222224]]</bdi> for technical reasoning. [https://phabricator.wikimedia.org/T222224][https://phabricator.wikimedia.org/T299947] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/20|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W20"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:58, 13 May 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26762074 --> == Tech News: 2024-21 == <section begin="technews-2024-W21"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/21|Translations]] are available. '''Recent changes''' * The [[mw:Special:MyLanguage/Extension:Nuke|Nuke]] feature, which enables administrators to mass delete pages, will now correctly delete pages which were moved to another title. [https://phabricator.wikimedia.org/T43351] * New changes have been made to the UploadWizard in Wikimedia Commons: the overall layout has been improved, by following new styling and spacing for the form and its fields; the headers and helper text for each of the fields was changed; the Caption field is now a required field, and there is an option for users to copy their caption into the media description. [https://commons.wikimedia.org/wiki/Commons:WMF_support_for_Commons/Upload_Wizard_Improvements#Changes_to_%22Describe%22_workflow][https://phabricator.wikimedia.org/T361049] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.6|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-05-21|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-05-22|en}}. It will be on all wikis from {{#time:j xg|2024-05-23|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The HTML used to render all headings [[mw:Heading_HTML_changes|is being changed to improve accessibility]]. It will change on 22 May in some skins (Timeless, Modern, CologneBlue, Nostalgia, and Monobook). Please test gadgets on your wiki on these skins and [[phab:T13555|report any related problems]] so that they can be resolved before this change is made in all other skins. The developers are also considering the introduction of a [[phab:T337286|Gadget API for adding buttons to section titles]] if that would be helpful to tool creators, and would appreciate any input you have on that. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/21|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W21"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:04, 20 May 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26786311 --> == Tech News: 2024-22 == <section begin="technews-2024-W22"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/22|Translations]] are available. '''Recent changes''' * Several bugs related to the latest updates to the UploadWizard on Wikimedia Commons have been fixed. For more information, see [[:phab:T365107|T365107]] and [[:phab:T365119|T365119]]. * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] In March 2024 a new [[mw:ResourceLoader/Core_modules#addPortlet|addPortlet]] API was added to allow gadgets to create new portlets (menus) in the skin. In certain skins this can be used to create dropdowns. Gadget developers are invited to try it and [[phab:T361661|give feedback]]. * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Some CSS in the Minerva skin has been removed to enable easier community configuration. Interface editors should check the rendering on mobile devices for aspects related to the classes: <bdi lang="zxx" dir="ltr"><code>.collapsible</code></bdi>{{int:comma-separator/en}}<bdi lang="zxx" dir="ltr"><code>.multicol</code></bdi>{{int:comma-separator/en}}<bdi lang="zxx" dir="ltr"><code>.reflist</code></bdi>{{int:comma-separator/en}}<bdi lang="zxx" dir="ltr"><code>.coordinates</code></bdi>{{int:comma-separator/en}}<bdi lang="zxx" dir="ltr"><code>.topicon</code></bdi>. [[phab:T361659|Further details are available on replacement CSS]] if it is needed. '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.7|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-05-28|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-05-29|en}}. It will be on all wikis from {{#time:j xg|2024-05-30|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * When you visit a wiki where you don't yet have a local account, local rules such as edit filters can sometimes prevent your account from being created. Starting this week, MediaWiki takes your global rights into account when evaluating whether you can override such local rules. [https://phabricator.wikimedia.org/T316303] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/22|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W22"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:15, 28 May 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26832205 --> == Tech News: 2024-23 == <section begin="technews-2024-W23"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/23|Translations]] are available. '''Recent changes''' * It is now possible for local administrators to add new links to the bottom of the site Tools menu without JavaScript. [[mw:Manual:Interface/Sidebar#Add or remove toolbox sections|Documentation is available]]. [https://phabricator.wikimedia.org/T6086] * The message name for the definition of the tracking category of WikiHiero has changed from "<bdi lang="zxx" dir="ltr"><code>MediaWiki:Wikhiero-usage-tracking-category</code></bdi>" to "<bdi lang="zxx" dir="ltr"><code>MediaWiki:Wikihiero-usage-tracking-category</code></bdi>". [https://gerrit.wikimedia.org/r/c/mediawiki/extensions/wikihiero/+/1035855] * One new wiki has been created: a {{int:project-localized-name-group-wikipedia}} in [[d:Q5317225|Kadazandusun]] ([[w:dtp:|<code>w:dtp:</code>]]) [https://phabricator.wikimedia.org/T365220] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.8|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-06-04|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-06-05|en}}. It will be on all wikis from {{#time:j xg|2024-06-06|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''Future changes''' * Next week, on wikis with the Vector 2022 skin as the default, logged-out desktop users will be able to choose between different font sizes. The default font size will also be increased for them. This is to make Wikimedia projects easier to read. [[mw:Special:MyLanguage/Reading/Web/Accessibility for reading/Updates/2024-06 deployments|Learn more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/23|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W23"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:35, 3 June 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26844397 --> == Tech News: 2024-24 == <section begin="technews-2024-W24"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/24|Translations]] are available. '''Recent changes''' * The software used to render SVG files has been updated to a new version, fixing many longstanding bugs in SVG rendering. [https://phabricator.wikimedia.org/T265549] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The HTML used to render all headings [[mw:Heading HTML changes|is being changed to improve accessibility]]. It was changed last week in some skins (Vector legacy and Minerva). Please test gadgets on your wiki on these skins and [[phab:T13555|report any related problems]] so that they can be resolved before this change is made in Vector-2022. The developers are still considering the introduction of a [[phab:T337286|Gadget API for adding buttons to section titles]] if that would be helpful to tool creators, and would appreciate any input you have on that. * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The HTML markup used for citations by [[mw:Special:MyLanguage/Parsoid|Parsoid]] changed last week. In places where Parsoid previously added the <bdi lang="zxx" dir="ltr"><code>mw-reference-text</code></bdi> class, Parsoid now also adds the <bdi lang="zxx" dir="ltr"><code>reference-text</code></bdi> class for better compatibility with the legacy parser. [[mw:Specs/HTML/2.8.0/Extensions/Cite/Announcement|More details are available]]. [https://gerrit.wikimedia.org/r/1036705] '''Problems''' * There was a bug with the Content Translation interface that caused the tools menus to appear in the wrong location. This has now been fixed. [https://phabricator.wikimedia.org/T366374] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.9|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-06-11|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-06-12|en}}. It will be on all wikis from {{#time:j xg|2024-06-13|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The new version of MediaWiki includes another change to the HTML markup used for citations: [[mw:Special:MyLanguage/Parsoid|Parsoid]] will now generate a <bdi lang="zxx" dir="ltr"><code><nowiki><span class="mw-cite-backlink"></nowiki></code></bdi> wrapper for both named and unnamed references for better compatibility with the legacy parser. Interface administrators should verify that gadgets that interact with citations are compatible with the new markup. [[mw:Specs/HTML/2.8.0/Extensions/Cite/Announcement|More details are available]]. [https://gerrit.wikimedia.org/r/1035809] * On multilingual wikis that use the <bdi lang="zxx" dir="ltr"><code><nowiki><translate></nowiki></code></bdi> system, there is a feature that shows potentially-outdated translations with a pink background until they are updated or confirmed. From this week, confirming translations will be logged, and there is a new user-right that can be required for confirming translations if the community [[m:Special:MyLanguage/Requesting wiki configuration changes|requests it]]. [https://phabricator.wikimedia.org/T49177] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/24|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W24"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:20, 10 June 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26893898 --> == Tech News: 2024-25 == <section begin="technews-2024-W25"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/25|Translations]] are available. '''Recent changes''' * People who attempt to add an external link in the visual editor will now receive immediate feedback if they attempt to link to a domain that a project has decided to block. Please see [[mw:Special:MyLanguage/Edit_check#11_June_2024|Edit check]] for more details. [https://phabricator.wikimedia.org/T366751] * The new [[mw:Special:MyLanguage/Extension:CommunityConfiguration|Community Configuration extension]] is available [[testwiki:Special:CommunityConfiguration|on Test Wikipedia]]. This extension allows communities to customize specific features to meet their local needs. Currently only Growth features are configurable, but the extension will support other [[mw:Special:MyLanguage/Community_configuration#Use_cases|Community Configuration use cases]] in the future. [https://phabricator.wikimedia.org/T323811][https://phabricator.wikimedia.org/T360954] * The dark mode [[Special:Preferences#mw-prefsection-betafeatures|beta feature]] is now available on category and help pages, as well as more special pages. There may be contrast issues. Please report bugs on the [[mw:Talk:Reading/Web/Accessibility_for_reading|project talk page]]. [https://phabricator.wikimedia.org/T366370] '''Problems''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] Cloud Services tools were not available for 25 minutes last week. This was caused by a faulty hardware cable in the data center. [https://wikitech.wikimedia.org/wiki/Incidents/2024-06-11_WMCS_Ceph] * Last week, styling updates were made to the Vector 2022 skin. This caused unforeseen issues with templates, hatnotes, and images. Changes to templates and hatnotes were reverted. Most issues with images were fixed. If you still see any, [[phab:T367463|report them here]]. [https://phabricator.wikimedia.org/T367480] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.10|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-06-18|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-06-19|en}}. It will be on all wikis from {{#time:j xg|2024-06-20|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * Starting June 18, the [[mw:Special:MyLanguage/Help:Edit check#ref|Reference Edit Check]] will be deployed to [[phab:T361843|a new set of Wikipedias]]. This feature is intended to help newcomers and to assist edit-patrollers by inviting people who are adding new content to a Wikipedia article to add a citation when they do not do so themselves. During [[mw:Special:MyLanguage/Edit_check#Reference_Check_A/B_Test|a test at 11 wikis]], the number of citations added [https://diff.wikimedia.org/?p=127553 more than doubled] when Reference Check was shown to people. Reference Check is [[mw:Special:MyLanguage/Edit check/Configuration|community configurable]]. [https://phabricator.wikimedia.org/T361843]<!-- NOTE: THE DIFF BLOG WILL BE PUBLISHED ON MONDAY --> * [[m:Special:MyLanguage/Mailing_lists|Mailing lists]] will be unavailable for roughly two hours on Tuesday 10:00–12:00 UTC. This is to enable migration to a new server and upgrade its software. [https://phabricator.wikimedia.org/T367521] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/25|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W25"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:48, 17 June 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26911987 --> == Tech News: 2024-26 == <section begin="technews-2024-W26"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/26|Translations]] are available. '''Recent changes''' * Editors will notice that there have been some changes to the background color of text in the diff view, and the color of the byte-change numbers, last week. These changes are intended to make text more readable in both light mode and dark mode, and are part of a larger effort to increase accessibility. You can share your comments or questions [[mw:Talk:Reading/Web/Accessibility for reading|on the project talkpage]]. [https://phabricator.wikimedia.org/T361717] * The text colors that are used for visited-links, hovered-links, and active-links, were also slightly changed last week to improve their accessibility in both light mode and dark mode. [https://phabricator.wikimedia.org/T366515] '''Problems''' * You can [[mw:Special:MyLanguage/Help:DiscussionTools#Talk pages permalinking|copy permanent links to talk page comments]] by clicking on a comment's timestamp. [[mw:Talk pages project/Permalinks|This feature]] did not always work when the topic title was very long and the link was used as a wikitext link. This has been fixed. Thanks to Lofhi for submitting the bug. [https://phabricator.wikimedia.org/T356196] '''Changes later this week''' * [[File:Octicons-sync.svg|12px|link=|alt=|Recurrent item]] The [[mw:MediaWiki 1.43/wmf.11|new version]] of MediaWiki will be on test wikis and MediaWiki.org from {{#time:j xg|2024-06-25|en}}. It will be on non-Wikipedia wikis and some Wikipedias from {{#time:j xg|2024-06-26|en}}. It will be on all wikis from {{#time:j xg|2024-06-27|en}} ([[mw:MediaWiki 1.43/Roadmap|calendar]]). [https://wikitech.wikimedia.org/wiki/Deployments/Train][https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] * Starting 26 June, all talk pages messages' timestamps will become a link at English Wikipedia, making this feature available for you to use at all wikis. This link is a permanent link to the comment. It allows users to find the comment they were linked to, even if this comment has since been moved elsewhere. You can read more about this feature [[DiffBlog:/2024/01/29/talk-page-permalinks-dont-lose-your-threads/|on Diff]] or [[mw:Special:MyLanguage/Help:DiscussionTools#Talk pages permalinking|on Mediawiki.org]]. [https://phabricator.wikimedia.org/T365974] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/26|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W26"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:32, 24 June 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=26989424 --> == Tech News: 2024-27 == <section begin="technews-2024-W27"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/27|Translations]] are available. '''Recent changes''' * Over the next three weeks, dark mode will become available for all users, both logged-in and logged-out, starting with the mobile web version. This fulfils one of the [[m:Special:MyLanguage/Community_Wishlist_Survey_2023/Reading/Dark_mode|top-requested community wishes]], and improves low-contrast reading and usage in low-light settings. As part of these changes, dark mode will also work on User-pages and Portals. There is more information in [[mw:Special:MyLanguage/Reading/Web/Accessibility_for_reading/Updates#June_2024:_Typography_and_dark_mode_deployments,_new_global_preferences|the latest Web team update]]. [https://phabricator.wikimedia.org/T366364] * Logged-in users can now set [[m:Special:GlobalPreferences#mw-prefsection-rendering-skin-skin-prefs|global preferences for the text-size and dark-mode]], thanks to a combined effort across Foundation teams. This allows Wikimedians using multiple wikis to set up a consistent reading experience easily, for example by switching between light and dark mode only once for all wikis. [https://phabricator.wikimedia.org/T341278] * If you use a very old web browser some features might not work on the Wikimedia wikis. This affects Internet Explorer 11 and versions of Chrome, Firefox and Safari older than 2016. This change makes it possible to use new [[d:Q46441|CSS]] features and to send less code to all readers. [https://phabricator.wikimedia.org/T288287][https://www.mediawiki.org/wiki/Special:MyLanguage/Manual:How_to_make_a_MediaWiki_skin#Using_CSS_variables_for_supporting_different_themes_e.g._dark_mode] * Wikipedia Admins can customize local wiki configuration options easily using [[mw:Special:MyLanguage/Community Configuration|Community Configuration]]. Community Configuration was created to allow communities to customize how some features work, because each language wiki has unique needs. At the moment, admins can configure [[mw:Special:MyLanguage/Growth/Feature_summary|Growth features]] on their home wikis, in order to better recruit and retain new editors. More options will be provided in the coming months. [https://phabricator.wikimedia.org/T366458] * Editors interested in language issues that are related to [[w:en:Unicode|Unicode standards]], can now discuss those topics at [[mw:Talk:WMF membership with Unicode Consortium|a new conversation space in MediaWiki.org]]. The Wikimedia Foundation is now a [[mw:Special:MyLanguage/WMF membership with Unicode Consortium|member of the Unicode Consortium]], and the coordination group can collaboratively review the issues discussed and, where appropriate, bring them to the attention of the Unicode Consortium. * One new wiki has been created: a {{int:project-localized-name-group-wikipedia}} in [[d:Q2891049|Mandailing]] ([[w:btm:|<code>w:btm:</code>]]) [https://phabricator.wikimedia.org/T368038] '''Problems''' * Editors can once again click on links within the visual editor's citation-preview, thanks to a bug fix by the Editing Team. [https://phabricator.wikimedia.org/T368119] '''Future changes''' * Please [https://wikimediafoundation.limesurvey.net/758713?lang=en help us to improve Tech News by taking this short survey]. The goal is to better meet the needs of the various types of people who read Tech News. The survey will be open for 2 weeks. The survey is covered by [https://foundation.wikimedia.org/wiki/Legal:Tech_News_Survey_2024_Privacy_Statement this privacy statement]. Some translations are available. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/27|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W27"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:59, 1 July 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27038456 --> == Tech News: 2024-28 == <section begin="technews-2024-W28"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/28|Translations]] are available. '''Recent changes''' * At the Wikimedia Foundation a new task force was formed to replace the disabled Graph with [[mw:Special:MyLanguage/Extension:Chart/Project|more secure, easy to use, and extensible Chart]]. You can [[mw:Special:MyLanguage/Newsletter:Chart Project|subscribe to the newsletter]] to get notified about new project updates and other news about Chart. * The [[m:Special:MyLanguage/CampaignEvents|CampaignEvents]] extension is now available on Meta-wiki, Igbo Wikipedia, and Swahili Wikipedia, and can be requested on your wiki. This extension helps in managing and making events more visible, giving Event organizers the ability to use tools like the Event registration tool. To learn more about the deployment status and how to request this extension for your wiki, visit the [[m:Special:MyLanguage/CampaignEvents/Deployment_status|CampaignEvents page on Meta-wiki]]. * Editors using the iOS Wikipedia app who have more than 50 edits can now use the [[mw:Special:MyLanguage/Wikimedia Apps/iOS Suggested edits#Add an image|Add an Image]] feature. This feature presents opportunities for small but useful contributions to Wikipedia. * Thank you to [[mw:MediaWiki Product Insights/Contributor retention and growth/Celebration|all of the authors]] who have contributed to MediaWiki Core. As a result of these contributions, the [[mw:MediaWiki Product Insights/Contributor retention and growth|percentage of authors contributing more than 5 patches has increased by 25% since last year]], which helps ensure the sustainability of the platform for the Wikimedia projects. '''Problems''' * A problem with the color of the talkpage tabs always showing as blue, even for non-existent pages which should have been red, affecting the Vector 2022 skin, [[phab:T367982|has been fixed]]. '''Future changes''' * The Trust and Safety Product team wants to introduce [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] with as little disruption to tools and workflows as possible. Volunteer developers, including gadget and user-script maintainers, are kindly asked to update the code of their tools and features to handle temporary accounts. The team has [[mw:Trust and Safety Product/Temporary Accounts/For developers|created documentation]] explaining how to do the update. [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/For developers/2024-04 CTA|Learn more]]. '''Tech News survey''' * Please [https://wikimediafoundation.limesurvey.net/758713?lang=en help us to improve Tech News by taking this short survey]. The goal is to better meet the needs of the various types of people who read Tech News. The survey will be open for 1 more week. The survey is covered by [https://foundation.wikimedia.org/wiki/Legal:Tech_News_Survey_2024_Privacy_Statement this privacy statement]. Some translations are available. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/28|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W28"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:31, 8 July 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27080357 --> == Tech News: 2024-29 == <section begin="technews-2024-W29"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/29|Translations]] are available. '''Tech News survey''' * Please [https://wikimediafoundation.limesurvey.net/758713?lang=en help us to improve Tech News by taking this short survey]. The goal is to better meet the needs of the various types of people who read Tech News. The survey will be open for 3 more days. The survey is covered by [https://foundation.wikimedia.org/wiki/Legal:Tech_News_Survey_2024_Privacy_Statement this privacy statement]. Some translations are available. '''Recent changes''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Wikimedia developers can now officially continue to use both [[mw:Special:MyLanguage/Gerrit|Gerrit]] and [[mw:Special:MyLanguage/GitLab|GitLab]], due to a June 24 decision by the Wikimedia Foundation to support software development on both platforms. Gerrit and GitLab are both code repositories used by developers to write, review, and deploy the software code that supports the MediaWiki software that the wiki projects are built on, as well as the tools used by editors to create and improve content. This decision will safeguard the productivity of our developers and prevent problems in code review from affecting our users. More details are available in the [[mw:GitLab/Migration status|Migration status]] page. * The Wikimedia Foundation seeks applicants for the [[m:Special:MyLanguage/Product and Technology Advisory Council/Proposal|Product and Technology Advisory Council]] (PTAC). This group will bring technical contributors and Wikimedia Foundation together to co-define a more resilient, future-proof technological platform. Council members will evaluate and consult on the movement's product and technical activities, so that we develop multi-generational projects. We are looking for a range of technical contributors across the globe, from a variety of Wikimedia projects. [[m:Special:MyLanguage/Product and Technology Advisory Council/Proposal#Joining the PTAC as a technical volunteer|Please apply here by August 10]]. * Editors with rollback user-rights who use the Wikipedia App for Android can use the new [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/Anti Vandalism|Edit Patrol]] features. These features include a new feed of Recent Changes, related links such as Undo and Rollback, and the ability to create and save a personal library of user talk messages to use while patrolling. If your wiki wants to make these features available to users who do not have rollback rights but have reached a certain edit threshold, [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android#Contact us|you can contact the team]]. You can [[diffblog:2024/07/10/ِaddressing-vandalism-with-a-tap-the-journey-of-introducing-the-patrolling-feature-in-the-mobile-app/|read more about this project on Diff blog]]. * Editors who have access to [[m:Special:MyLanguage/The_Wikipedia_Library|The Wikipedia Library]] can once again use non-open access content in SpringerLinks, after the Foundation [[phab:T368865|contacted]] them to restore access. You can read more about [[m:Tech/News/Recently_resolved_community_tasks|this and 21 other community-submitted tasks that were completed last week]]. '''Changes later this week''' * This week, [[mw:Special:MyLanguage/Reading/Web/Accessibility for reading/Updates/2024-07 deployments|dark mode will be available on a number of Wikipedias]], both desktop and mobile, for logged-in and logged-out users. Interface admins and user script maintainers are encouraged to check gadgets and user scripts in the dark mode, to find any hard-coded colors and fix them. There are some [[mw:Special:MyLanguage/Recommendations for night mode compatibility on Wikimedia wikis|recommendations for dark mode compatibility]] to help. '''Future changes''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Next week, functionaries, volunteers maintaining tools, and software development teams are invited to test the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] feature on testwiki. Temporary accounts is a feature that will help improve privacy on the wikis. No further temporary account deployments are scheduled yet. Please [[mw:Talk:Trust and Safety Product/Temporary Accounts|share your opinions and questions on the project talk page]]. [https://phabricator.wikimedia.org/T348895] * Editors who upload files cross-wiki, or teach other people how to do so, may wish to join a Wikimedia Commons discussion. The Commons community is discussing limiting who can upload files through the cross-wiki upload/Upload dialog feature to users auto-confirmed on Wikimedia Commons. This is due to the large amount of copyright violations uploaded this way. There is a short summary at [[c:Special:MyLanguage/Commons:Cross-wiki upload|Commons:Cross-wiki upload]] and [[c:Commons:Village pump/Proposals#Deactivate cross-wiki uploads for new users|discussion at Commons:Village Pump]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/29|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' You can also get other news from the [[m:Special:MyLanguage/Wikimedia Foundation Bulletin|Wikimedia Foundation Bulletin]]. </div><section end="technews-2024-W29"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:31, 16 July 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27124561 --> == Tech News: 2024-30 == <section begin="technews-2024-W30"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/30|Translations]] are available. '''Feature News''' * Stewards can now [[:m:Special:MyLanguage/Global_blocks|globally block]] accounts. Before [[phab:T17294|the change]] only IP addresses and IP ranges could be blocked globally. Global account blocks are useful when the blocked user should not be logged out. [[:m:Special:MyLanguage/Global_locks|Global locks]] (a similar tool logging the user out of their account) are unaffected by this change. The new global account block feature is related to the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|Temporary Accounts]] project, which is a new type of user account that replaces IP addresses of unregistered editors that are no longer made public. * Later this week, Wikimedia site users will notice that the Interface of [[mw:Special:MyLanguage/Extension:FlaggedRevs|FlaggedRevs]] (also known as "Pending Changes") is improved and consistent with the rest of the MediaWiki interface and [[mw:Special:MyLanguage/Codex|Wikimedia's design system]]. The FlaggedRevs interface experience on mobile and [[mw:Special:MyLanguage/Skin:MinervaNeue|Minerva skin]] was inconsistent before it was fixed and ported to [[mw:Special:MyLanguage/Codex|Codex]] by the WMF Growth team and some volunteers. [https://phabricator.wikimedia.org/T191156] * Wikimedia site users can now submit account vanishing requests via [[m:Special:GlobalVanishRequest|GlobalVanishRequest]]. This feature is used when a contributor wishes to stop editing forever. It helps you hide your past association and edit to protect your privacy. Once processed, the account will be locked and renamed. [https://phabricator.wikimedia.org/T367329] * Have you tried monitoring and addressing vandalism in Wikipedia using your phone? [https://diff.wikimedia.org/2024/07/10/%d9%90addressing-vandalism-with-a-tap-the-journey-of-introducing-the-patrolling-feature-in-the-mobile-app/ A Diff blog post on Patrolling features in the Mobile App] highlights some of the new capabilities of the feature, including swiping through a feed of recent changes and a personal library of user talk messages for use when patrolling from your phone. * Wikimedia contributors and GLAM (galleries, libraries, archives, and museums) organisations can now learn and measure the impact Wikimedia Commons is having towards creating quality encyclopedic content using the [https://doc.wikimedia.org/generated-data-platform/aqs/analytics-api/reference/commons.html Commons Impact Metrics] analytics dashboard. The dashboard offers organizations analytics on things like monthly edits in a category, the most viewed files, and which Wikimedia articles are using Commons images. As a result of these new data dumps, GLAM organisation can more reliably measure their return on investment for programs bringing content into the digital Commons. [https://diff.wikimedia.org/2024/07/19/commons-impact-metrics-now-available-via-data-dumps-and-api/] '''Project Updates''' * Come share your ideas for improving the wikis on the newly reopened [[m:Special:MyLanguage/Community Wishlist|Community Wishlist]]. The Community Wishlist is Wikimedia’s forum for volunteers to share ideas (called wishes) to improve how the wikis work. The new version of the wishlist is always open, works with both wikitext and Visual Editor, and allows wishes in any language. '''Learn more''' * Have you ever wondered how Wikimedia software works across over 300 languages? This is 253 languages more than the Google Chrome interface, and it's no accident. The Language and Product Localization Team at the Wikimedia Foundation supports your work by adapting all the tools and interfaces in the MediaWiki software so that contributors in our movement who translate pages and strings can translate them and have the sites in all languages. Read more about the team and their upcoming work on [https://diff.wikimedia.org/2024/07/17/building-towards-a-robust-multilingual-knowledge-ecosystem-for-the-wikimedia-movement/ Diff]. * How can Wikimedia build innovative and experimental products while maintaining such heavily used websites? A recent [https://diff.wikimedia.org/2024/07/09/on-the-value-of-experimentation/ blog post] by WMF staff Johan Jönsson highlights the work of the [[m:Future Audiences#Objectives and Key Results|WMF Future Audience initiative]], where the goal is not to build polished products but test out new ideas, such as a [[m:Future_Audiences/Experiments: conversational/generative AI|ChatGPT plugin]] and [[m:Future_Audiences/Experiment:Add a Fact|Add a Fact]], to help take Wikimedia into the future. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/30|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' You can also get other news from the [[m:Special:MyLanguage/Wikimedia Foundation Bulletin|Wikimedia Foundation Bulletin]]. </div><section end="technews-2024-W30"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:04, 23 July 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27142915 --> == Tech News: 2024-31 == <section begin="technews-2024-W31"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/31|Translations]] are available. '''Feature news''' * Editors using the Visual Editor in languages that use non-Latin characters for numbers, such as Hindi, Manipuri and Eastern Arabic, may notice some changes in the formatting of reference numbers. This is a side effect of preparing a new sub-referencing feature, and will also allow fixing some general numbering issues in Visual Editor. If you notice any related problems on your wiki, please share details at the [[m:Talk:WMDE Technical Wishes/Sub-referencing|project talkpage]]. '''Bugs status''' * Some logged-in editors were briefly unable to edit or load pages last week. [[phab:T370304|These errors]] were mainly due to the addition of new [[mw:Special:MyLanguage/Help:Extension:Linter|linter]] rules which led to caching problems. Fixes have been applied and investigations are continuing. * Editors can use the [[mw:Special:MyLanguage/Trust and Safety Product/IP Info|IP Information tool]] to get information about IP addresses. This tool is available as a Beta Feature in your preferences. The tool was not available for a few days last week, but is now working again. Thank you to Shizhao for filing the bug report. You can read about that, and [[m:Tech/News/Recently resolved community tasks#2024-07-25|28 other community-submitted tasks]] that were resolved last week. '''Project updates''' * There are new features and improvements to Phabricator from the Release Engineering and Collaboration Services teams, and some volunteers, including: the search systems, the new task creation system, the login systems, the translation setup which has resulted in support for more languages (thanks to Pppery), and fixes for many edge-case errors. You can [[phab:phame/post/view/316/iterative_improvements/|read details about these and other improvements in this summary]]. * There is an [[mw:Special:MyLanguage/Extension:Chart/Project/Updates|update on the Charts project]]. The team has decided which visualization library to use, which chart types to start focusing on, and where to store chart definitions. * One new wiki has been created: a {{int:project-localized-name-group-wikivoyage}} in [[d:Q9056|Czech]] ([[voy:cs:|<code>voy:cs:</code>]]) [https://phabricator.wikimedia.org/T370905] '''Learn more''' * There is a [[diffblog:2024/07/26/the-journey-to-open-our-first-data-center-in-south-america/|new Wikimedia Foundation data center]] in São Paulo, Brazil which helps to reduce load times. * There is new [[diffblog:2024/07/22/the-perplexing-process-of-uploading-images-to-wikipedia/|user research]] on problems with the process of uploading images. * Commons Impact Metrics are [[diffblog:2024/07/19/commons-impact-metrics-now-available-via-data-dumps-and-api/|now available]] via data dumps and API. * The latest quarterly [[mw:Technical Community Newsletter/2024/July|Technical Community Newsletter]] is now available. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/31|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W31"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:10, 29 July 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27164109 --> == Tech News: 2024-32 == <section begin="technews-2024-W32"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/32|Translations]] are available. '''Feature news''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Two new parser functions will be available this week: <code><nowiki>{{</nowiki>[[mw:Special:MyLanguage/Help:Magic_words#dir|#dir]]<nowiki>}}</nowiki></code> and <code><nowiki>{{</nowiki>[[mw:Special:MyLanguage/Help:Magic_words#bcp47|#bcp47]]<nowiki>}}</nowiki></code>. These will reduce the need for <code>Template:Dir</code> and <code>Template:BCP47</code> on Commons and allow us to [[phab:T343131|drop 100 million rows]] from the "what links here" database. Editors at any wiki that use these templates, can help by replacing the templates with these new functions. The templates at Commons will be updated during the Hackathon at Wikimania. [https://phabricator.wikimedia.org/T359761][https://phabricator.wikimedia.org/T366623] * Communities can request the activation of the visual editor on entire namespaces where discussions sometimes happen (for instance ''Wikipedia:'' or ''Wikisource:'' namespaces) if they understand the [[mw:Special:MyLanguage/Help:VisualEditor/FAQ#WPNS|known limitations]]. For discussions, users can already use [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]] in these namespaces. * The tracking category "Pages using Timeline" has been renamed to "Pages using the EasyTimeline extension" [https://translatewiki.net/wiki/Special:Translations?message=MediaWiki%3ATimeline-tracking-category&namespace=8 in TranslateWiki]. Wikis that have created the category locally should rename their local creation to match. '''Project updates''' * Editors who help to organize WikiProjects and similar on-wiki collaborations, are invited to share ideas and examples of successful collaborations with the Campaigns and Programs teams. You can fill out [[m:Special:MyLanguage/Campaigns/WikiProjects|a brief survey]] or share your thoughts [[m:Talk:Campaigns/WikiProjects|on the talkpage]]. The teams are particularly looking for details about successful collaborations on non-English wikis. * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] The new parser is being rolled out on {{int:project-localized-name-group-wikivoyage}} wikis over the next few months. The {{int:project-localized-name-enwikivoyage}} and {{int:project-localized-name-hewikivoyage}} were [[phab:T365367|switched]] to Parsoid last week. For more information, see [[mw:Parsoid/Parser_Unification|Parsoid/Parser Unification]]. '''Learn more''' * There will be more than 200 sessions at Wikimania this week. Here is a summary of some of the [[diffblog:2024/08/05/interested-in-product-and-tech-here-are-some-wikimania-sessions-you-dont-want-to-miss/|key sessions related to the product and technology area]]. * The latest [[m:Special:MyLanguage/Wikimedia Foundation Bulletin/2024/07-02|Wikimedia Foundation Bulletin]] is available. * The latest quarterly [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2024/July|Language and Internationalization newsletter]] is available. It includes: New design previews for Translatable pages; Updates about MinT for Wiki Readers; the release of Translation dumps; and more. * The latest quarterly [[mw:Special:MyLanguage/Growth/Newsletters/31|Growth newsletter]] is available. * The latest monthly [[mw:Special:MyLanguage/MediaWiki Product Insights/Reports/July 2024|MediaWiki Product Insights newsletter]] is available. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/32|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W32"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:43, 5 August 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27233905 --> == Tech News: 2024-33 == <section begin="technews-2024-W33"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/33|Translations]] are available. '''Feature news''' * [[mw:Special:MyLanguage/Extension:AbuseFilter|AbuseFilter]] editors and maintainers can now [[mw:Special:MyLanguage/Extension:AbuseFilter/Actions#Show a CAPTCHA|make a CAPTCHA show if a filter matches an edit]]. This allows communities to quickly respond to spamming by automated bots. [https://phabricator.wikimedia.org/T20110] * [[m:Special:MyLanguage/Stewards|Stewards]] can now specify if global blocks should prevent account creation. Before [[phab:T17273|this change]] by the [[mw:Special:MyLanguage/Trust and Safety Product|Trust and Safety Product]] Team, all global blocks would prevent account creation. This will allow stewards to reduce the unintended side-effects of global blocks on IP addresses. '''Project updates''' * [[wikitech:Help talk:Toolforge/Toolforge standards committee#August_2024_committee_nominations|Nominations are open on Wikitech]] for new members to refresh the [[wikitech:Help:Toolforge/Toolforge standards committee|Toolforge standards committee]]. The committee oversees the Toolforge [[wikitech:Help:Toolforge/Right to fork policy|Right to fork policy]] and [[wikitech:Help:Toolforge/Abandoned tool policy|Abandoned tool policy]] among other duties. Nominations will remain open until at least 2024-08-26. * One new wiki has been created: a {{int:project-localized-name-group-wikipedia}} in [[d:Q2880037|West Coast Bajau]] ([[w:bdr:|<code>w:bdr:</code>]]) [https://phabricator.wikimedia.org/T371757] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/33|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W33"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:21, 12 August 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27253654 --> == Tech News: 2024-34 == <section begin="technews-2024-W34"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/34|Translations]] are available. '''Feature news''' * Editors who want to re-use references but with different details such as page numbers, will be able to do so by the end of 2024, using a new [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing#Sub-referencing in a nutshell|sub-referencing]] feature. You can read more [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|about the project]] and [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing#Test|how to test the prototype]]. * Editors using tracking categories to identify which pages use specific extensions may notice that six of the categories have been renamed to make them more easily understood and consistent. These categories are automatically added to pages that use specialized MediaWiki extensions. The affected names are for: [https://translatewiki.net/wiki/Special:Translations?message=MediaWiki%3Aintersection-category&namespace=8 DynamicPageList], [https://translatewiki.net/wiki/Special:Translations?message=MediaWiki%3Akartographer-tracking-category&namespace=8 Kartographer], [https://translatewiki.net/wiki/Special:Translations?message=MediaWiki%3Aphonos-tracking-category&namespace=8 Phonos], [https://translatewiki.net/wiki/Special:Translations?message=MediaWiki%3Arss-tracking-category&namespace=8 RSS], [https://translatewiki.net/wiki/Special:Translations?message=MediaWiki%3Ascore-use-category&namespace=8 Score], [https://translatewiki.net/wiki/Special:Translations?message=MediaWiki%3Awikihiero-usage-tracking-category&namespace=8 WikiHiero]. Wikis that have created the category locally should rename their local creation to match. Thanks to Pppery for these improvements. [https://phabricator.wikimedia.org/T347324] * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Technical volunteers who edit modules and want to get a list of the categories used on a page, can now do so using the <code><bdi lang="zxx" dir="ltr">categories</bdi></code> property of <code><bdi lang="zxx" dir="ltr">[[mediawikiwiki:Special:MyLanguage/Extension:Scribunto/Lua reference manual#Title objects|mw.title objects]]</bdi></code>. This enables wikis to configure workflows such as category-specific edit notices. Thanks to SD001 for these improvements. [https://phabricator.wikimedia.org/T50175][https://phabricator.wikimedia.org/T85372] '''Bugs status''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Your help is needed to check if any pages need to be moved or deleted. A maintenance script was run to clean up unreachable pages (due to Unicode issues or introduction of new namespaces/namespace aliases). The script tried to find appropriate names for the pages (e.g. by following the Unicode changes or by moving pages whose titles on Wikipedia start with <code>Talk:WP:</code> so that their titles start with <code>Wikipedia talk:</code>), but it may have failed for some pages, and moved them to <bdi lang="zxx" dir="ltr">[[Special:PrefixIndex/T195546/]]</bdi> instead. Your community should check if any pages are listed there, and move them to the correct titles, or delete them if they are no longer needed. A full log (including pages for which appropriate names could be found) is available in [[phab:P67388]]. * Editors who volunteer as [[mw:Special:MyLanguage/Help:Growth/Mentorship|mentors]] to newcomers on their wiki are once again able to access lists of potential mentees who they can connect with to offer help and guidance. This functionality was restored thanks to [[phab:T372164|a bug fix]]. Thank you to Mbch331 for filing the bug report. You can read about that, and 18 other community-submitted tasks that were [[m:Tech/News/Recently resolved community tasks|resolved last week]]. '''Project updates''' * The application deadline for the [[m:Special:MyLanguage/Product and Technology Advisory Council/Proposal|Product & Technology Advisory Council]] (PTAC) has been extended to September 16. Members will help by providing advice to Foundation Product and Technology leadership on short and long term plans, on complex strategic problems, and help to get feedback from more contributors and technical communities. Selected members should expect to spend roughly 5 hours per month for the Council, during the one year pilot. Please consider applying, and spread the word to volunteers you think would make a positive contribution to the committee. '''Learn more''' * The [[m:Special:MyLanguage/Coolest Tool Award#2024 Winners|2024 Coolest Tool Awards]] were awarded at Wikimania, in seven categories. For example, one award went to the ISA Tool, used for adding structured data to files on Commons, which was recently improved during the [[m:Event:Wiki Mentor Africa ISA Hackathon 2024|Wiki Mentor Africa Hackathon]]. You can see video demonstrations of each tool at the awards page. Congratulations to this year's recipients, and thank you to all tool creators and maintainers. * The latest [[m:Special:MyLanguage/Wikimedia Foundation Bulletin/2024/08-01|Wikimedia Foundation Bulletin]] is available, and includes some highlights from Wikimania, an upcoming Language community meeting, and other news from the movement. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/34|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W34"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:54, 20 August 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27307284 --> == Tech News: 2024-35 == <section begin="technews-2024-W35"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/35|Translations]] are available. '''Feature news''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Administrators can now test the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] feature on test2wiki. This was done to allow cross-wiki testing of temporary accounts, for when temporary accounts switch between projects. The feature was enabled on testwiki a few weeks ago. No further temporary account deployments are scheduled yet. Temporary Accounts is a project to create a new type of user account that replaces IP addresses of unregistered editors which are no longer made public. Please [[mw:Talk:Trust and Safety Product/Temporary Accounts|share your opinions and questions on the project talk page]]. * Later this week, editors at wikis that use [[mw:Special:MyLanguage/Extension:FlaggedRevs|FlaggedRevs]] (also known as "Pending Changes") may notice that the indicators at the top of articles have changed. This change makes the system more consistent with the rest of the MediaWiki interface. [https://phabricator.wikimedia.org/T191156] '''Bugs status''' * Editors who use the 2010 wikitext editor, and use the Character Insert buttons, will [[phab:T361465|no longer]] experience problems with the buttons adding content into the edit-summary instead of the edit-window. You can read more about that, and 26 other community-submitted tasks that were [[m:Tech/News/Recently resolved community tasks|resolved last week]]. '''Project updates''' * [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] Please review and vote on [[m:Special:MyLanguage/Community Wishlist/Focus areas|Focus Areas]], which are groups of wishes that share a problem. Focus Areas were created for the newly reopened Community Wishlist, which is now open year-round for submissions. The first batch of focus areas are specific to moderator workflows, around welcoming newcomers, minimizing repetitive tasks, and prioritizing tasks. Once volunteers have reviewed and voted on focus areas, the Foundation will then review and select focus areas for prioritization. * Do you have a project and are willing to provide a three (3) month mentorship for an intern? [[mw:Special:MyLanguage/Outreachy|Outreachy]] is a twice a year program for people to participate in a paid internship that will start in December 2024 and end in early March 2025, and they need mentors and projects to work on. Projects can be focused on coding or non-coding (design, documentation, translation, research). See the Outreachy page for more details, and a list of past projects since 2013. '''Learn more''' * If you're curious about the product and technology improvements made by the Wikimedia Foundation last year, read [[diffblog:2024/08/21/wikimedia-foundation-product-technology-improving-the-user-experience/|this recent highlights summary on Diff]]. * To learn more about the technology behind the Wikimedia projects, you can now watch sessions from the technology track at Wikimania 2024 on Commons. This week, check out: ** [[c:File:Wikimania 2024 - Ohrid - Day 2 - Community Configuration - Shaping On-Wiki Functionality Together.webm|Community Configuration - Shaping On-Wiki Functionality Together]] (55 mins) - about the [[mw:Special:MyLanguage/Community Configuration|Community Configuration]] project. ** [[c:File:Wikimania 2024 - Belgrade - Day 1 - Future of MediaWiki. A sustainable platform to support a collaborative user base and billions of page views.webm|Future of MediaWiki. A sustainable platform to support a collaborative user base and billions of page views]] (30 mins) - an overview for both technical and non technical audiences, covering some of the challenges and open questions, related to the [[mw:MediaWiki Product Insights|platform evolution, stewardship and developer experiences]] research. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/35|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W35"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:33, 26 August 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27341211 --> == Tech News: 2024-36 == <section begin="technews-2024-W36"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/36|Translations]] are available. '''Weekly highlight''' * Editors and volunteer developers interested in data visualisation can now test the new software for charts. Its early version is available on beta Commons and beta Wikipedia. This is an important milestone before making charts available on regular wikis. You can [[mw:Special:MyLanguage/Extension:Chart/Project/Updates|read more about this project update]] and help to test the charts. '''Feature news''' * Editors who use the [[{{#special:Unusedtemplates}}]] page can now filter out pages which are expected to be there permanently, such as sandboxes, test-cases, and templates that are always substituted. Editors can add the new magic word [[mw:Special:MyLanguage/Help:Magic words#EXPECTUNUSEDTEMPLATE|<code dir="ltr"><nowiki>__EXPECTUNUSEDTEMPLATE__</nowiki></code>]] to a template page to hide it from the listing. Thanks to Sophivorus and DannyS712 for these improvements. [https://phabricator.wikimedia.org/T184633] * Editors who use the New Topic tool on discussion pages, will [[phab:T334163|now be reminded]] to add a section header, which should help reduce the quantity of newcomers who add sections without a header. You can read more about that, and {{formatnum:28}} other community-submitted tasks that were [[m:Tech/News/Recently resolved community tasks|resolved last week]]. * Last week, some Toolforge tools had occasional connection problems. The cause is still being investigated, but the problems have been resolved for now. [https://phabricator.wikimedia.org/T373243] * Translation administrators at multilingual wikis, when editing multiple translation units, can now easily mark which changes require updates to the translation. This is possible with the [[phab:T298852#10087288|new dropdown menu]]. '''Project updates''' * A new draft text of a policy discussing the use of Wikimedia's APIs [[m:Special:MyLanguage/API Policy Update 2024|has been published on Meta-Wiki]]. The draft text does not reflect a change in policy around the APIs; instead, it is an attempt to codify existing API rules. Comments, questions, and suggestions are welcome on [[m:Talk:API Policy Update 2024|the proposed update’s talk page]] until September 13 or until those discussions have concluded. '''Learn more''' * To learn more about the technology behind the Wikimedia projects, you can now watch sessions from the technology track at Wikimania 2024 on Commons. This week, check out: ** [[c:File:Wikimania 2024 - Ohrid - Day 2 - Charts, the successor of Graphs - A secure and extensible tool for data visualization.webm|Charts, the successor of Graphs - A secure and extensible tool for data visualization]] (25 mins) – about the above-mentioned Charts project. ** [[c:File:Wikimania 2024 - Ohrid - Day 3 - State of Language Technology and Onboarding at Wikimedia.webm|State of Language Technology and Onboarding at Wikimedia]] (90 mins) – about some of the language tools that support Wikimedia sites, such as [[mw:Special:MyLanguage/Content translation|Content]]/[[mw:Special:MyLanguage/Content translation/Section translation|Section Translation]], [[mw:Special:MyLanguage/MinT|MinT]], and LanguageConverter; also the current state and future of languages onboarding. [https://phabricator.wikimedia.org/T368772] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/36|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W36"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:07, 3 September 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27390268 --> == Tech News: 2024-37 == <section begin="technews-2024-W37"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/37|Translations]] are available. '''Feature news''' * Starting this week, the standard [[mw:Special:MyLanguage/Extension:CodeMirror|syntax highlighter]] will receive new colors that make them compatible in dark mode. This is the first of many changes to come as part of a major upgrade to syntax highlighting. You can learn more about what's to come on the [[mw:Special:MyLanguage/Help:Extension:CodeMirror|help page]]. [https://phabricator.wikimedia.org/T365311][https://phabricator.wikimedia.org/T259059] * Editors of wikis using Wikidata will now be notified of only relevant Wikidata changes in their watchlist. This is because the Lua functions <bdi lang="zxx" dir="ltr"><code>entity:getSitelink()</code></bdi> and <bdi lang="zxx" dir="ltr"><code>mw.wikibase.getSitelink(qid)</code></bdi> will have their logic unified for tracking different aspects of sitelinks to reduce junk notifications from [[m:Wikidata For Wikimedia Projects/Projects/Watchlist Wikidata Sitelinks Tracking|inconsistent sitelinks tracking]]. [https://phabricator.wikimedia.org/T295356] '''Project updates''' * Users of all Wikis will have access to Wikimedia sites as read-only for a few minutes on September 25, starting at 15:00 UTC. This is a planned datacenter switchover for maintenance purposes. More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. [https://phabricator.wikimedia.org/T370962] * Contributors of [[phab:T363538#10123348|11 Wikipedias]], including English will have a new <bdi lang="zxx" dir="ltr"><code>MOS</code></bdi> namespace added to their Wikipedias. This improvement ensures that links beginning with <bdi lang="zxx" dir="ltr"><code>MOS:</code></bdi> (usually shortcuts to the [[w:en:Wikipedia:Manual of Style|Manual of Style]]) are not broken by [[w:en:Mooré|Mooré]] Wikipedia (language code <bdi lang="zxx" dir="ltr"><code>mos</code></bdi>). [https://phabricator.wikimedia.org/T363538] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/37|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W37"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 18:52, 9 September 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27424457 --> == Tech News: 2024-38 == <section begin="technews-2024-W38"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/38|Translations]] are available. '''Improvements and Maintenance''' * [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] Editors interested in templates can help by reading the latest Wishlist focus area, [[m:Special:MyLanguage/Community Wishlist/Focus areas/Template recall and discovery|Template recall and discovery]], and share your feedback on the talkpage. This input helps the Community Tech team to decide the right technical approach to build. Everyone is also encouraged to continue adding [[m:Special:MyLanguage/Community Wishlist|new wishes]]. * The new automated [[{{#special:NamespaceInfo}}]] page helps editors understand which [[mw:Special:MyLanguage/Help:Namespaces|namespaces]] exist on each wiki, and some details about how they are configured. Thanks to DannyS712 for these improvements. [https://phabricator.wikimedia.org/T263513] * [[mw:Special:MyLanguage/Help:Edit check#Reference check|References Check]] is a feature that encourages editors to add a citation when they add a new paragraph to a Wikipedia article. For a short time, the corresponding tag "Edit Check (references) activated" was erroneously being applied to some edits outside of the main namespace. This has been fixed. [https://phabricator.wikimedia.org/T373692] * It is now possible for a wiki community to change the order in which a page’s categories are displayed on their wiki. By default, categories are displayed in the order they appear in the wikitext. Now, wikis with a consensus to do so can [[m:Special:MyLanguage/Requesting wiki configuration changes|request]] a configuration change to display them in alphabetical order. [https://phabricator.wikimedia.org/T373480] * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Tool authors can now access ToolsDB's [[wikitech:Portal:Data Services#ToolsDB|public databases]] from both [[m:Special:MyLanguage/Research:Quarry|Quarry]] and [[wikitech:Superset|Superset]]. Those databases have always been accessible to every [[wikitech:Portal:Toolforge|Toolforge]] user, but they are now more broadly accessible, as Quarry can be accessed by anyone with a Wikimedia account. In addition, Quarry's internal database can now be [[m:Special:MyLanguage/Research:Quarry#Querying Quarry's own database|queried from Quarry itself]]. This database contains information about all queries that are being run and starred by users in Quarry. This information was already public through the web interface, but you can now query it using SQL. You can read more about that, and {{formatnum:20}} other community-submitted tasks that were [[m:Tech/News/Recently resolved community tasks|resolved last week]]. * Any pages or tools that still use the very old CSS classes <bdi lang="zxx" dir="ltr"><code>mw-message-box</code></bdi> need to be updated. These old classes will be removed next week or soon afterwards. Editors can use a [https://global-search.toolforge.org/?q=mw-message-box&regex=1&namespaces=&title= global-search] to determine what needs to be changed. It is possible to use the newer <bdi lang="zxx" dir="ltr"><code>cdx-message</code></bdi> group of classes as a replacement (see [https://doc.wikimedia.org/codex/latest/components/demos/message.html#css-only-version the relevant Codex documentation], and [https://meta.wikimedia.org/w/index.php?title=Tech/Header&diff=prev&oldid=27449042 an example update]), but using locally defined onwiki classes would be best. [https://phabricator.wikimedia.org/T374499] '''Technical project updates''' * Next week, all Wikimedia wikis will be read-only for a few minutes. This will start on September 25 at [https://zonestamp.toolforge.org/1727276400 15:00 UTC]. This is a planned datacenter switchover for maintenance purposes. [[m:Special:MyLanguage/Tech/Server switch|This maintenance process also targets other services.]] The previous switchover took 3 minutes, and the Site Reliability Engineering teams use many tools to make sure that this essential maintenance work happens as quickly as possible. [https://phabricator.wikimedia.org/T370962] '''Tech in depth''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] The latest monthly [[mw:Special:MyLanguage/MediaWiki Product Insights/Reports/August 2024|MediaWiki Product Insights newsletter]] is available. This edition includes details about: research about [[mw:Special:MyLanguage/Manual:Hooks|hook]] handlers to help simplify development, research about performance improvements, work to improve the REST API for end-users, and more. * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] To learn more about the technology behind the Wikimedia projects, you can now watch sessions from the technology track at Wikimania 2024 on Commons. This week, check out: ** [[c:File:Wikimania 2024 - Auditorium Kyiv - Day 4 - Hackathon Showcase.webm|Hackathon Showcase]] (45 mins) - 19 short presentations by some of the Hackathon participants, describing some of the projects they worked on, such as automated testing of maintenance scripts, a video-cutting command line tool, and interface improvements for various tools. There are [[phab:T369234|more details and links available]] in the Phabricator task. ** [[c:File:Co-Creating a Sustainable Future for the Toolforge Ecosystem.webm|Co-Creating a Sustainable Future for the Toolforge Ecosystem]] (40 mins) - a roundtable discussion for tool-maintainers, users, and supporters of Toolforge about how to make the platform sustainable and how to evaluate the tools available there. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/38|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W38"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:02, 17 September 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27460876 --> == Tech News: 2024-39 == <section begin="technews-2024-W39"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/39|Translations]] are available. '''Weekly highlight''' * All wikis will be [[m:Special:MyLanguage/Tech/Server switch|read-only]] for a few minutes on Wednesday September 25 at [https://zonestamp.toolforge.org/1727276400 15:00 UTC]. Reading the wikis will not be interrupted, but editing will be paused. These twice-yearly processes allow WMF's site reliability engineering teams to remain prepared to keep the wikis functioning even in the event of a major interruption to one of our data centers. '''Updates for editors''' [[File:Add alt text from a halfsheet, with the article behind.png|thumb|A screenshot of the interface for the Alt Text suggested-edit feature]] * Editors who use the iOS Wikipedia app in Spanish, Portuguese, French, or Chinese, may see the [[mw:Special:MyLanguage/Wikimedia Apps/iOS Suggested edits project/Alt Text Experiment|Alt Text suggested-edit experiment]] after editing an article, or completing a suggested edit using "[[mw:Special:MyLanguage/Wikimedia Apps/iOS Suggested edits project#Hypothesis 2 Add an Image Suggested Edit|Add an image]]". Alt-text helps people with visual impairments to read Wikipedia articles. The team aims to learn if adding alt-text to images is a task that editors can be successful with. Please share any feedback on [[mw:Talk:Wikimedia Apps/iOS Suggested edits project/Alt Text Experiment|the discussion page]]. * The Codex color palette has been updated with new and revised colors for the MediaWiki user interfaces. The [[mw:Special:MyLanguage/Design System Team/Color/Design documentation#Updates|most noticeable changes]] for editors include updates for: dark mode colors for Links and for quiet Buttons (progressive and destructive), visited Link colors for both light and dark modes, and background colors for system-messages in both light and dark modes. * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] It is now possible to include clickable wikilinks and external links inside code blocks. This includes links that are used within <code><nowiki><syntaxhighlight></nowiki></code> tags and on code pages (JavaScript, CSS, Scribunto and Sanitized CSS). Uses of template syntax <code><nowiki>{{…}}</nowiki></code> are also linked to the template page. Thanks to SD0001 for these improvements. [https://phabricator.wikimedia.org/T368166] * Two bugs were fixed in the [[m:Special:MyLanguage/Account vanishing|GlobalVanishRequest]] system by improving the logging and by removing an incorrect placeholder message. [https://phabricator.wikimedia.org/T370595][https://phabricator.wikimedia.org/T372223] * View all {{formatnum:25}} community-submitted {{PLURAL:25|task|tasks}} that were [[m:Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] From [[m:Special:MyLanguage/Wikimedia Enterprise|Wikimedia Enterprise]]: ** The API now enables 5,000 on-demand API requests per month and twice-monthly HTML snapshots freely (gratis and libre). More information on the updates and also improvements to the software development kits (SDK) are explained on [https://enterprise.wikimedia.com/blog/enhanced-free-api/ the project's blog post]. While Wikimedia Enterprise APIs are designed for high-volume commercial reusers, this change enables many more community use-cases to be built on the service too. ** The Snapshot API (html dumps) have added beta Structured Contents endpoints ([https://enterprise.wikimedia.com/blog/structured-contents-snapshot-api/ blog post on that]) as well as released two beta datasets (English and French Wikipedia) from that endpoint to Hugging Face for public use and feedback ([https://enterprise.wikimedia.com/blog/hugging-face-dataset/ blog post on that]). These pre-parsed data sets enable new options for researchers, developers, and data scientists to use and study the content. '''In depth''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] The Wikidata Query Service (WDQS) is used to get answers to questions using the Wikidata data set. As Wikidata grows, we had to make a major architectural change so that WDQS could remain performant. As part of the [[d:Special:MyLanguage/Wikidata:SPARQL query service/WDQS graph split|WDQS Graph Split project]], we have new SPARQL endpoints available for serving the "[https://query-scholarly.wikidata.org scholarly]" and "[https://query-main.wikidata.org main]" subgraphs of Wikidata. The [http://query.wikidata.org query.wikidata.org endpoint] will continue to serve the full Wikidata graph until March 2025. After this date, it will only serve the main graph. For more information, please see [[d:Special:MyLanguage/Wikidata:SPARQL query service/WDQS backend update/September 2024 scaling update|the announcement on Wikidata]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/39|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W39"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:36, 23 September 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27493779 --> == Tech News: 2024-40 == <section begin="technews-2024-W40"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/40|Translations]] are available. '''Updates for editors''' * Readers of [[phab:T375401|42 more wikis]] can now use Dark Mode. If the option is not yet available for logged-out users of your wiki, this is likely because many templates do not yet display well in Dark Mode. Please use the [https://night-mode-checker.wmcloud.org/ night-mode-checker tool] if you are interested in helping to reduce the number of issues. The [[mw:Special:MyLanguage/Recommendations for night mode compatibility on Wikimedia wikis|recommendations page]] provides guidance on this. Dark Mode is enabled on additional wikis once per month. * Editors using the 2010 wikitext editor as their default can access features from the 2017 wikitext editor by adding <code dir=ltr>?veaction=editsource</code> to the URL. If you would like to enable the 2017 wikitext editor as your default, it can be set in [[Special:Preferences#mw-input-wpvisualeditor-newwikitext|your preferences]]. [https://phabricator.wikimedia.org/T239796] * For logged-out readers using the Vector 2022 skin, the "donate" link has been moved from a collapsible menu next to the content area into a more prominent top menu, next to "Create an account". This restores the link to the level of prominence it had in the Vector 2010 skin. [[mw:Readers/2024 Reader and Donor Experiences#Donor Experiences (Key Result WE 3.2 and the related hypotheses)|Learn more]] about the changes related to donor experiences. [https://phabricator.wikimedia.org/T373585] * The CampaignEvents extension provides tools for organizers to more easily manage events, communicate with participants, and promote their events on the wikis. The extension has been [[m:Special:MyLanguage/CampaignEvents/Deployment status|enabled]] on Arabic Wikipedia, Igbo Wikipedia, Swahili Wikipedia, and Meta-Wiki. [[w:zh:Wikipedia:互助客栈/其他#引進CampaignEvents擴充功能|Chinese Wikipedia has decided]] to enable the extension, and discussions on the extension are in progress [[w:es:Wikipedia:Votaciones/2024/Sobre la política de Organizadores de Eventos|on Spanish Wikipedia]] and [[d:Wikidata:Project chat#Enabling the CampaignEvents Extention on Wikidata|on Wikidata]]. To learn how to enable the extension on your wiki, you can visit [[m:Special:MyLanguage/CampaignEvents|the CampaignEvents page on Meta-Wiki]]. * View all {{formatnum:22}} community-submitted {{PLURAL:22|task|tasks}} that were [[m:Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * Developers with an account on Wikitech-wiki should [[wikitech:Wikitech/SUL-migration|check if any action is required]] for their accounts. The wiki is being changed to use the single-user-login (SUL) system, and other configuration changes. This change will help reduce the overall complexity for the weekly software updates across all our wikis. '''In depth''' * The [[m:Special:MyLanguage/Tech/Server switch|server switch]] was completed successfully last week with a read-only time of [[wikitech:Switch Datacenter#Past Switches|only 2 minutes 46 seconds]]. This periodic process makes sure that engineers can switch data centers and keep all of the wikis available for readers, even if there are major technical issues. It also gives engineers a chance to do maintenance and upgrades on systems that normally run 24 hours a day, and often helps to reveal weaknesses in the infrastructure. The process involves dozens of software services and hundreds of hardware servers, and requires multiple teams working together. Work over the past few years has reduced the time from 17 minutes down to 2–3 minutes. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/66ZW7B2MG63AESQVTXDIFQBDBS766JGW/] '''Meetings and events''' * October 4–6: [[m:Special:MyLanguage/WikiIndaba conference 2024|WikiIndaba Conference's Hackathon]] in Johannesburg, South Africa * November 4–6: [[mw:Special:MyLanguage/MediaWiki Users and Developers Conference Fall 2024|MediaWiki Users and Developers Conference Fall 2024]] in Vienna, Austria '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/40|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W40"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:20, 30 September 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27530062 --> == Tech News: 2024-41 == <section begin="technews-2024-W41"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/41|Translations]] are available. '''Weekly highlight''' * Communities can now request installation of [[mw:Special:MyLanguage/Moderator Tools/Automoderator|Automoderator]] on their wiki. Automoderator is an automated anti-vandalism tool that reverts bad edits based on scores from the new "Revert Risk" machine learning model. You can [[mw:Special:MyLanguage/Extension:AutoModerator/Deploying|read details about the necessary steps]] for installation and configuration. [https://phabricator.wikimedia.org/T336934] '''Updates for editors''' * Translators in wikis where [[mw:Special:MyLanguage/Content translation/Section translation#Try the tool|the mobile experience of Content Translation is available]], can now customize their articles suggestion list from 41 filtering options when using the tool. This topic-based article suggestion feature makes it easy for translators to self-discover relevant articles based on their area of interest and translate them. You can [https://test.wikipedia.org/w/index.php?title=Special:ContentTranslation&active-list=suggestions try it with your mobile device]. [https://phabricator.wikimedia.org/T368422] * View all {{formatnum:12}} community-submitted {{PLURAL:12|task|tasks}} that were [[m:Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * It is now possible for <bdi lang="zxx" dir="ltr"><code><nowiki><syntaxhighlight></nowiki></code></bdi> code blocks to offer readers a "Copy" button if the <bdi lang="zxx" dir="ltr"><code><nowiki>copy=1</nowiki></code></bdi> attribute is [[mw:Special:MyLanguage/Extension:SyntaxHighlight#copy|set on the tag]]. Thanks to SD0001 for these improvements. [https://phabricator.wikimedia.org/T40932] * Customized copyright footer messages on all wikis will be updated. The new versions will use wikitext markup instead of requiring editing raw HTML. [https://phabricator.wikimedia.org/T375789] * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Later this month, [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] will be rolled out on several pilot wikis. The final list of the wikis will be published in the second half of the month. If you maintain any tools, bots, or gadgets on [[phab:T376499|these 11 wikis]], and your software is using data about IP addresses or is available for logged-out users, please check if it needs to be updated to work with temporary accounts. [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/For developers|Guidance on how to update the code is available]]. * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Rate limiting has been enabled for the code review tools [[Wikitech:Gerrit|Gerrit]] and [[Wikitech:GitLab|GitLab]] to address ongoing issues caused by malicious traffic and scraping. Clients that open too many concurrent connections will be restricted for a few minutes. This rate limiting is managed through [[Wikitech:nftables|nftables]] firewall rules. For more details, see Wikitech's pages on [[Wikitech:Firewall#Throttling with nftables|Firewall]], [[Wikitech:GitLab/Abuse and rate limiting|GitLab limits]] and [[Wikitech:Gerrit/Operations#Throttling IPs|Gerrit operations]]. * Five new wikis have been created: ** a {{int:project-localized-name-group-wikipedia}} in [[d:Q49224|Komering]] ([[w:kge:|<code>w:kge:</code>]]) [https://phabricator.wikimedia.org/T374813] ** a {{int:project-localized-name-group-wikipedia}} in [[d:Q36096|Mooré]] ([[m:mos:|<code>m:mos:</code>]]) [https://phabricator.wikimedia.org/T374641] ** a {{int:project-localized-name-group-wiktionary}} in [[d:Q36213|Madurese]] ([[wikt:mad:|<code>wikt:mad:</code>]]) [https://phabricator.wikimedia.org/T374968] ** a {{int:project-localized-name-group-wikiquote}} in [[d:Q2501174|Gorontalo]] ([[q:gor:|<code>q:gor:</code>]]) [https://phabricator.wikimedia.org/T375088] ** a {{int:project-localized-name-group-wikinews}} in [[d:Q56482|Shan]] ([[n:shn:|<code>n:shn:</code>]]) [https://phabricator.wikimedia.org/T375430] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/41|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W41"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:42, 7 October 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27557422 --> == Tech News: 2024-42 == <section begin="technews-2024-W42"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/42|Translations]] are available. '''Updates for editors''' * The Structured Discussion extension (also known as Flow) is starting to be removed. This extension is unmaintained and causes issues. It will be replaced by [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]], which is used on any regular talk page. [[mw:Special:MyLanguage/Structured Discussions/Deprecation#Deprecation timeline|A first set of wikis]] are being contacted. These wikis are invited to stop using Flow, and to move all Flow boards to sub-pages, as archives. At these wikis, a script will move all Flow pages that aren't a sub-page to a sub-page automatically, starting on 22 October 2024. On 28 October 2024, all Flow boards at these wikis will be set in read-only mode. [https://www.mediawiki.org/wiki/Structured_Discussions/Deprecation][https://phabricator.wikimedia.org/T370722] * WMF's Search Platform team is working on making it easier for readers to perform text searches in their language. A [[phab:T332342|change last week]] on over 30 languages makes it easier to find words with accents and other diacritics. This applies to both full-text search and to types of advanced search such as the <bdi lang="en" dir="ltr">''hastemplate''</bdi> and <bdi lang="en" dir="ltr">''incategory''</bdi> keywords. More technical details (including a few other minor search upgrades) are available. [https://www.mediawiki.org/wiki/User:TJones_%28WMF%29/Notes/Language_Analyzer_Harmonization_Notes#ASCII-folding/ICU-folding_%28T332342%29] * View all {{formatnum:20}} community-submitted {{PLURAL:20|task|tasks}} that were [[m:Tech/News/Recently resolved community tasks|resolved last week]]. For example, [[mw:Special:MyLanguage/Help:Edit check|EditCheck]] was installed at Russian Wikipedia, and fixes were made for some missing user interface styles. '''Updates for technical contributors''' * Editors who use the Toolforge tool [[toolforge:copyvios|Earwig's Copyright Violation Detector]] will now be required to log in with their Wikimedia account before running checks using the "search engine" option. This change is needed to help prevent external bots from misusing the system. Thanks to Chlod for these improvements. [https://en.wikipedia.org/wiki/Wikipedia_talk:New_pages_patrol/Reviewers#Authentication_is_now_required_for_search_engine_checks_on_Earwig's_Copyvio_Tool] * [[m:Special:MyLanguage/Phabricator|Phabricator]] users can create tickets and add comments on existing tickets via Email again. [[mw:Special:MyLanguage/Phabricator/Help#Using email|Sending email to Phabricator]] has been fixed. [https://phabricator.wikimedia.org/T356077] * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Some HTML elements in the interface are now wrapped with a <code><nowiki><bdi></nowiki></code> element, to make our HTML output more aligned with Web standards. More changes like this will be coming in future weeks. This change might break some tools that rely on the previous HTML structure of the interface. Note that relying on the HTML structure of the interface is [[mw:Special:MyLanguage/Stable interface policy/Frontend#What is not stable?|not recommended]] and might break at any time. [https://phabricator.wikimedia.org/T375975] '''In depth''' * The latest monthly [[mw:Special:MyLanguage/MediaWiki Product Insights/Reports/September 2024|MediaWiki Product Insights newsletter]] is available. This edition includes: updates on Wikimedia's authentication system, research to simplify feature development in the MediaWiki platform, updates on Parser Unification and MathML rollout, and more. * The latest quarterly [[mw:Technical Community Newsletter/2024/October|Technical Community Newsletter]] is now available. This edition include: research about improving topic suggestions related to countries, improvements to PHPUnit tests, and more. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/42|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W42"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:21, 14 October 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27597254 --> == Tech News: 2024-43 == <section begin="technews-2024-W43"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/43|Translations]] are available. '''Weekly highlight''' * The Mobile Apps team has released an [[mw:Special:MyLanguage/Wikimedia Apps/Team/iOS/Navigation Refresh#Phase 1: Creating a user Profile Menu (T373714)|update]] to the iOS app's navigation, and it is now available in the latest App store version. The team added a new Profile menu that allows for easy access to editor features like Notifications and Watchlist from the Article view, and brings the "Donate" button into a more accessible place for users who are reading an article. This is the first phase of a larger planned [[mw:Special:MyLanguage/Wikimedia Apps/Team/iOS/Navigation Refresh|navigation refresh]] to help the iOS app transition from a primarily reader-focused app, to an app that fully supports reading and editing. The Wikimedia Foundation has added more editing features and support for on-wiki communication based on volunteer requests in recent years. [[File:IOS App Navigation refresh first phase 05.png|thumb|iOS Wikipedia App's profile menu and contents]] '''Updates for editors''' * Wikipedia readers can now download a browser extension to experiment with some early ideas on potential features that recommend articles for further reading, automatically summarize articles, and improve search functionality. For more details and to stay updated, check out the Web team's [[mw:Special:MyLanguage/Reading/Web/Content Discovery Experiments|Content Discovery Experiments page]] and [[mw:Special:MyLanguage/Newsletter:Web team's projects|subscribe to their newsletter]]. * Later this month, logged-out editors of [[phab:T376499|these 12 wikis]] will start to have [[mw:Special:Mylanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] created. The list may slightly change - some wikis may be removed but none will be added. Temporary account is a new [[mw:Special:MyLanguage/User account types|type of user account]]. It enhances the logged-out editors' privacy and makes it easier for community members to communicate with them. If you maintain any tools, bots, or gadgets on these 12 wikis, and your software is using data about IP addresses or is available for logged-out users, please check if it needs to be updated to work with temporary accounts. [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/For developers|Guidance on how to update the code is available]]. Read more about the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/Updates|deployment plan across all wikis]]. * View all {{formatnum:33}} community-submitted {{PLURAL:33|task|tasks}} that were [[m:Tech/News/Recently resolved community tasks|resolved last week]]. For example, the [[w:nr:Main Page|South Ndebele]], [[w:rsk:Главни бок|Pannonian Rusyn]], [[w:ann:Uwu|Obolo]], [[w:iba:Lambar Keterubah|Iban]] and [[w:tdd:ᥞᥨᥝᥴ ᥘᥣᥲ ᥖᥥᥰ|Tai Nüa]] Wikipedia languages were created last week. [https://www.wikidata.org/wiki/Q36785][https://www.wikidata.org/wiki/Q35660][https://www.wikidata.org/wiki/Q36614][https://www.wikidata.org/wiki/Q33424][https://www.wikidata.org/wiki/Q36556] * It is now possible to create functions on Wikifunctions using Wikidata lexemes, through the new [[f:Z6005|Wikidata lexeme type]] launched last week. When you go to one of these functions, the user interface provides a lexeme selector that helps you pick a lexeme from Wikidata that matches the word you type. After hitting run, your selected lexeme is retrieved from Wikidata, transformed into a Wikidata lexeme type, and passed into the selected function. Read more about this in [[f:Special:MyLanguage/Wikifunctions:Status updates/2024-10-17#Function of the Week: select representation from lexeme|the latest Wikifunctions newsletter]]. '''Updates for technical contributors''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Users of the Wikimedia sites can now format dates more easily in different languages with the new <code dir="ltr">{{[[mw:Special:MyLanguage/Help:Extension:ParserFunctions##timef|#timef]]:…}}</code> parser function. For example, <code dir="ltr"><nowiki>{{#timef:now|date|en}}</nowiki></code> will show as "<bdi lang="en" dir="ltr">{{#timef:now|date|en}}</bdi>". Previously, <code dir="ltr"><nowiki>{{#time:…}}</nowiki></code> could be used to format dates, but this required knowledge of the order of the time and date components and their intervening punctuation. <code dir="ltr">#timef</code> (or <code dir="ltr">#timefl</code> for local time) provides access to the standard date formats that MediaWiki uses in its user interface. This may help to simplify some templates on multi-lingual wikis like Commons and Meta. [https://phabricator.wikimedia.org/T223772][https://www.mediawiki.org/wiki/Special:MyLanguage/Help:Extension:ParserFunctions##timef] * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Commons and Meta users can now efficiently [[mw:Special:MyLanguage/Help:Magic words#Localization|retrieve the user's language]] using <code dir="ltr"><nowiki>{{USERLANGUAGE}}</nowiki></code> instead of using <code dir="ltr"><nowiki>{{int:lang}}</nowiki></code>. [https://phabricator.wikimedia.org/T4085] * The [[m:Special:MyLanguage/Product and Technology Advisory Council|Product and Tech Advisory Council]] (PTAC) now has its pilot members with representation across Africa, Asia, Europe, North America and South America. They will work to address the [[Special:MyLanguage/Movement Strategy/Initiatives/Technology Council|Movement Strategy's Technology Council]] initiative of having a co-defined and more resilient technological platform. [https://meta.wikimedia.org/wiki/Movement_Strategy/Initiatives/Technology_Council] '''In depth''' * The latest quarterly [[mw:Special:MyLanguage/Growth/Newsletters/32|Growth newsletter]] is available. It includes: an upcoming Newcomer Homepage Community Updates module, new Community Configuration options, and details on new projects. * The Wikimedia Foundation is [[mw:Special:MyLanguage/Wikimedia Security Team#CNA Partnership|now an official partner of the CVE program]], which is an international effort to catalog publicly disclosed cybersecurity vulnerabilities. This partnership will allow the Security Team to instantly publish [[w:en:Common Vulnerabilities and Exposures|common vulnerabilities and exposures]] (CVE) records that are affecting MediaWiki core, extensions, and skins, along with any other code the Foundation is a steward of. * The [[m:Special:MyLanguage/Community Wishlist|Community Wishlist]] is now [[m:Community Wishlist/Updates#October 16, 2024: Conversations Made Easier: Machine-Translated Wishes Are Here!|testing machine translations]] for Wishlist content. Volunteers can now read machine-translated versions of wishes and dive into discussions even before translators arrive to translate content. '''Meetings and events''' * 24 October - Wiki Education Speaker Series Webinar - [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/N4XTB4G55BUY3M3PNGUAKQWJ7A4UOPAK/ Open Source Tech: Building the Wiki Education Dashboard], featuring Wikimedia interns and a Web developer in the panel. * 20–22 December 2024 - [[m:Special:MyLanguage/Indic Wikimedia Hackathon Bhubaneswar 2024|Indic Wikimedia Hackathon Bhubaneswar 2024]] in Odisha, India. A hackathon for community members, including developers, designers and content editors, to build technical solutions that improve contributors' experiences. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/43|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W43"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:52, 21 October 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27634672 --> == Tech News: 2024-44 == <section begin="technews-2024-W44"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/44|Translations]] are available. '''Updates for editors''' * Later in November, the Charts extension will be deployed to the test wikis in order to help identify and fix any issue. A security review is underway to then enable deployment to pilot wikis for broader testing. You can read [[mw:Special:MyLanguage/Extension:Chart/Project/Updates#October 2024: Working towards production deployment|the October project update]] and see the [https://en.wikipedia.beta.wmflabs.org/wiki/Charts latest documentation and examples on Beta Wikipedia]. * View all {{formatnum:32}} community-submitted {{PLURAL:32|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, [[w:en:PediaPress|Pediapress.com]], an external service that creates books from Wikipedia, can now use [[mw:Special:MyLanguage/Wikimedia Maps|Wikimedia Maps]] to include existing pre-rendered infobox map images in their printed books on Wikipedia. [https://phabricator.wikimedia.org/T375761] '''Updates for technical contributors''' * Wikis can use [[:mw:Special:MyLanguage/Extension:GuidedTour|the Guided Tour extension]] to help newcomers understand how to edit. The Guided Tours extension now works with [[mw:Special:MyLanguage/Manual:Dark mode|dark mode]]. Guided Tour maintainers can check their tours to see that nothing looks odd. They can also set <code>emitTransitionOnStep</code> to <code>true</code> to fix an old bug. They can use the new flag <code>allowAutomaticBack</code> to avoid back-buttons they don't want. [https://phabricator.wikimedia.org/T73927#10241528] * Administrators in the Wikimedia projects who use the [[mw:Special:MyLanguage/Help:Extension:Nuke|Nuke Extension]] will notice that mass deletions done with this tool have the "Nuke" tag. This change will make reviewing and analyzing deletions performed with the tool easier. [https://phabricator.wikimedia.org/T366068] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/44|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W44"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:56, 28 October 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27668811 --> == Tech News: 2024-45 == <section begin="technews-2024-W45"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/45|Translations]] are available. '''Updates for editors''' * Stewards can now make [[m:Special:MyLanguage/Global blocks|global account blocks]] cause global [[mw:Special:MyLanguage/Autoblock|autoblocks]]. This will assist stewards in preventing abuse from users who have been globally blocked. This includes preventing globally blocked temporary accounts from exiting their session or switching browsers to make subsequent edits for 24 hours. Previously, temporary accounts could exit their current session or switch browsers to continue editing. This is an anti-abuse tool improvement for the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|Temporary Accounts]] project. You can read more about the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/Updates|progress on key features for temporary accounts]]. [https://phabricator.wikimedia.org/T368949] * Wikis that have the [[m:Special:MyLanguage/CampaignEvents/Deployment status|CampaignEvents extension enabled]] can now use the [[m:Special:MyLanguage/Campaigns/Foundation Product Team/Event list#October 29, 2024: Collaboration List launched|Collaboration List]] feature. This list provides a new, easy way for contributors to learn about WikiProjects on their wikis. Thanks to the Campaign team for this work that is part of [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2024-2025/Product %26 Technology OKRs#WE KRs|the 2024/25 annual plan]]. If you are interested in bringing the CampaignEvents extension to your wiki, you can [[m:Special:MyLanguage/CampaignEvents/Deployment status#How to Request the CampaignEvents Extension for your wiki|follow these steps]] or you can reach out to User:Udehb-WMF for help. * The text color for red links will be slightly changed later this week to improve their contrast in light mode. [https://phabricator.wikimedia.org/T370446] * View all {{formatnum:32}} community-submitted {{PLURAL:32|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, on multilingual wikis, users [[phab:T216368|can now]] hide translations from the WhatLinksHere special page. '''Updates for technical contributors''' * XML [[m:Special:MyLanguage/Data dumps|data dumps]] have been temporarily paused whilst a bug is investigated. [https://lists.wikimedia.org/hyperkitty/list/xmldatadumps-l@lists.wikimedia.org/message/BXWJDPO5QI2QMBCY7HO36ELDCRO6HRM4/] '''In depth''' * Temporary Accounts have been deployed to six wikis; thanks to the Trust and Safety Product team for [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|this work]], you can read about [[phab:T340001|the deployment plans]]. Beginning next week, Temporary Accounts will also be enabled on [[phab:T378336|seven other projects]]. If you are active on these wikis and need help migrating your tools, please reach out to [[m:User:Udehb-WMF|User:Udehb-WMF]] for assistance. * The latest quarterly [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2024/October|Language and Internationalization newsletter]] is available. It includes: New languages supported in translatewiki or in MediaWiki; New keyboard input methods for some languages; details about recent and upcoming meetings, and more. '''Meetings and events''' * [[mw:Special:MyLanguage/MediaWiki Users and Developers Conference Fall 2024|MediaWiki Users and Developers Conference Fall 2024]] is happening in Vienna, Austria and online from 4 to 6 November 2024. The conference will feature discussions around the usage of MediaWiki software by and within companies in different industries and will inspire and onboard new users. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/45|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W45"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:50, 4 November 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27693917 --> == Tech News: 2024-46 == <section begin="technews-2024-W46"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/46|Translations]] are available. '''Updates for editors''' * On wikis with the [[mw:Special:MyLanguage/Help:Extension:Translate|Translate extension]] enabled, users will notice that the FuzzyBot will now automatically create translated versions of categories used on translated pages. [https://phabricator.wikimedia.org/T285463] * View all {{formatnum:29}} community-submitted {{PLURAL:29|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the submitted task to use the [[mw:Special:MyLanguage/Extension:SecurePoll|SecurePoll extension]] for English Wikipedia's special [[w:en:Wikipedia:Administrator elections|administrator election]] was resolved on time. [https://phabricator.wikimedia.org/T371454] '''Updates for technical contributors''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] In <code dir="ltr">[[mw:MediaWiki_1.44/wmf.2|1.44.0-wmf-2]]</code>, the logic of Wikibase function <code>getAllStatements</code> changed to behave like <code>getBestStatements</code>. Invoking the function now returns a copy of values which are immutable. [https://phabricator.wikimedia.org/T270851] * [https://en.wikipedia.org/api/rest_v1/ Wikimedia REST API] users, such as bot operators and tool maintainers, may be affected by ongoing upgrades. The API will be rerouting some page content endpoints from RESTbase to the newer [[mw:Special:MyLanguage/API:REST API|MediaWiki REST API]] endpoints. The [[phab:T374683|impacted endpoints]] include getting page/revision metadata and rendered HTML content. These changes will be available on testwiki later this week, with other projects to follow. This change should not affect existing functionality, but active users of the impacted endpoints should verify behavior on testwiki, and raise any concerns on the related [[phab:T374683|Phabricator ticket]]. '''In depth''' * Admins and users of the Wikimedia projects [[mw:Special:MyLanguage/Moderator_Tools/Automoderator#Usage|where Automoderator is enabled]] can now monitor and evaluate important metrics related to Automoderator's actions. [https://superset.wmcloud.org/superset/dashboard/unified-automoderator-activity-dashboard/ This Superset dashboard] calculates and aggregates metrics about Automoderator's behaviour on the projects in which it is deployed. Thanks to the Moderator Tools team for this Dashboard; you can visit [[mw:Special:MyLanguage/Moderator Tools/Automoderator/Unified Activity Dashboard|the documentation page]] for more information about this work. [https://phabricator.wikimedia.org/T369488] '''Meetings and events''' * 21 November 2024 ([[m:Special:MyLanguage/Event:Commons community discussion - 21 November 2024 8:00 UTC|8:00 UTC]] & [[m:Special:MyLanguage/Event:Commons community discussion - 21 November 2024 16:00 UTC|16:00 UTC]]) - [[c:Commons:WMF support for Commons/Commons community calls|Community call]] with Wikimedia Commons volunteers and stakeholders to help prioritize support efforts for 2025-2026 Fiscal Year. The theme of this call is how content should be organised on Wikimedia Commons. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/46|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W46"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:07, 12 November 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27732268 --> == Tech News: 2024-47 == <section begin="technews-2024-W47"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/47|Translations]] are available. '''Updates for editors''' * Users of Wikimedia sites will now be warned when they create a [[mw:Special:MyLanguage/Help:Redirects|redirect]] to a page that doesn't exist. This will reduce the number of broken redirects to red links in our projects. [https://phabricator.wikimedia.org/T326057] * View all {{formatnum:42}} community-submitted {{PLURAL:42|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, [[mw:Special:MyLanguage/Manual:Pywikibot/Overview|Pywikibot]], which automates work on MediaWiki sites, was upgraded to 9.5.0 on Toolforge. [https://phabricator.wikimedia.org/T378676] '''Updates for technical contributors''' * On wikis that use the [[mw:Special:MyLanguage/Extension:FlaggedRevs|FlaggedRevs extension]], pages created or moved by users with the appropriate permissions are marked as flagged automatically. This feature has not been working recently, and changes fixing it should be deployed this week. Thanks to Daniel and Wargo for working on this. [https://phabricator.wikimedia.org/T379218][https://phabricator.wikimedia.org/T368380] '''In depth''' * There is a new [https://diff.wikimedia.org/2024/11/05/say-hi-to-temporary-accounts-easier-collaboration-with-logged-out-editors-with-better-privacy-protection Diff post] about Temporary Accounts, available in more than 15 languages. Read it to learn about what Temporary Accounts are, their impact on different groups of users, and the plan to introduce the change on all wikis. '''Meetings and events''' * Technical volunteers can now register for the [[mw:Special:MyLanguage/Wikimedia Hackathon 2025|2025 Wikimedia Hackathon]], which will take place in Istanbul, Turkey. [https://pretix.eu/wikimedia/hackathon2025/ Application for travel and accommodation scholarships] is open from '''November 12 to December 10 2024'''. The registration for the event will close in mid-April 2025. The Wikimedia Hackathon is an annual gathering that unites the global technical community to collaborate on existing projects and explore new ideas. * Join the [[C:Special:MyLanguage/Commons:WMF%20support%20for%20Commons/Commons%20community%20calls|Wikimedia Commons community calls]] this week to help prioritize support for Commons which will be planned for 2025–2026. The theme will be how content should be organised on Wikimedia Commons. This is an opportunity for volunteers who work on different things to come together and talk about what matters for the future of the project. The calls will take place '''November 21, 2024, [[m:Special:MyLanguage/Event:Commons community discussion - 21 November 2024 8:00 UTC|8:00 UTC]] and [[m:Special:MyLanguage/Event:Commons community discussion - 21 November 2024 16:00 UTC|16:00 UTC]]'''. * A [[mw:Special:MyLanguage/Wikimedia_Language_and_Product_Localization/Community meetings#29 November 2024|Language community meeting]] will take place '''November 29, 16:00 UTC''' to discuss updates and technical problem-solving. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/47|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W47"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 02:00, 19 November 2024 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27806858 --> == Tech News: 2024-48 == <section begin="technews-2024-W48"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/48|Translations]] are available. '''Updates for editors''' * [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] A new version of the standard wikitext editor-mode [[mw:Special:MyLanguage/Extension:CodeMirror|syntax highlighter]] will be available as a [[Special:Preferences#mw-prefsection-betafeatures|beta feature]] later this week. This brings many new features and bug fixes, including right-to-left support, [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Template folding|template folding]], [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Autocompletion|autocompletion]], and an improved search panel. You can learn more on the [[mw:Special:MyLanguage/Help:Extension:CodeMirror|help page]]. * The 2010 wikitext editor now supports common keyboard shortcuts such <bdi lang="zxx" dir="ltr"><code>Ctrl</code>+<code>B</code></bdi> for bold and <bdi lang="zxx" dir="ltr"><code>Ctrl</code>+<code>I</code></bdi> for italics. A full [[mw:Help:Extension:WikiEditor#Keyboard shortcuts|list of all six shortcuts]] is available. Thanks to SD0001 for this improvement. [https://phabricator.wikimedia.org/T62928] * Starting November 28, Flow/Structured Discussions pages will be automatically archived and set to read-only at the following wikis: <bdi>bswiki</bdi>{{int:comma-separator/en}}<bdi>elwiki</bdi>{{int:comma-separator/en}}<bdi>euwiki</bdi>{{int:comma-separator/en}}<bdi>fawiki</bdi>{{int:comma-separator/en}}<bdi>fiwiki</bdi>{{int:comma-separator/en}}<bdi>frwikiquote</bdi>{{int:comma-separator/en}}<bdi>frwikisource</bdi>{{int:comma-separator/en}}<bdi>frwikiversity</bdi>{{int:comma-separator/en}}<bdi>frwikivoyage</bdi>{{int:comma-separator/en}}<bdi>idwiki</bdi>{{int:comma-separator/en}}<bdi>lvwiki</bdi>{{int:comma-separator/en}}<bdi>plwiki</bdi>{{int:comma-separator/en}}<bdi>ptwiki</bdi>{{int:comma-separator/en}}<bdi>urwiki</bdi>{{int:comma-separator/en}}<bdi>viwikisource</bdi>{{int:comma-separator/en}}<bdi>zhwikisource</bdi>. This is done as part of [[mw:Special:MyLanguage/Structured_Discussions/Deprecation|StructuredDiscussions deprecation work]]. If you need any assistance to archive your page in advance, please contact [[m:User:Trizek (WMF)|Trizek (WMF)]]. * View all {{formatnum:25}} community-submitted {{PLURAL:25|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a user creating a new AbuseFilter can now only set the filter to "protected" [[phab:T377765|if it includes a protected variable]]. '''Updates for technical contributors''' * The [[mw:Special:MyLanguage/Extension:CodeEditor|CodeEditor]], which can be used in JavaScript, CSS, JSON, and Lua pages, [[phab:T377663|now offers]] live autocompletion. Thanks to SD0001 for this improvement. The feature can be temporarily disabled on a page by pressing <bdi lang="zxx" dir="ltr"><code>Ctrl</code>+<code>,</code></bdi> and un-selecting "<bdi lang="en" dir="ltr">Live Autocompletion</bdi>". * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Tool-maintainers who use the Graphite system for tracking metrics, need to migrate to the newer Prometheus system. They can check [https://grafana.wikimedia.org/d/K6DEOo5Ik/grafana-graphite-datasource-utilization?orgId=1 this dashboard] and the list in the Description of the [[phab:T350592|task T350592]] to see if their tools are listed, and they should claim metrics and dashboards connected to their tools. They can then disable or migrate all existing metrics by following the instructions in the task. The Graphite service will become read-only in April. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/KLUV4IOLRYXPQFWD6WKKJUHMWE77BMSZ/] * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] The [[mw:Special:MyLanguage/NewPP parser report|New PreProcessor parser performance report]] has been fixed to give an accurate count for the number of Wikibase entities accessed. It had previously been resetting after 400 entities. [https://phabricator.wikimedia.org/T279069] '''Meetings and events''' * A [[mw:Special:MyLanguage/Wikimedia_Language_and_Product_Localization/Community meetings#29 November 2024|Language community meeting]] will take place November 29 at [https://zonestamp.toolforge.org/1732896000 16:00 UTC]. There will be presentations on topics like developing language keyboards, the creation of the Mooré Wikipedia, the language support track at [[m:Wiki Indaba|Wiki Indaba]], and a report from the Wayuunaiki community on their experiences with the Incubator and as a new community over the last 3 years. This meeting will be in English and will also have Spanish interpretation. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/48|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W48"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:42, 25 November 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27847039 --> == Tech News: 2024-49 == <section begin="technews-2024-W49"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/49|Translations]] are available. '''Updates for editors''' * Two new parser functions were added this week. The <code dir="ltr"><nowiki>{{</nowiki>[[mw:Special:MyLanguage/Help:Magic words#interwikilink|#interwikilink]]<nowiki>}}</nowiki></code> function adds an [[mw:Special:MyLanguage/Help:Links#Interwiki links|interwiki link]] and the <code dir="ltr"><nowiki>{{</nowiki>[[mw:Special:MyLanguage/Help:Magic words#interlanguagelink|#interlanguagelink]]<nowiki>}}</nowiki></code> function adds an [[mw:Special:MyLanguage/Help:Links#Interlanguage links|interlanguage link]]. These parser functions are useful on wikis where namespaces conflict with interwiki prefixes. For example, links beginning with <bdi lang="zxx" dir="ltr"><code>MOS:</code></bdi> on English Wikipedia [[phab:T363538|conflict with the <code>mos</code> language code prefix of Mooré Wikipedia]]. * Starting this week, Wikimedia wikis no longer support connections using old RSA-based HTTPS certificates, specifically rsa-2048. This change is to improve security for all users. Some older, unsupported browser or smartphone devices will be unable to connect; Instead, they will display a connectivity error. See the [[wikitech:HTTPS/Browser_Recommendations|HTTPS Browser Recommendations page]] for more-detailed information. All modern operating systems and browsers are always able to reach Wikimedia projects. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/CTYEHVNSXUD3NFAAMG3BLZVTVQWJXJAH/] * Starting December 16, Flow/Structured Discussions pages will be automatically archived and set to read-only at the following wikis: <bdi>arwiki</bdi>{{int:comma-separator/en}}<bdi>cawiki</bdi>{{int:comma-separator/en}}<bdi>frwiki</bdi>{{int:comma-separator/en}}<bdi>mediawikiwiki</bdi>{{int:comma-separator/en}}<bdi>orwiki</bdi>{{int:comma-separator/en}}<bdi>wawiki</bdi>{{int:comma-separator/en}}<bdi>wawiktionary</bdi>{{int:comma-separator/en}}<bdi>wikidatawiki</bdi>{{int:comma-separator/en}}<bdi>zhwiki</bdi>. This is done as part of [[mw:Special:MyLanguage/Structured_Discussions/Deprecation|StructuredDiscussions deprecation work]]. If you need any assistance to archive your page in advance, please contact [[m:User:Trizek (WMF)|Trizek (WMF)]]. [https://phabricator.wikimedia.org/T380910] * This month the Chart extension was deployed to production and is now available on Commons and Testwiki. With the security review complete, pilot wiki deployment is expected to start in the first week of December. You can see a working version [[testwiki:Charts|on Testwiki]] and read [[mw:Special:MyLanguage/Extension:Chart/Project/Updates|the November project update]] for more details. * View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug with the "Download as PDF" system was fixed. [https://phabricator.wikimedia.org/T376438] '''Updates for technical contributors''' * In late February, temporary accounts will be rolled out on at least 10 large wikis. This deployment will have a significant effect on the community-maintained code. This is about Toolforge tools, bots, gadgets, and user scripts that use IP address data or that are available for logged-out users. The Trust and Safety Product team wants to identify this code, monitor it, and assist in updating it ahead of the deployment to minimize disruption to workflows. The team asks technical editors and volunteer developers to help identify such tools by adding them to [[mw:Trust and Safety Product/Temporary Accounts/For developers/Impacted tools|this list]]. In addition, review the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/For developers|updated documentation]] to learn how to adjust the tools. Join the discussions on the [[mw:Talk:Trust and Safety Product/Temporary Accounts|project talk page]] or in the [[discord:channels/221049808784326656/1227616742340034722|dedicated thread]] on the [[w:Wikipedia:Discord|Wikimedia Community Discord server (in English)]] for support and to share feedback. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/49|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W49"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:22, 2 December 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27873992 --> == Tech News: 2024-50 == <section begin="technews-2024-W50"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/50|Translations]] are available. '''Weekly highlight''' * Technical documentation contributors can find updated resources, and new ways to connect with each other and the Wikimedia Technical Documentation Team, at the [[mw:Special:MyLanguage/Documentation|Documentation hub]] on MediaWiki.org. This page links to: resources for writing and improving documentation, a new <bdi lang="zxx" dir="ltr">#wikimedia-techdocs</bdi> IRC channel on libera.chat, a listing of past and upcoming documentation events, and ways to request a documentation consultation or review. If you have any feedback or ideas for improvements to the documentation ecosystem, please [[mw:Wikimedia Technical Documentation Team#Contact us|contact the Technical Documentation Team]]. '''Updates for editors''' [[File:Edit Check on Desktop.png|thumb|Layout change for the Edit Check feature]] * Later this week, [[mw:Special:MyLanguage/Edit check|Edit Check]] will be relocated to a sidebar on desktop. Edit check is the feature for new editors to help them follow policies and guidelines. This layout change creates space to present people with [[mw:Edit check#1 November 2024|new Checks]] that appear ''while'' they are typing. The [[mw:Special:MyLanguage/Edit check#Reference Check A/B Test|initial results]] show newcomers encountering Edit Check are 2.2 times more likely to publish a new content edit that includes a reference and is not reverted. * The Chart extension, which enables editors to create data visualizations, was successfully made available on MediaWiki.org and three pilot wikis (Italian, Swedish, and Hebrew Wikipedias). You can see a working examples [[testwiki:Charts|on Testwiki]] and read [[mw:Special:MyLanguage/Extension:Chart/Project/Updates|the November project update]] for more details. * Translators in wikis where the [[mw:Special:MyLanguage/Content translation/Section translation#Try the tool|mobile experience of Content Translation is available]], can now discover articles in Wikiproject campaigns of their interest from the "[https://test.wikipedia.org/w/index.php?title=Special:ContentTranslation&campaign=specialcx&filter-type=automatic&filter-id=collections&active-list=suggestions&from=es&to=en All collection]" category in the articles suggestion feature. Wikiproject Campaign organizers can use this feature, to help translators to discover articles of interest, by adding the <code dir=ltr><nowiki><page-collection> </page-collection></nowiki></code> tag to their campaign article list page on Meta-wiki. This will make those articles discoverable in the Content Translation tool. For more detailed information on how to use the tool and tag, please refer to [[mw:Special:MyLanguage/Translation suggestions: Topic-based & Community-defined lists/How to use the features|the step-by-step guide]]. [https://phabricator.wikimedia.org/T378958] * The [[mw:Special:MyLanguage/Extension:Nuke|Nuke]] feature, which enables administrators to mass delete pages, now has a [[phab:T376379#10310998|multiselect filter for namespace selection]]. This enables users to select multiple specific namespaces, instead of only one or all, when fetching pages for deletion. * The Nuke feature also now [[phab:T364225#10371365|provides links]] to the userpage of the user whose pages were deleted, and to the pages which were not selected for deletion, after page deletions are queued. This enables easier follow-up admin-actions. Thanks to Chlod and the Moderator Tools team for both of these improvements. [https://phabricator.wikimedia.org/T364225#10371365] * The Editing Team is working on making it easier to populate citations from archive.org using the [[mw:Special:MyLanguage/Citoid/Enabling Citoid on your wiki|Citoid]] tool, the auto-filled citation generator. They are asking communities to add two parameters preemptively, <code dir=ltr>archiveUrl</code> and <code dir=ltr>archiveDate</code>, within the TemplateData for each citation template using Citoid. You can see an [https://en.wikipedia.org/w/index.php?title=Template%3ACite_web%2Fdoc&diff=1261320172&oldid=1260788022 example of a change in a template], and a [https://global-search.toolforge.org/?namespaces=10&q=%5C%22citoid%5C%22%3A%20%5C%7B&regex=1&title= list of all relevant templates]. [https://phabricator.wikimedia.org/T374831] * One new wiki has been created: a {{int:project-localized-name-group-wikivoyage}} in [[d:Q9240|Indonesian]] ([[voy:id:|<code>voy:id:</code>]]) [https://phabricator.wikimedia.org/T380726] * Last week, all wikis had problems serving pages to logged-in users and some logged-out users for 30–45 minutes. This was caused by a database problem, and investigation is ongoing. [https://www.wikimediastatus.net/incidents/3g2ckc7bp6l9] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:19}} community-submitted {{PLURAL:19|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug in the [[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add Link]] feature has been fixed. Previously, the list of sections which are excluded from Add Link was partially ignored in certain cases. [https://phabricator.wikimedia.org/T380455][https://phabricator.wikimedia.org/T380329] '''Updates for technical contributors''' * [[mw:Special:MyLanguage/Codex|Codex]], the design system for Wikimedia, now has an early-stage [[gitiles:design/codex-php|implementation in PHP]]. It is available for general use in MediaWiki extensions and Toolforge apps through [https://packagist.org/packages/wikimedia/codex Composer], with use in MediaWiki core coming soon. More information is available in [[wmdoc:design-codex-php/main/index.html|the documentation]]. Thanks to Doğu for the inspiration and many contributions to the library. [https://phabricator.wikimedia.org/T379662] * [https://en.wikipedia.org/api/rest_v1/ Wikimedia REST API] users, such as bot operators and tool maintainers, may be affected by ongoing upgrades. On December 4, the MediaWiki Interfaces team began rerouting page/revision metadata and rendered HTML content endpoints on [[testwiki:|testwiki]] from RESTbase to comparable MediaWiki REST API endpoints. The team encourages active users of these endpoints to verify their tool's behavior on testwiki and raise any concerns on the related [[phab:T374683|Phabricator ticket]] before the end of the year, as they intend to roll out the same change across all Wikimedia projects in early January. These changes are part of the work to replace the outdated [[mw:RESTBase/deprecation|RESTBase]] system. * The [https://wikimediafoundation.limesurvey.net/986172 2024 Developer Satisfaction Survey] is seeking the opinions of the Wikimedia developer community. Please take the survey if you have any role in developing software for the Wikimedia ecosystem. The survey is open until 3 January 2025, and has an associated [[foundation:Legal:Developer Satisfaction Survey 2024 Privacy Statement|privacy statement]]. * There is no new MediaWiki version this week. [https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar] '''Meetings and events''' * The next meeting in the series of [[c:Commons:WMF support for Commons/Commons community calls|Wikimedia Foundation discussions with the Wikimedia Commons community]] will take place on [[m:Event:Commons community discussion - 12 December 2024 08:00 UTC|December 12 at 8:00 UTC]] and [[m:Event:Commons community discussion - 12_December 2024 16:00 UTC|at 16:00 UTC]]. The topic of this call is new media and new contributors. Contributors from all wikis are welcome to attend. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/50|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W50"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:16, 9 December 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27919424 --> == Tech News: 2024-51 == <section begin="technews-2024-W51"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2024/51|Translations]] are available. '''Weekly highlight''' * Interested in improving event management on your home wiki? The [[m:Special:MyLanguage/CampaignEvents|CampaignEvents extension]] offers organizers features like event registration management, event/wikiproject promotion, finding potential participants, and more - all directly on-wiki. If you are an organizer or think your community would benefit from this extension, start a discussion to enable it on your wiki today. To learn more about how to enable this extension on your wiki, visit the [[m:CampaignEvents/Deployment status#How to Request the CampaignEvents Extension for your wiki|deployment status page]]. '''Updates for editors''' * Users of the iOS Wikipedia App in Italy and Mexico on the Italian, Spanish, and English Wikipedias, can see a [[mw:Special:MyLanguage/Wikimedia Apps/Team/iOS/Personalized Wikipedia Year in Review|personalized Year in Review]] with insights based on their reading and editing history. * Users of the Android Wikipedia App in Sub-Saharan Africa and South Asia can see the new [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/Rabbit Holes|Rabbit Holes]] feature. This feature shows a suggested search term in the Search bar based on the current article being viewed, and a suggested reading list generated from the user’s last two visited articles. * The [[m:Special:MyLanguage/Global reminder bot|global reminder bot]] is now active and running on nearly 800 wikis. This service reminds most users holding temporary rights when they are about to expire, so that they can renew should they want to. See [[m:Global reminder bot/Technical details|the technical details page]] for more information. * The next issue of Tech News will be sent out on 13 January 2025 because of the end of year holidays. Thank you to all of the translators, and people who submitted content or feedback, this year. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug was [[phab:T374988|fixed]] in the Android Wikipedia App which had caused translatable SVG images to show the wrong language when they were tapped. '''Updates for technical contributors''' * There is no new MediaWiki version next week. The next deployments will start on 14 January. [https://wikitech.wikimedia.org/wiki/Deployments/Yearly_calendar/2025] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2024/51|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2024-W51"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:24, 16 December 2024 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=27942374 --> == Tech News: 2025-03 == <section begin="technews-2025-W03"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/03|Translations]] are available. '''Weekly highlight''' * The Single User Login system is being updated over the next few months. This is the system which allows users to fill out the login form on one Wikimedia site and get logged in on all others at the same time. It needs to be updated because of the ways that browsers are increasingly restricting cross-domain cookies. To accommodate these restrictions, login and account creation pages will move to a central domain, but it will still appear to the user as if they are on the originating wiki. The updated code will be enabled this week for users on test wikis. This change is planned to roll out to all users during February and March. See [[mw:Special:MyLanguage/MediaWiki Platform Team/SUL3#Deployment|the SUL3 project page]] for more details and a timeline. '''Updates for editors''' * On wikis with [[mw:Special:MyLanguage/Extension:PageAssessments|PageAssessments]] installed, you can now [[mw:Special:MyLanguage/Extension:PageAssessments#Search|filter search results]] to pages in a given WikiProject by using the <code dir=ltr>inproject:</code> keyword. (These wikis: {{int:project-localized-name-arwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-enwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-enwikivoyage/en}}{{int:comma-separator/en}}{{int:project-localized-name-frwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-huwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-newiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-trwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-zhwiki/en}}) [https://phabricator.wikimedia.org/T378868] * One new wiki has been created: a {{int:project-localized-name-group-wikipedia}} in [[d:Q34129|Tigre]] ([[w:tig:|<code>w:tig:</code>]]) [https://phabricator.wikimedia.org/T381377] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:35}} community-submitted {{PLURAL:35|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, there was a bug with updating a user's edit-count after making a rollback edit, which is now fixed. [https://phabricator.wikimedia.org/T382592] '''Updates for technical contributors''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Wikimedia REST API users, such as bot operators and tool maintainers, may be affected by ongoing upgrades. Starting the week of January 13, we will begin rerouting [[phab:T374683|some page content endpoints]] from RESTbase to the newer MediaWiki REST API endpoints for all wiki projects. This change was previously available on testwiki and should not affect existing functionality, but active users of the impacted endpoints may raise issues directly to the [[phab:project/view/6931/|MediaWiki Interfaces Team]] in Phabricator if they arise. * Toolforge tool maintainers can now share their feedback on Toolforge UI, an initiative to provide a web platform that allows creating and managing Toolforge tools through a graphic interface, in addition to existing command-line workflows. This project aims to streamline active maintainers’ tasks, as well as make registration and deployment processes more accessible for new tool creators. The initiative is still at a very early stage, and the Cloud Services team is in the process of collecting feedback from the Toolforge community to help shape the solution to their needs. [[wikitech:Wikimedia Cloud Services team/EnhancementProposals/Toolforge UI|Read more and share your thoughts about Toolforge UI]]. * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] For tool and library developers who use the OAuth system: The identity endpoint used for [[mw:Special:MyLanguage/OAuth/For Developers#Identifying the user|OAuth 1]] and [[mw:Special:MyLanguage/OAuth/For Developers#Identifying the user 2|OAuth 2]] returned a JSON object with an integer in its <code>sub</code> field, which was incorrect (the field must always be a string). This has been fixed; the fix will be deployed to Wikimedia wikis on the week of January 13. [https://phabricator.wikimedia.org/T382139] * Many wikis currently use [[:mw:Parsoid/Parser Unification/Cite CSS|Cite CSS]] to render custom footnote markers in Parsoid output. Starting January 20 these rules will be disabled, but the developers ask you to ''not'' clean up your <bdi lang="en" dir="ltr">[[MediaWiki:Common.css]]</bdi> until February 20 to avoid issues during the migration. Your wikis might experience some small changes to footnote markers in Visual Editor and when using experimental Parsoid read mode, but if there are changes these are expected to bring the rendering in line with the legacy parser output. [https://phabricator.wikimedia.org/T370027] '''Meetings and events''' * The next meeting in the series of [[c:Special:MyLanguage/Commons:WMF support for Commons/Commons community calls|Wikimedia Foundation Community Conversations with the Wikimedia Commons community]] will take place on [[m:Special:MyLanguage/Event:Commons community discussion - 15 January 2025 08:00 UTC|January 15 at 8:00 UTC]] and [[m:Special:MyLanguage/Event:Commons community discussion - 15 January 2025 16:00 UTC|at 16:00 UTC]]. The topic of this call is defining the priorities in tool investment for Commons. Contributors from all wikis, especially users who are maintaining tools for Commons, are welcome to attend. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/03|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W03"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:42, 14 January 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28048614 --> == Tech News: 2025-04 == <section begin="technews-2025-W04"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/04|Translations]] are available. '''Updates for editors''' * Administrators can mass-delete multiple pages created by a user or IP address using [[mw:Special:MyLanguage/Extension:Nuke|Extension:Nuke]]. It previously only allowed deletion of pages created in the last 30 days. It can now delete pages from the last 90 days, provided it is targeting a specific user or IP address. [https://phabricator.wikimedia.org/T380846] * On [[phab:P72148|wikis that use]] the [[mw:Special:MyLanguage/Help:Patrolled edits|Patrolled edits]] feature, when the rollback feature is used to revert an unpatrolled page revision, that revision will now be marked as "manually patrolled" instead of "autopatrolled", which is more accurate. Some editors that use [[mw:Special:MyLanguage/Help:New filters for edit review/Filtering|filters]] on Recent Changes may need to update their filter settings. [https://phabricator.wikimedia.org/T302140] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:31}} community-submitted {{PLURAL:31|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the Visual Editor's "Insert link" feature did not always suggest existing pages properly when an editor started typing, which has now been [[phab:T383497|fixed]]. '''Updates for technical contributors''' * The Structured Discussion extension (also known as Flow) is being progressively removed from the wikis. This extension is unmaintained and causes issues. It will be replaced by [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]], which is used on any regular talk page. [[mw:Special:MyLanguage/Structured Discussions/Deprecation#Deprecation timeline|The last group of wikis]] ({{int:project-localized-name-cawikiquote/en}}{{int:comma-separator/en}}{{int:project-localized-name-fiwikimedia/en}}{{int:comma-separator/en}}{{int:project-localized-name-gomwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kabwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ptwikibooks/en}}{{int:comma-separator/en}}{{int:project-localized-name-sewikimedia/en}}) will soon be contacted. If you have questions about this process, please ping [[m:User:Trizek (WMF)|Trizek (WMF)]] at your wiki. [https://phabricator.wikimedia.org/T380912] * The latest quarterly [[mw:Technical_Community_Newsletter/2025/January|Technical Community Newsletter]] is now available. This edition includes: updates about services from the Data Platform Engineering teams, information about Codex from the Design System team, and more. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/04|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W04"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:36, 21 January 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28129769 --> == Tech News: 2025-05 == <section begin="technews-2025-W05"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/05|Translations]] are available. '''Weekly highlight''' * Patrollers and admins - what information or context about edits or users could help you to make patroller or admin decisions more quickly or easily? The Wikimedia Foundation wants to hear from you to help guide its upcoming annual plan. Please consider sharing your thoughts on this and [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Product & Technology OKRs|13 other questions]] to shape the technical direction for next year. '''Updates for editors''' * iOS Wikipedia App users worldwide can now access a [[mw:Special:MyLanguage/Wikimedia Apps/Team/iOS/Personalized Wikipedia Year in Review/How your data is used|personalized Year in Review]] feature, which provides insights based on their reading and editing history on Wikipedia. This project is part of a broader effort to help welcome new readers as they discover and interact with encyclopedic content. * [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] Edit patrollers now have a new feature available that can highlight potentially problematic new pages. When a page is created with the same title as a page which was previously deleted, a tag ('Recreated') will now be added, which users can filter for in [[{{#special:RecentChanges}}]] and [[{{#special:NewPages}}]]. [https://phabricator.wikimedia.org/T56145] * Later this week, there will be a new warning for editors if they attempt to create a redirect that links to another redirect (a [[mw:Special:MyLanguage/Help:Redirects#Double redirects|double redirect]]). The feature will recommend that they link directly to the second redirect's target page. Thanks to the user SomeRandomDeveloper for this improvement. [https://phabricator.wikimedia.org/T326056] * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Wikimedia wikis allow [[w:en:WebAuthn|WebAuthn]]-based second factor checks (such as hardware tokens) during login, but the feature is [[m:Community Wishlist Survey 2023/Miscellaneous/Fix security key (WebAuthn) support|fragile]] and has very few users. The MediaWiki Platform team is temporarily disabling adding new WebAuthn keys, to avoid interfering with the rollout of [[mw:MediaWiki Platform Team/SUL3|SUL3]] (single user login version 3). Existing keys are unaffected. [https://phabricator.wikimedia.org/T378402] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * For developers that use the [[wikitech:Data Platform/Data Lake/Edits/MediaWiki history dumps|MediaWiki History dumps]]: The Data Platform Engineering team has added a couple of new fields to these dumps, to support the [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|Temporary Accounts]] initiative. If you maintain software that reads those dumps, please review your code and the updated documentation, since the order of the fields in the row will change. There will also be one field rename: in the <bdi lang="zxx" dir="ltr"><code>mediawiki_user_history</code></bdi> dump, the <bdi lang="zxx" dir="ltr"><code>anonymous</code></bdi> field will be renamed to <bdi lang="zxx" dir="ltr"><code>is_anonymous</code></bdi>. The changes will take effect with the next release of the dumps in February. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/LKMFDS62TXGDN6L56F4ABXYLN7CSCQDI/] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/05|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W05"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:14, 27 January 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28149374 --> == Tech News: 2025-06 == <section begin="technews-2025-W06"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/06|Translations]] are available. '''Updates for editors''' * Editors who use the "Special characters" editing-toolbar menu can now see the 32 special characters you have used most recently, across editing sessions on that wiki. This change should help make it easier to find the characters you use most often. The feature is in both the 2010 wikitext editor and VisualEditor. [https://phabricator.wikimedia.org/T110722] * Editors using the 2010 wikitext editor can now create sublists with correct indentation by selecting the line(s) you want to indent and then clicking the toolbar buttons.[https://phabricator.wikimedia.org/T380438] You can now also insert <code><nowiki><code></nowiki></code> tags using a new toolbar button.[https://phabricator.wikimedia.org/T383010] Thanks to user stjn for these improvements. * Help is needed to ensure the [[mw:Special:MyLanguage/Citoid/Enabling Citoid on your wiki|citation generator]] works properly on each wiki. ** (1) Administrators should update the local versions of the page <code dir=ltr>MediaWiki:Citoid-template-type-map.json</code> to include entries for <code dir=ltr>preprint</code>, <code dir=ltr>standard</code>, and <code dir=ltr>dataset</code>; Here are example diffs to replicate [https://en.wikipedia.org/w/index.php?title=MediaWiki%3ACitoid-template-type-map.json&diff=1189164774&oldid=1165783565 for 'preprint'] and [https://en.wikipedia.org/w/index.php?title=MediaWiki%3ACitoid-template-type-map.json&diff=1270832208&oldid=1270828390 for 'standard' and 'dataset']. ** (2.1) If the citoid map in the citation template used for these types of references is missing, [[mediawikiwiki:Citoid/Enabling Citoid on your wiki#Step 2.a: Create a 'citoid' maps value for each citation template|one will need to be added]]. (2.2) If the citoid map does exist, the TemplateData will need to be updated to include new field names. Here are example updates [https://en.wikipedia.org/w/index.php?title=Template%3ACitation%2Fdoc&diff=1270829051&oldid=1262470053 for 'preprint'] and [https://en.wikipedia.org/w/index.php?title=Template%3ACitation%2Fdoc&diff=1270831369&oldid=1270829480 for 'standard' and 'dataset']. The new fields that may need to be supported are <code dir=ltr>archiveID</code>, <code dir=ltr>identifier</code>, <code dir=ltr>repository</code>, <code dir=ltr>organization</code>, <code dir=ltr>repositoryLocation</code>, <code dir=ltr>committee</code>, and <code dir=ltr>versionNumber</code>. [https://phabricator.wikimedia.org/T383666] * One new wiki has been created: a {{int:project-localized-name-group-wikipedia/en}} in [[d:Q15637215|Central Kanuri]] ([[w:knc:|<code>w:knc:</code>]]) [https://phabricator.wikimedia.org/T385181] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the [[mediawikiwiki:Special:MyLanguage/Help:Extension:Wikisource/Wikimedia OCR|OCR (optical character recognition) tool]] used for Wikisource now supports a new language, Church Slavonic. [https://phabricator.wikimedia.org/T384782] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/06|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W06"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:09, 4 February 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28203495 --> == Tech News: 2025-07 == <section begin="technews-2025-W07"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/07|Translations]] are available. '''Weekly highlight''' * The Product and Technology Advisory Council (PTAC) has published [[m:Special:MyLanguage/Product and Technology Advisory Council/February 2025 draft PTAC recommendation for feedback|a draft of their recommendations]] for the Wikimedia Foundation's Product and Technology department. They have recommended focusing on [[m:Special:MyLanguage/Product and Technology Advisory Council/February 2025 draft PTAC recommendation for feedback/Mobile experiences|mobile experiences]], particularly contributions. They request community [[m:Talk:Product and Technology Advisory Council/February 2025 draft PTAC recommendation for feedback|feedback at the talk page]] by 21 February. '''Updates for editors''' * The "Special pages" portlet link will be moved from the "Toolbox" into the "Navigation" section of the main menu's sidebar by default. This change is because the Toolbox is intended for tools relating to the current page, not tools relating to the site, so the link will be more logically and consistently located. To modify this behavior and update CSS styling, administrators can follow the instructions at [[phab:T385346|T385346]]. [https://phabricator.wikimedia.org/T333211] * As part of this year's work around improving the ways readers discover content on the wikis, the Web team will be running an experiment with a small number of readers that displays some suggestions for related or interesting articles within the search bar. Please check out [[mw:Special:MyLanguage/Reading/Web/Content Discovery Experiments#Experiment 1: Display article recommendations in more prominent locations, search|the project page]] for more information. * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Template editors who use TemplateStyles can now customize output for users with specific accessibility needs by using accessibility related media queries (<code dir=ltr>[https://developer.mozilla.org/en-US/docs/Web/CSS/@media/prefers-reduced-motion prefers-reduced-motion]</code>, <code dir=ltr>[https://developer.mozilla.org/en-US/docs/Web/CSS/@media/prefers-reduced-transparency prefers-reduced-transparency]</code>, <code dir=ltr>[https://developer.mozilla.org/en-US/docs/Web/CSS/@media/prefers-contrast prefers-contrast]</code>, and <code dir=ltr>[https://developer.mozilla.org/en-US/docs/Web/CSS/@media/forced-colors forced-colors]</code>). Thanks to user Bawolff for these improvements. [https://phabricator.wikimedia.org/T384175] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:22}} community-submitted {{PLURAL:22|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the global blocks log will now be shown directly on the {{#special:CentralAuth}} page, similarly to global locks, to simplify the workflows for stewards. [https://phabricator.wikimedia.org/T377024] '''Updates for technical contributors''' * Wikidata [[d:Special:MyLanguage/Help:Default values for labels and aliases|now supports a special language as a "default for all languages"]] for labels and aliases. This is to avoid excessive duplication of the same information across many languages. If your Wikidata queries use labels, you may need to update them as some existing labels are getting removed. [https://phabricator.wikimedia.org/T312511] * The function <code dir="ltr">getDescription</code> was invoked on every Wiki page read and accounts for ~2.5% of a page's total load time. The calculated value will now be cached, reducing load on Wikimedia servers. [https://phabricator.wikimedia.org/T383660] * As part of the RESTBase deprecation [[mw:RESTBase/deprecation|effort]], the <code dir="ltr">/page/related</code> endpoint has been blocked as of February 6, 2025, and will be removed soon. This timeline was chosen to align with the deprecation schedules for older Android and iOS versions. The stable alternative is the "<code dir="ltr">morelike</code>" action API in MediaWiki, and [[gerrit:c/mediawiki/services/mobileapps/+/982154/13/pagelib/src/transform/FooterReadMore.js|a migration example]] is available. The MediaWiki Interfaces team [[phab:T376297|can be contacted]] for any questions. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/GFC2IJO7L4BWO3YTM7C5HF4MCCBE2RJ2/] '''In depth''' * The latest quarterly [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2025/January|Language and Internationalization newsletter]] is available. It includes: Updates about the "Contribute" menu; details on some of the newest language editions of Wikipedia; details on new languages supported by the MediaWiki interface; updates on the Community-defined lists feature; and more. * The latest [[mw:Extension:Chart/Project/Updates#January 2025: Better visibility into charts and tabular data usage|Chart Project newsletter]] is available. It includes updates on the progress towards bringing better visibility into global charts usage and support for categorizing pages in the Data namespace on Commons. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/07|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W07"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:12, 11 February 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28231022 --> == Tech News: 2025-08 == <section begin="technews-2025-W08"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/08|Translations]] are available. '''Weekly highlight''' * Communities using growth tools can now showcase one event on the <code>{{#special:Homepage}}</code> for newcomers. This feature will help newcomers to be informed about editing activities they can participate in. Administrators can create a new event to showcase at <code>{{#special:CommunityConfiguration}}</code>. To learn more about this feature, please read [[diffblog:2025/02/12/community-updates-module-connecting-newcomers-to-your-initiatives/|the Diff post]], have a look [[mw:Special:MyLanguage/Help:Growth/Tools/Community updates module|at the documentation]], or contact [[mw:Talk:Growth|the Growth team]]. '''Updates for editors''' [[File:Page Frame Features on desktop.png|thumb|Highlighted talk pages improvements]] * Starting next week, talk pages at these wikis – {{int:project-localized-name-eswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-frwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-itwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-jawiki/en}} – will get [[diffblog:2024/05/02/making-talk-pages-better-for-everyone/|a new design]]. This change was extensively tested as a Beta feature and is the last step of [[mw:Special:MyLanguage/Talk pages project/Feature summary|talk pages improvements]]. [https://phabricator.wikimedia.org/T379102] * You can now navigate to view a redirect page directly from its action pages, such as the history page. Previously, you were forced to first go to the redirect target. This change should help editors who work with redirects a lot. Thanks to user stjn for this improvement. [https://phabricator.wikimedia.org/T5324] * When a Cite reference is reused many times, wikis currently show either numbers like "1.23" or localized alphabetic markers like "a b c" in the reference list. Previously, if there were so many reuses that the alphabetic markers were all used, [[MediaWiki:Cite error references no backlink label|an error message]] was displayed. As part of the work to [[phab:T383036|modernize Cite customization]], these errors will no longer be shown and instead the backlinks will fall back to showing numeric markers like "1.23" once the alphabetic markers are all used. * The log entries for each change to an editor's user-groups are now clearer by specifying exactly what has changed, instead of the plain before and after listings. Translators can [[phab:T369466|help to update the localized versions]]. Thanks to user Msz2001 for these improvements. * A new filter has been added to the [[{{#special:Nuke}}]] tool, which allows administrators to mass delete pages, to enable users to filter for pages in a range of page sizes (in bytes). This allows, for example, deleting pages only of a certain size or below. [https://phabricator.wikimedia.org/T378488] * Non-administrators can now check which pages are able to be deleted using the [[{{#special:Nuke}}]] tool. Thanks to user MolecularPilot for this and the previous improvements. [https://phabricator.wikimedia.org/T376378] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:25}} community-submitted {{PLURAL:25|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug was fixed in the configuration for the AV1 video file format, which enables these files to play again. [https://phabricator.wikimedia.org/T382193] '''Updates for technical contributors''' * Parsoid Read Views is going to be rolling out to most Wiktionaries over the next few weeks, following the successful transition of Wikivoyage to Parsoid Read Views last year. For more information, see the [[mw:Special:MyLanguage/Parsoid/Parser Unification|Parsoid/Parser Unification]] project page. [https://phabricator.wikimedia.org/T385923][https://phabricator.wikimedia.org/T371640] * Developers of tools that run on-wiki should note that <code dir=ltr>mw.Uri</code> is deprecated. Tools requiring <code dir=ltr>mw.Uri</code> must explicitly declare <code dir=ltr>mediawiki.Uri</code> as a ResourceLoader dependency, and should migrate to the browser native <code dir=ltr>URL</code> API soon. [https://phabricator.wikimedia.org/T384515] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/08|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W08"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:16, 17 February 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28275610 --> == Tech News: 2025-09 == <section begin="technews-2025-W09"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/09|Translations]] are available. '''Updates for editors''' * Administrators can now customize how the [[m:Special:MyLanguage/User language|Babel feature]] creates categories using [[{{#special:CommunityConfiguration/Babel}}]]. They can rename language categories, choose whether they should be auto-created, and adjust other settings. [https://phabricator.wikimedia.org/T374348] * The <bdi lang="en" dir="ltr">[https://www.wikimedia.org/ wikimedia.org]</bdi> portal has been updated – and is receiving some ongoing improvements – to modernize and improve the accessibility of our portal pages. It now has better support for mobile layouts, updated wording and links, and better language support. Additionally, all of the Wikimedia project portals, such as <bdi lang="en" dir="ltr">[https://wikibooks.org wikibooks.org]</bdi>, now support dark mode when a reader is using that system setting. [https://phabricator.wikimedia.org/T373204][https://phabricator.wikimedia.org/T368221][https://meta.wikimedia.org/wiki/Project_portals] * One new wiki has been created: a {{int:project-localized-name-group-wiktionary/en}} in [[d:Q33965|Santali]] ([[wikt:sat:|<code>wikt:sat:</code>]]) [https://phabricator.wikimedia.org/T386619] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug was fixed that prevented clicking on search results in the web-interface for some Firefox for Android phone configurations. [https://phabricator.wikimedia.org/T381289] '''Meetings and events''' * The next Language Community Meeting is happening soon, February 28th at [https://zonestamp.toolforge.org/1740751200 14:00 UTC]. This week's meeting will cover: highlights and technical updates on keyboard and tools for the Sámi languages, Translatewiki.net contributions from the Bahasa Lampung community in Indonesia, and technical Q&A. If you'd like to join, simply [[mw:Wikimedia Language and Product Localization/Community meetings#28 February 2025|sign up on the wiki page]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/09|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W09"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:41, 25 February 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28296129 --> == Tech News: 2025-10 == <section begin="technews-2025-W10"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/10|Translations]] are available. '''Updates for editors''' * All logged-in editors using the mobile view can now edit a full page. The "{{int:Minerva-page-actions-editfull}}" link is accessible from the "{{int:minerva-page-actions-overflow}}" menu in the toolbar. This was previously only available to editors using the [[mw:Special:MyLanguage/Reading/Web/Advanced mobile contributions|Advanced mobile contributions]] setting. [https://phabricator.wikimedia.org/T387180] * Interface administrators can now help to remove the deprecated Cite CSS code matching "<code dir="ltr">mw-ref</code>" from their local <bdi lang="en" dir="ltr">[[MediaWiki:Common.css]]</bdi>. The list of wikis in need of cleanup, and the code to remove, [https://global-search.toolforge.org/?q=mw-ref%5B%5E-a-z%5D&regex=1&namespaces=8&title=.*css can be found with this global search] and in [https://ace.wikipedia.org/w/index.php?title=MediaWiki:Common.css&oldid=145662#L-139--L-144 this example], and you can learn more about how to help on the [[mw:Parsoid/Parser Unification/Cite CSS|CSS migration project page]]. The Cite footnote markers ("<code dir="ltr">[1]</code>") are now rendered by [[mw:Special:MyLanguage/Parsoid|Parsoid]], and the deprecated CSS is no longer needed. The CSS for backlinks ("<code dir="ltr">mw:referencedBy</code>") should remain in place for now. This cleanup is expected to cause no visible changes for readers. Please help to remove this code before March 20, after which the development team will do it for you. * When editors embed a file (e.g. <code><nowiki>[[File:MediaWiki.png]]</nowiki></code>) on a page that is protected with cascading protection, the software will no longer restrict edits to the file description page, only to new file uploads.[https://phabricator.wikimedia.org/T24521] In contrast, transcluding a file description page (e.g. <code><nowiki>{{:File:MediaWiki.png}}</nowiki></code>) will now restrict edits to the page.[https://phabricator.wikimedia.org/T62109] * When editors revert a file to an earlier version it will now require the same permissions as ordinarily uploading a new version of the file. The software now checks for 'reupload' or 'reupload-own' rights,[https://phabricator.wikimedia.org/T304474] and respects cascading protection.[https://phabricator.wikimedia.org/T140010] * When administrators are listing pages for deletion with the Nuke tool, they can now also list associated talk pages and redirects for deletion, alongside pages created by the target, rather than needing to manually delete these pages afterwards. [https://phabricator.wikimedia.org/T95797] * The [[m:Special:MyLanguage/Tech/News/2025/03|previously noted]] update to Single User Login, which will accommodate browser restrictions on cross-domain cookies by moving login and account creation to a central domain, will now roll out to all users during March and April. The team plans to enable it for all new account creation on [[wikitech:Deployments/Train#Tuesday|Group0]] wikis this week. See [[mw:Special:MyLanguage/MediaWiki Platform Team/SUL3#Deployment|the SUL3 project page]] for more details and an updated timeline. * Since last week there has been a bug that shows some interface icons as black squares until the page has fully loaded. It will be fixed this week. [https://phabricator.wikimedia.org/T387351] * One new wiki has been created: a {{int:project-localized-name-group-wikipedia/en}} in [[d:Q2044560|Sylheti]] ([[w:syl:|<code>w:syl:</code>]]) [https://phabricator.wikimedia.org/T386441] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug was fixed with loading images in very old versions of the Firefox browser on mobile. [https://phabricator.wikimedia.org/T386400] '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.19|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/10|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W10"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 02:30, 4 March 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28334563 --> == Tech News: 2025-11 == <section begin="technews-2025-W11"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/11|Translations]] are available. '''Updates for editors''' * Editors who use password managers at multiple wikis may notice changes in the future. The way that our wikis provide information to password managers about reusing passwords across domains has recently been updated, so some password managers might now offer you login credentials that you saved for a different Wikimedia site. Some password managers already did this, and are now doing it for more Wikimedia domains. This is part of the [[mw:Special:MyLanguage/MediaWiki Platform Team/SUL3|SUL3 project]] which aims to improve how our unified login works, and to keep it compatible with ongoing changes to the web-browsers we use. [https://phabricator.wikimedia.org/T385520][https://phabricator.wikimedia.org/T384844] * The Wikipedia Apps Team is inviting interested users to help improve Wikipedia’s offline and limited internet use. After discussions in [[m:Afrika Baraza|Afrika Baraza]] and the last [[m:Special:MyLanguage/ESEAP Hub/Meetings|ESEAP call]], key challenges like search, editing, and offline access are being explored, with upcoming focus groups to dive deeper into these topics. All languages are welcome, and interpretation will be available. Want to share your thoughts? [[mw:Special:MyLanguage/Wikimedia Apps/Improving Wikipedia Mobile Apps for Offline & Limited Internet Use|Join the discussion]] or email <bdi lang="en" dir="ltr">aramadan@wikimedia.org</bdi>! * All wikis will be read-only for a few minutes on March 19. This is planned at [https://zonestamp.toolforge.org/1742392800 14:00 UTC]. More information will be published in Tech News and will also be posted on individual wikis in the coming weeks. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.20|MediaWiki]] '''In depth''' * The latest quarterly [[mw:Special:MyLanguage/Growth/Newsletters/33|Growth newsletter]] is available. It includes: the launch of the Community Updates module, the most recent changes in Community Configuration, and the upcoming test of in-article suggestions for first-time editors. * An old API that was previously used in the Android Wikipedia app is being removed at the end of March. There are no current software uses, but users of the app with a version that is older than 6 months by the time of removal (2025-03-31), will no longer have access to the Suggested Edits feature, until they update their app. You can [[diffblog:2025/02/24/sunset-of-wikimedia-recommendation-api/|read more details about this change]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/11|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W11"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:09, 10 March 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28372257 --> == Tech News: 2025-12 == <section begin="technews-2025-W12"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/12|Translations]] are available. '''Weekly highlight''' * Twice a year, around the equinoxes, the Wikimedia Foundation's Site Reliability Engineering (SRE) team performs [[m:Special:MyLanguage/Tech/Server switch|a datacenter server switchover]], redirecting all traffic from one primary server to its backup. This provides reliability in case of a crisis, as we can always fall back on the other datacenter. [http://listen.hatnote.com/ Thanks to the Listen to Wikipedia] tool, you can hear the switchover take place: Before it begins, you'll hear the steady stream of edits; Then, as the system enters a brief read-only phase, the sound stops for a couple of minutes, before resuming after the switchover. You can [[diffblog:2025/03/12/hear-that-the-wikis-go-silent-twice-a-year/|read more about the background and details of this process on the Diff blog]]. If you want to keep an ear out for the next server switchover, listen to the wikis on [https://zonestamp.toolforge.org/1742392800 March 19 at 14:00 UTC]. '''Updates for editors''' * The [https://test.wikipedia.org/w/index.php?title=Special:ContentTranslation&filter-type=automatic&filter-id=previous-edits&active-list=suggestions&from=en&to=es improved Content Translation tool dashboard] is now available in [[phab:T387820|10 Wikipedias]] and will be available for all Wikipedias [[phab:T387821|soon]]. With [[mw:Special:MyLanguage/Content translation#Improved translation experience|the unified dashboard]], desktop users can now: Translate new sections of an article; Discover and access topic-based [https://ig.m.wikipedia.org/w/index.php?title=Special:ContentTranslation&active-list=suggestions&from=en&to=ig&filter-type=automatic&filter-id=previous-edits article suggestion filters] (initially available only for mobile device users); Discover and access the [[mw:Special:MyLanguage/Translation suggestions: Topic-based & Community-defined lists|Community-defined lists]] filter, also known as "Collections", from wiki-projects and campaigns. * On Wikimedia Commons, a [[c:Commons:WMF support for Commons/Upload Wizard Improvements#Improve category selection|new system to select the appropriate file categories]] has been introduced: if a category has one or more subcategories, users will be able to click on an arrow that will open the subcategories directly within the form, and choose the correct one. The parent category name will always be shown on top, and it will always be possible to come back to it. This should decrease the amount of work for volunteers in fixing/creating new categories. The change is also available on mobile. These changes are part of planned improvements to the UploadWizard. * The Community Tech team is seeking wikis to join a pilot for the [[m:Special:MyLanguage/Community Wishlist Survey 2023/Multiblocks|Multiblocks]] feature and a refreshed Special:Block page in late March. Multiblocks enables administrators to impose multiple different types of blocks on the same user at the same time. If you are an admin or steward and would like us to discuss joining the pilot with your community, please leave a message on the [[m:Talk:Community Wishlist Survey 2023/Multiblocks|project talk page]]. * Starting March 25, the Editing team will test a new feature for Edit Check at [[phab:T384372|12 Wikipedias]]: [[mw:Special:MyLanguage/Help:Edit check#Multi-check|Multi-Check]]. Half of the newcomers on these wikis will see all [[mw:Special:MyLanguage/Help:Edit check#ref|Reference Checks]] during their edit session, while the other half will continue seeing only one. The goal of this test is to see if users are confused or discouraged when shown multiple Reference Checks (when relevant) within a single editing session. At these wikis, the tags used on edits that show References Check will be simplified, as multiple tags could be shown within a single edit. Changes to the tags are documented [[phab:T373949|on Phabricator]]. [https://phabricator.wikimedia.org/T379131] * The [[m:Special:MyLanguage/Global reminder bot|Global reminder bot]], which is a service for notifying users that their temporary user-rights are about to expire, now supports using the localized name of the user-rights group in the message heading. Translators can see the [[m:Global reminder bot/Translation|listing of existing translations and documentation]] to check if their language needs updating or creation. * The [[Special:GlobalPreferences|GlobalPreferences]] gender setting, which is used for how the software should refer to you in interface messages, now works as expected by overriding the local defaults. [https://phabricator.wikimedia.org/T386584] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:26}} community-submitted {{PLURAL:26|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the Wikipedia App for Android had a bug fixed for when a user is browsing and searching in multiple languages. [https://phabricator.wikimedia.org/T379777] '''Updates for technical contributors''' * Later this week, the way that Codex styles are loaded will be changing. There is a small risk that this may result in unstyled interface message boxes on certain pages. User generated content (e.g. templates) is not impacted. Gadgets may be impacted. If you see any issues [[phab:T388847|please report them]]. See the linked task for details, screenshots, and documentation on how to fix any affected gadgets. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.21|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/12|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W12"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:48, 17 March 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28412594 --> == Tech News: 2025-13 == <section begin="technews-2025-W13"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/13|Translations]] are available. '''Weekly highlight''' * The Wikimedia Foundation is seeking your feedback on the [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Product & Technology OKRs|drafts of the objectives and key results that will shape the Foundation's Product and Technology priorities]] for the next fiscal year (starting in July). The objectives are broad high-level areas, and the key-results are measurable ways to track the success of their objectives. Please share your feedback on the talkpage, in any language, ideally before the end of April. '''Updates for editors''' * The [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|CampaignEvents extension]] will be released to multiple wikis (see [[m:Special:MyLanguage/CampaignEvents/Deployment status#Global Deployment Plan|deployment plan]] for details) in April 2025, and the team has begun the process of engaging communities on the identified wikis. The extension provides tools to organize, manage, and promote collaborative activities (like events, edit-a-thons, and WikiProjects) on the wikis. The extension has three tools: [[m:Special:MyLanguage/Event Center/Registration|Event Registration]], [[m:Special:MyLanguage/CampaignEvents/Collaboration list|Collaboration List]], and [[m:Special:MyLanguage/Campaigns/Foundation Product Team/Invitation list|Invitation Lists]]. It is currently on 13 Wikipedias, including English Wikipedia, French Wikipedia, and Spanish Wikipedia, as well as Wikidata. Questions or requests can be directed to the [[mw:Help talk:Extension:CampaignEvents|extension talk page]] or in Phabricator (with <bdi lang="en" dir="ltr" style="white-space: nowrap;">#campaigns-product-team</bdi> tag). * Starting the week of March 31st, wikis will be able to set which user groups can view private registrants in [[m:Special:MyLanguage/Event Center/Registration|Event Registration]], as part of the [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|CampaignEvents]] extension. By default, event organizers and the local wiki admins will be able to see private registrants. This is a change from the current behavior, in which only event organizers can see private registrants. Wikis can change the default setup by [[m:Special:MyLanguage/Requesting wiki configuration changes|requesting a configuration change]] in Phabricator (and adding the <bdi lang="en" dir="ltr" style="white-space: nowrap;">#campaigns-product-team</bdi> tag). Participants of past events can cancel their registration at any time. * Administrators at wikis that have a customized <bdi lang="en" dir="ltr">[[MediaWiki:Sidebar]]</bdi> should check that it contains an entry for the {{int:specialpages}} listing. If it does not, they should add it using <code dir=ltr style="white-space: nowrap;">* specialpages-url|specialpages</code>. Wikis with a default sidebar will see the link moved from the page toolbox into the sidebar menu in April. [https://phabricator.wikimedia.org/T388927] * The Minerva skin (mobile web) combines both Notice and Alert notifications within the bell icon ([[File:OOjs UI icon bell.svg|16px|link=|class=skin-invert]]). There was a long-standing bug where an indication for new notifications was only shown if you had unseen Alerts. This bug is now fixed. In the future, Minerva users will notice a counter atop the bell icon when you have 1 or more unseen Notices and/or Alerts. [https://phabricator.wikimedia.org/T344029] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * VisualEditor has introduced a [[mw:VisualEditor/Hooks|new client-side hook]] for developers to use when integrating with the VisualEditor target lifecycle. This hook should replace the existing lifecycle-related hooks, and be more consistent between different platforms. In addition, the new hook will apply to uses of VisualEditor outside of just full article editing, allowing gadgets to interact with the editor in DiscussionTools as well. The Editing Team intends to deprecate and eventually remove the old lifecycle hooks, so any use cases that this new hook does not cover would be of interest to them and can be [[phab:T355555|shared in the task]]. * Developers who use the <code dir=ltr>mw.Api</code> JavaScript library, can now identify the tool using it with the <code dir=ltr>userAgent</code> parameter: <code dir=ltr>var api = new mw.Api( { userAgent: 'GadgetNameHere/1.0.1' } );</code>. If you maintain a gadget or user script, please set a user agent, because it helps with library and server maintenance and with differentiating between legitimate and illegitimate traffic. [https://phabricator.wikimedia.org/T373874][https://foundation.wikimedia.org/wiki/Policy:Wikimedia_Foundation_User-Agent_Policy] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.22|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/13|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W13"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:42, 24 March 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28443127 --> == Tech News: 2025-14 == <section begin="technews-2025-W14"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/14|Translations]] are available. '''Updates for editors''' * The Editing team is working on a new [[mw:Special:MyLanguage/Edit Check|Edit check]]: [[mw:Special:MyLanguage/Edit check#26 March 2025|Peacock check]]. This check's goal is to identify non-neutral terms while a user is editing a wikipage, so that they can be informed that their edit should perhaps be changed before they publish it. This project is at the early stages, and the team is looking for communities' input: [[phab:T389445|in this Phabricator task]], they are gathering on-wiki policies, templates used to tag non-neutral articles, and the terms (jargon and keywords) used in edit summaries for the languages they are currently researching. You can participate by editing the table on Phabricator, commenting on the task, or directly messaging [[m:user:Trizek (WMF)|Trizek (WMF)]]. * [[mw:Special:MyLanguage/MediaWiki Platform Team/SUL3|Single User Login]] has now been updated on all wikis to move login and account creation to a central domain. This makes user login compatible with browser restrictions on cross-domain cookies, which have prevented users of some browsers from staying logged in. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:35}} community-submitted {{PLURAL:35|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * Starting on March 31st, the MediaWiki Interfaces team will begin a limited release of generated OpenAPI specs and a SwaggerUI-based sandbox experience for [[mw:Special:MyLanguage/API:REST API|MediaWiki REST APIs]]. They invite developers from a limited group of non-English Wikipedia communities (Arabic, German, French, Hebrew, Interlingua, Dutch, Chinese) to review the documentation and experiment with the sandbox in their preferred language. In addition to these specific Wikipedia projects, the sandbox and OpenAPI spec will be available on the [[testwiki:Special:RestSandbox|on the test wiki REST Sandbox special page]] for developers with English as their preferred language. During the preview period, the MediaWiki Interfaces Team also invites developers to [[mw:MediaWiki Interfaces Team/Feature Feedback/REST Sandbox|share feedback about your experience]]. The preview will last for approximately 2 weeks, after which the sandbox and OpenAPI specs will be made available across all wiki projects. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.23|MediaWiki]] '''In depth''' * Sometimes a small, [[gerrit:c/operations/cookbooks/+/1129184|one line code change]] can have great significance: in this case, it means that for the first time in years we're able to run all of the stack serving <bdi lang="en" dir="ltr">[http://maps.wikimedia.org/ maps.wikimedia.org]</bdi> - a host dedicated to serving our wikis and their multi-lingual maps needs - from a single core datacenter, something we test every time we perform a [[m:Special:MyLanguage/Tech/Server switch|datacenter switchover]]. This is important because it means that in case one of our datacenters is affected by a catastrophe, we'll still be able to serve the site. This change is the result of [[phab:T216826|extensive work]] by two developers on porting the last component of the maps stack over to [[w:en:Kubernetes|kubernetes]], where we can allocate resources more efficiently than before, thus we're able to withstand more traffic in a single datacenter. This work involved a lot of complicated steps because this software, and the software libraries it uses, required many long overdue upgrades. This type of work makes the Wikimedia infrastructure more sustainable. '''Meetings and events''' * [[mw:Special:MyLanguage/MediaWiki Users and Developers Workshop Spring 2025|MediaWiki Users and Developers Workshop Spring 2025]] is happening in Sandusky, USA, and online, from 14–16 May 2025. The workshop will feature discussions around the usage of MediaWiki software by and within companies in different industries and will inspire and onboard new users. Registration and presentation signup is now available at the workshop's website. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/14|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W14"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:05, 1 April 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28473566 --> == Tech News: 2025-15 == <section begin="technews-2025-W15"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/15|Translations]] are available. '''Updates for editors''' * From now on, [[m:Special:MyLanguage/Interface administrators|interface admins]] and [[m:Special:MyLanguage/Central notice administrators|centralnotice admins]] are technically required to enable [[m:Special:MyLanguage/Help:Two-factor authentication|two-factor authentication]] before they can use their privileges. In the future this might be expanded to more groups with advanced user-rights. [https://phabricator.wikimedia.org/T150898] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:20}} community-submitted {{PLURAL:20|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * The Design System Team is preparing to release the next major version of Codex (v2.0.0) on April 29. Editors and developers who use CSS from Codex should see the [[mw:Codex/Release Timeline/2.0|2.0 overview documentation]], which includes guidance related to a few of the breaking changes such as <code dir=ltr style="white-space: nowrap;">font-size</code>, <code dir=ltr style="white-space: nowrap;">line-height</code>, and <code dir=ltr style="white-space: nowrap;">size-icon</code>. * The results of the [[mw:Developer Satisfaction Survey/2025|Developer Satisfaction Survey (2025)]]  are now available. Thank you to all participants. These results help the Foundation decide what to work on next and to review what they recently worked on. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.24|MediaWiki]] '''Meetings and events''' * The [[mw:Special:MyLanguage/Wikimedia Hackathon 2025|2025 Wikimedia Hackathon]] will take place in Istanbul, Turkey, between 2–4 May. Registration for attending the in-person event will close on 13 April. Before registering, please note the potential need for a [https://www.mfa.gov.tr/turkish-representations.en.mfa visa] or [https://www.mfa.gov.tr/visa-information-for-foreigners.en.mfa e-visa] to enter the country. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/15|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W15"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 18:52, 7 April 2025 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28507470 --> == Tech News: 2025-16 == <section begin="technews-2025-W16"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/16|Translations]] are available. '''Weekly highlight''' * Later this week, the default thumbnail size will be increased from 220px to 250px. This changes how pages are shown in all wikis and has been requested by some communities for many years, but wasn't previously possible due to technical limitations. [https://phabricator.wikimedia.org/T355914] * File thumbnails are now stored in discrete sizes. If a page specifies a thumbnail size that's not among the standard sizes (20, 40, 60, 120, 250, 330, 500, 960), then MediaWiki will pick the closest larger thumbnail size but will tell the browser to downscale it to the requested size. In these cases, nothing will change visually but users might load slightly larger images. If it doesn't matter which thumbnail size is used in a page, please pick one of the standard sizes to avoid the extra in-browser down-scaling step. [https://www.mediawiki.org/wiki/Special:MyLanguage/Help:Images#Thumbnail_sizes][https://phabricator.wikimedia.org/T355914] '''Updates for editors''' * The Wikimedia Foundation are working on a system called [[m:Edge Uniques|Edge Uniques]] which will enable [[:w:en:A/B testing|A/B testing]], help protect against [[:w:en:Denial-of-service attack|Distributed denial-of-service attacks]] (DDoS attacks), and make it easier to understand how many visitors the Wikimedia sites have. This is so that they can more efficiently build tools which help readers, and make it easier for readers to find what they are looking for. * To improve security for users, a small percentage of logins will now require that the account owner input a one-time password [[mw:Special:MyLanguage/Help:Extension:EmailAuth|emailed to their account]]. It is recommended that you [[Special:Preferences#mw-prefsection-personal-email|check]] that the email address on your account is set correctly, and that it has been confirmed, and that you have an email set for this purpose. [https://phabricator.wikimedia.org/T390662] * "Are you interested in taking a short survey to improve tools used for reviewing or reverting edits on your Wiki?" This question will be [[phab:T389401|asked at 7 wikis starting next week]], on Recent Changes and Watchlist pages. The [[mw:Special:MyLanguage/Moderator Tools|Moderator Tools team]] wants to know more about activities that involve looking at new edits made to your Wikimedia project, and determining whether they adhere to your project's policies. * On April 15, the full Wikidata graph will no longer be supported on <bdi lang="zxx" dir="ltr">[https://query.wikidata.org/ query.wikidata.org]</bdi>. After this date, scholarly articles will be available through <bdi lang="zxx" dir="ltr" style="white-space:nowrap;">[https://query-scholarly.wikidata.org/ query-scholarly.wikidata.org]</bdi>, while the rest of the data hosted on Wikidata will be available through the <bdi lang="zxx" dir="ltr">[https://query.wikidata.org/ query.wikidata.org]</bdi> endpoint. This is part of the scheduled split of the Wikidata Graph, which was [[d:Special:MyLanguage/Wikidata:SPARQL query service/WDQS backend update/September 2024 scaling update|announced in September 2024]]. More information is [[d:Wikidata:SPARQL query service/WDQS graph split|available on Wikidata]]. * The latest quarterly [[m:Special:MyLanguage/Wikimedia Apps/Newsletter/First quarter of 2025|Wikimedia Apps Newsletter]] is now available. It covers updates, experiments, and improvements made to the Wikipedia mobile apps. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * The latest quarterly [[mw:Technical Community Newsletter/2025/April|Technical Community Newsletter]] is now available. This edition includes: an invitation for tool maintainers to attend the Toolforge UI Community Feedback Session on April 15th; recent community metrics; and recent technical blog posts. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.25|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/16|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W16"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:24, 15 April 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28540654 --> == Tech News: 2025-17 == <section begin="technews-2025-W17"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/17|Translations]] are available. '''Updates for editors''' * [[f:Special:MyLanguage/Wikifunctions:Main Page|Wikifunctions]] is now integrated with [[w:dag:Solɔɣu|Dagbani Wikipedia]] since April 15. It is the first project that will be able to call [[f:Special:MyLanguage/Wikifunctions:Introduction|functions from Wikifunctions]] and integrate them in articles. A function is something that takes one or more inputs and transforms them into a desired output, such as adding up two numbers, converting miles into metres, calculating how much time has passed since an event, or declining a word into a case. Wikifunctions will allow users to do that through a simple call of [[f:Special:MyLanguage/Wikifunctions:Catalogue|a stable and global function]], rather than via a local template. [https://www.wikifunctions.org/wiki/Special:MyLanguage/Wikifunctions:Status_updates/2025-04-16] * A new type of lint error has been created: [[Special:LintErrors/empty-heading|{{int:linter-category-empty-heading}}]] ([[mw:Special:MyLanguage/Help:Lint errors/empty-heading|documentation]]). The [[mw:Special:MyLanguage/Help:Extension:Linter|Linter extension]]'s purpose is to identify wikitext patterns that must or can be fixed in pages and provide some guidance about what the problems are with those patterns and how to fix them. [https://phabricator.wikimedia.org/T368722] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:37}} community-submitted {{PLURAL:37|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * Following its publication on HuggingFace, the "Structured Contents" dataset, developed by Wikimedia Enterprise, is [https://enterprise.wikimedia.com/blog/kaggle-dataset/ now also available on Kaggle]. This Beta initiative is focused on making Wikimedia data more machine-readable for high-volume reusers. They are releasing this beta version in a location that open dataset communities already use, in order to seek feedback, to help improve the product for a future wider release. You can read more about the overall [https://enterprise.wikimedia.com/blog/structured-contents-snapshot-api/#open-datasets Structured Contents project], and about the [https://enterprise.wikimedia.com/blog/structured-contents-wikipedia-infobox/ first release that's freely usable]. * There is no new MediaWiki version this week. '''Meetings and events''' * The Editing and Machine Learning Teams invite interested volunteers to a video meeting to discuss [[mw:Special:MyLanguage/Edit check/Peacock check|Peacock check]], which is the latest [[mw:Special:MyLanguage/Edit check|Edit check]] that will detect "peacock" or "overly-promotional" or "non-neutral" language whilst an editor is typing. Editors who work with newcomers, or help to fix this kind of writing, or are interested in how we use artificial intelligence in our projects are encouraged to attend. The [[mw:Special:MyLanguage/Editing team/Community Conversations#Next Conversation|meeting will be on April 28, 2025]] at [https://zonestamp.toolforge.org/1745863200 18:00–19:00 UTC] and hosted on Zoom. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/17|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W17"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:00, 21 April 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28578245 --> == Tech News: 2025-18 == <section begin="technews-2025-W18"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/18|Translations]] are available. '''Updates for editors''' * Event organizers who host collaborative activities on [[m:Special:MyLanguage/CampaignEvents/Deployment status#Global Deployment Plan|multiple wikis]], including Bengali, Japanese, and Korean Wikipedias, will have access to the [[mw:Special:MyLanguage/Extension:CampaignEvents|CampaignEvents extension]] this week. Also, admins in the Wikipedia where the extension is enabled will automatically be granted the event organizer right soon. They won't have to manually grant themselves the right before they can manage events as [[phab:T386861|requested by a community]]. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:19}} community-submitted {{PLURAL:19|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * The release of the next major version of [[mw:Special:MyLanguage/Codex|Codex]], the design system for Wikimedia, is scheduled for 29 April 2025. Technical editors will have access to the release by the week of 5 May 2025. This update will include a number of [[mw:Special:MyLanguage/Codex/Release_Timeline/2.0#Breaking_changes|breaking changes]] and minor [[mw:Special:MyLanguage/Codex/Release_Timeline/2.0#Visual_changes|visual changes]]. Instructions on handling the breaking and visual changes are documented on [[mw:Special:MyLanguage/Codex/Release Timeline/2.0#|this page]]. Pre-release testing is reported in [[phab:T386298|T386298]], with post-release issues tracked in [[phab:T392379|T392379]] and [[phab:T392390|T392390]]. * Users of [[wikitech:Special:MyLanguage/Help:Wiki_Replicas|Wiki Replicas]] will notice that the database views of <code dir="ltr">ipblocks</code>, <code dir="ltr">ipblocks_ipindex</code>, and <code dir="ltr">ipblocks_compat</code> are [[phab:T390767|now deprecated]]. Users can query the <code dir="ltr">[[mw:Special:MyLanguage/Manual:Block_table|block]]</code> and <code dir="ltr">[[mw:Special:MyLanguage/Manual:Block_target_table|block_target]]</code> new views that mirror the new tables in the production database instead. The deprecated views will be removed entirely from Wiki Replicas in June, 2025. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.27|MediaWiki]] '''In depth''' * The latest quarterly [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2025/April|Language and Internationalization Newsletter]] is now available. This edition includes an overview of the improved [https://test.wikipedia.org/w/index.php?title=Special:ContentTranslation&campaign=contributionsmenu&to=es&filter-type=automatic&filter-id=previous-edits&active-list=suggestions&from=en#/ Content Translation Dashboard Tool], [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2025/April#Language Support for New and Existing Languages|support for new languages]], [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2025/April#Wiki Loves Ramadan Articles Made In Content Translation Mobile Workflow|highlights from the Wiki Loves Ramadan campaign]], [[m:Special:MyLanguage/Research:Languages Onboarding Experiment 2024 - Executive Summary|results from the Language Onboarding Experiment]], an analysis of topic diversity in articles, and information on upcoming community meetings and events. '''Meetings and events''' * The [[Special:MyLanguage/Grants:Knowledge_Sharing/Connect/Calendar|Let's Connect Learning Clinic]] will take place on [https://zonestamp.toolforge.org/1745937000 April 29 at 14:30 UTC]. This edition will focus on "Understanding and Navigating Conflict in Wikimedia Projects". You can [[m:Special:MyLanguage/Event:Learning Clinic %E2%80%93 Understanding and Navigating Conflict in Wikimedia Projects (Part_1)|register now]] to attend. * The [[mw:Special:MyLanguage/Wikimedia Hackathon 2025|2025 Wikimedia Hackathon]], which brings the global technical community together to connect, brainstorm, and hack existing projects, will take place from May 2 to 4th, 2025, at Istanbul, Turkey. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/18|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W18"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:31, 28 April 2025 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28585685 --> == Tech News: 2025-19 == <section begin="technews-2025-W19"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/19|Translations]] are available. '''Weekly highlight''' * The Wikimedia Foundation has shared the latest draft update to their [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026|annual plan]] for next year (July 2025–June 2026). This includes an [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026|executive summary]] (also on [[diffblog:2025/04/25/sharing-the-wikimedia-foundations-2025-2026-draft-annual-plan/|Diff]]), details about the three main [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Goals|goals]] ([[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Product & Technology OKRs|Infrastructure]], [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Goals/Volunteer Support|Volunteer Support]], and [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Goals/Effectiveness|Effectiveness]]), [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Global Trends|global trends]], and the [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Budget Overview|budget]] and [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026/Financial Model|financial model]]. Feedback and questions are welcome on the [[m:Talk:Wikimedia Foundation Annual Plan/2025-2026|talk page]] until the end of May. '''Updates for editors''' * For wikis that have the [[m:Special:MyLanguage/CampaignEvents/Deployment status|CampaignEvents extension enabled]], two new feature improvements have been released: ** Admins can now choose which namespaces are permitted for [[m:Special:MyLanguage/Event Center/Registration|Event Registration]] via [[mw:Special:MyLanguage/Community Configuration|Community Configuration]] ([[mw:Special:MyLanguage/Help:Extension:CampaignEvents/Registration/Permitted namespaces|documentation]]). The default setup is for event registration to be permitted in the Event namespace, but other namespaces (such as the project namespace or WikiProject namespace) can now be added. With this change, communities like WikiProjects can now more easily use Event Registration for their collaborative activities. ** Editors can now [[mw:Special:MyLanguage/Transclusion|transclude]] the Collaboration List on a wiki page ([[mw:Special:MyLanguage/Help:Extension:CampaignEvents/Collaboration list/Transclusion|documentation]]). The Collaboration List is an automated list of events and WikiProjects on the wikis, accessed via {{#special:AllEvents}} ([[w:en:Special:AllEvents|example]]). Now, the Collaboration List can be added to all sorts of wiki pages, such as: a wiki mainpage, a WikiProject page, an affiliate page, an event page, or even a user page. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * Developers who use the <code dir=ltr>moment</code> library in gadgets and user scripts should revise their code to use alternatives like the <code dir=ltr>Intl</code> library or the new <code dir=ltr>mediawiki.DateFormatter</code> library. The <code dir=ltr>moment</code> library has been deprecated and will begin to log messages in the developer console. You can see a global search for current uses, and [[phab:T392532|ask related questions in this Phabricator task]]. * Developers who maintain a tool that queries the Wikidata term store tables (<code dir=ltr style="white-space: nowrap;">wbt_*</code>) need to update their code to connect to a separate database cluster. These tables are being split into a separate database cluster. Tools that query those tables via the wiki replicas must be adapted to connect to the new cluster instead. [[wikitech:News/2025 Wikidata term store database split|Documentation and related links are available]]. [https://phabricator.wikimedia.org/T390954] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.44/wmf.28|MediaWiki]] '''In depth''' * The latest [[mw:Special:MyLanguage/Extension:Chart/Project/Updates|Chart Project newsletter]] is available. It includes updates on preparing to expand the deployment to additional wikis as soon as this week (starting May 6) and scaling up over the following weeks, plus exploring filtering and transforming source data. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/19|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W19"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:14, 6 May 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28665011 --> == Tech News: 2025-20 == <section begin="technews-2025-W20"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/20|Translations]] are available. '''Weekly highlight''' * The [[m:Special:MyLanguage/Wikimedia URL Shortener|"Get shortened URL"]] link on the sidebar now includes a [[phab:T393309|QR code]]. Wikimedia site users can now use it by scanning or downloading it to quickly share and access shared content from Wikimedia sites, conveniently. '''Updates for editors''' * The Wikimedia Foundation is working on a system called [[m:Edge Uniques|Edge Uniques]], which will enable [[w:en:A/B testing|A/B testing]], help protect against [[w:en:Denial-of-service attack|distributed denial-of-service attacks]] (DDoS attacks), and make it easier to understand how many visitors the Wikimedia sites have. This is to help more efficiently build tools which help readers, and make it easier for readers to find what they are looking for. Tech News has [[m:Special:MyLanguage/Tech/News/2025/16|previously written about this]]. The deployment will be gradual. Some might see the Edge Uniques cookie the week of 19 May. You can discuss this on the [[m:Talk:Edge Uniques|talk page]]. * Starting May 19, 2025, Event organisers in wikis with the [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|CampaignEvents extension]] enabled can use [[m:Special:MyLanguage/Event Center/Registration|Event Registration]] in the project namespace (e.g., Wikipedia namespace, Wikidata namespace). With this change, communities don't need admins to use the feature. However, wikis that don't want this change can remove and add the permitted namespaces at [[Special:CommunityConfiguration/CampaignEvents]]. * The Wikipedia project now has a {{int:project-localized-name-group-wikipedia/en}} in [[d:Q36720|Nupe]] ([[w:nup:|<code>w:nup:</code>]]). This is a language primarily spoken in the North Central region of Nigeria. Speakers of this language are invited to contribute to [[w:nup:Tatacin feregi|new Wikipedia]]. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * Developers can now access pre-parsed Dutch Wikipedia, amongst others (English, German, French, Spanish, Italian, and Portuguese) through the [https://enterprise.wikimedia.com/docs/snapshot/#structured-contents-snapshot-bundle-info-beta Structured Contents snapshots (beta)]. The content includes parsed Wikipedia abstracts, descriptions, main images, infoboxes, article sections, and references. * The <code dir="ltr">/page/data-parsoid</code> REST API endpoint is no longer in use and will be deprecated. It is [[phab:T393557|scheduled to be turned off]] on June 7, 2025. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.1|MediaWiki]] '''In depth''' * The [https://wikitech.wikimedia.org/wiki/News/2025_Cloud_VPS_VXLAN_IPv6_migration IPv6 support] is a newly introduced Cloud virtual network that significantly boosts Wikimedia platforms' scalability, security, and readiness for the future. If you are a technical contributor eager to learn more, check out [https://techblog.wikimedia.org/2025/05/06/wikimedia-cloud-vps-ipv6-support/ this blog post] for an in-depth look at the journey to IPv6. '''Meetings and events''' * The 2nd edition of 2025 of [[m:Special:MyLanguage/Afrika Baraza|Afrika Baraza]], a virtual platform for African Wikimedians to connect, will take place on [https://zonestamp.toolforge.org/1747328400 May 15 at 17:00 UTC]. This edition will focus on discussions regarding [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2025-2026|Wikimedia Annual planning and progress]]. * The [[m:Special:MyLanguage/MENA Connect Community Call|MENA Connect Community Call]], a virtual meeting for [[w:en:Middle East and North Africa|MENA]] Wikimedians to connect, will take place on [https://zonestamp.toolforge.org/1747501200 May 17 at 17:00 UTC]. You can [[m:Event:MENA Connect (Wiki_Diwan) APP Call|register now]] to attend. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/20|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W20"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:37, 12 May 2025 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28714188 --> == Tech News: 2025-21 == <section begin="technews-2025-W21"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/21|Translations]] are available. '''Weekly highlight''' * The Editing Team and the Machine Learning Team are working on a new check for newcomers: [[mw:Edit check/Peacock check|Peacock check]]. Using a prediction model, this check will encourage editors to improve the tone of their edits, using artificial intelligence. We invite volunteers to review the first version of the Peacock language model for the following languages: Arabic, Spanish, Portuguese, English, and Japanese. Users from these wikis interested in reviewing this model are [[mw:Edit check/Peacock check/model test|invited to sign up at MediaWiki.org]]. The deadline to sign up is on May 23, which will be the start date of the test. '''Updates for editors''' * From May 20, 2025, [[m:Special:MyLanguage/Oversight policy|oversighters]] and [[m:Special:MyLanguage/Meta:CheckUsers|checkusers]] will need to have their accounts secured with two-factor authentication (2FA) to be able to use their advanced rights. All users who belong to these two groups and do not have 2FA enabled have been informed. In the future, this requirement may be extended to other users with advanced rights. [[m:Special:MyLanguage/Mandatory two-factor authentication for users with some extended rights|Learn more]]. * [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] [[m:Special:MyLanguage/Community Wishlist Survey 2023/Multiblocks|Multiblocks]] will begin mass deployment by the end of the month: all non-Wikipedia projects plus Catalan Wikipedia will adopt Multiblocks in the week of May 26, while all other Wikipedias will adopt it in the week of June 2. Please [[m:Talk:Community Wishlist Survey 2023/Multiblocks|contact the team]] if you have concerns. Administrators can test the new user interface now on your own wiki by browsing to [{{fullurl:Special:Block|usecodex=1}} {{#special:Block}}?usecodex=1], and can test the full multiblocks functionality [[testwiki:Special:Block|on testwiki]]. Multiblocks is the feature that makes it possible for administrators to impose different types of blocks on the same user at the same time. See the [[mw:Special:MyLanguage/Help:Manage blocks|help page]] for more information. [https://phabricator.wikimedia.org/T377121] * Later this week, the [[{{#special:SpecialPages}}]] listing of almost all special pages will be updated with a new design. This page has been [[phab:T219543|redesigned]] to improve the user experience in a few ways, including: The ability to search for names and aliases of the special pages, sorting, more visible marking of restricted special pages, and a more mobile-friendly look. The new version can be [https://meta.wikimedia.beta.wmflabs.org/wiki/Special:SpecialPages previewed] at Beta Cluster now, and feedback shared in the task. [https://phabricator.wikimedia.org/T219543] * The [[mw:Special:MyLanguage/Extension:Chart|Chart extension]] is being enabled on more wikis. For a detailed list of when the extension will be enabled on your wiki, please read the [[mw:Special:MyLanguage/Extension:Chart/Project#Deployment Timeline|deployment timeline]]. * [[f:Special:MyLanguage/Wikifunctions:Main Page|Wikifunctions]] will be deployed on May 27 on five Wiktionaries: [[wikt:ha:|Hausa]], [[wikt:ig:|Igbo]], [[wikt:bn:|Bengali]], [[wikt:ml:|Malayalam]], and [[wikt:dv:|Dhivehi/Maldivian]]. This is the second batch of deployment planned for the project. After deployment, the projects will be able to call [[f:Special:MyLanguage/Wikifunctions:Introduction|functions from Wikifunctions]] and integrate them in their pages. A function is something that takes one or more inputs and transforms them into a desired output, such as adding up two numbers, converting miles into metres, calculating how much time has passed since an event, or declining a word into a case. Wikifunctions will allow users to do that through a simple call of [[f:Special:MyLanguage/Wikifunctions:Catalogue|a stable and global function]], rather than via a local template. * Later this week, the Wikimedia Foundation will publish a hub for [[diffblog:2024/07/09/on-the-value-of-experimentation/|experiments]]. This is to showcase and get user feedback on product experiments. The experiments help the Wikimedia movement [[diffblog:2023/07/13/exploring-paths-for-the-future-of-free-knowledge-new-wikipedia-chatgpt-plugin-leveraging-rich-media-social-apps-and-other-experiments/|understand new users]], how they interact with the internet and how it could affect the Wikimedia movement. Some examples are [[m:Special:MyLanguage/Future Audiences/Generated Video|generated video]], the [[m:Special:MyLanguage/Future Audiences/Roblox game|Wikipedia Roblox speedrun game]] and [[m:Special:MyLanguage/Future Audiences/Discord bot|the Discord bot]]. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:29}} community-submitted {{PLURAL:29|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, there was a bug with creating an account using the API, which has now been fixed. [https://phabricator.wikimedia.org/T390751] '''Updates for technical contributors''' * Gadgets and user scripts that interact with [[{{#special:Block}}]] may need to be updated to work with the new [[mw:Special:MyLanguage/Help:Manage blocks|manage blocks interface]]. Please review the [[mw:Help:Manage blocks/Developers|developer guide]] for more information. If you need help or are unable to adapt your script to the new interface, please let the team know on the [[mw:Help talk:Manage blocks/Developers|talk page]]. [https://phabricator.wikimedia.org/T377121] * The <code dir=ltr>mw.title</code> object allows you to get information about a specific wiki page in the [[w:en:Wikipedia:Lua|Lua]] programming language. Starting this week, a new property will be added to the object, named <code dir=ltr>isDisambiguationPage</code>. This property allows you to check if a page is a disambiguation page, without the need to write a custom function. [https://phabricator.wikimedia.org/T71441] * [[File:Octicons-tools.svg|15px|link=|class=skin-invert|Advanced item]] User script developers can use a [[toolforge:gitlab-content|new reverse proxy tool]] to load javascript and css from [[gitlab:|gitlab.wikimedia.org]] with <code dir=ltr>mw.loader.load</code>. The tool's author hopes this will enable collaborative development workflows for user scripts including linting, unit tests, code generation, and code review on <bdi lang="zxx" dir="ltr">gitlab.wikimedia.org</bdi> without a separate copy-and-paste step to publish scripts to a Wikimedia wiki for integration and acceptance testing. See [[wikitech:Tool:Gitlab-content|Tool:Gitlab-content on Wikitech]] for more information. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.2|MediaWiki]] '''Meetings and events''' * The 12th edition of [[m:Special:MyLanguage/Wiki Workshop 2025|Wiki Workshop 2025]], a forum that brings together researchers that explore all aspects of Wikimedia projects, will be held virtually on 21-22 May. Researchers can [https://pretix.eu/wikimedia/wikiworkshop2025/ register now]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/21|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W21"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:12, 19 May 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28724712 --> == Tech News: 2025-22 == <section begin="technews-2025-W22"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/22|Translations]] are available. '''Weekly highlight''' * A community-wide discussion about a very delicate issue for the development of [[m:Special:MyLanguage/Abstract Wikipedia|Abstract Wikipedia]] is now open on Meta: where to store the abstract content that will be developed through functions from Wikifunctions and data from Wikidata. The discussion is open until June 12 at [[m:Special:MyLanguage/Abstract Wikipedia/Location of Abstract Content|Abstract Wikipedia/Location of Abstract Content]], and every opinion is welcomed. The decision will be made and communicated after the consultation period by the Foundation. '''Updates for editors''' * Since last week, on all wikis except [[phab:T388604|the largest 20]], people using the mobile visual editor will have [[phab:T385851|additional tools in the menu bar]], accessed using the new <code>+</code> toolbar button. To start, the new menu will include options to add: citations, hieroglyphs, and code blocks. Deployment to the remaining wikis is [[phab:T388605|scheduled]] to happen in June. * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] The <code dir=ltr>[[mw:Special:MyLanguage/Help:Extension:ParserFunctions##ifexist|#ifexist]]</code> parser function will no longer register a link to its target page. This will improve the usefulness of [[{{#special:WantedPages}}]], which will eventually only list pages that are the target of an actual red link. This change will happen gradually as the source pages are updated. [https://phabricator.wikimedia.org/T14019] * This week, the Moderator Tools team will launch [[mw:Special:MyLanguage/2025 RecentChanges Language Agnostic Revert Risk Filtering|a new filter to Recent Changes]], starting at Indonesian Wikipedia. This new filter highlights edits that are likely to be reverted. The goal is to help Recent Changes patrollers identify potentially problematic edits. Other wikis will benefit from this filter in the future. * Upon clicking an empty search bar, logged-out users will see suggestions of articles for further reading. The feature will be available on both desktop and mobile. Readers of Catalan, Hebrew, and Italian Wikipedias and some sister projects will receive the change between May 21 and mid-June. Readers of other wikis will receive the change later. The goal is to encourage users to read the wikis more. [[mw:Special:MyLanguage/Reading/Web/Content Discovery Experiments/Search Suggestions|Learn more]]. * Some users of the Wikipedia Android app can use a new feature for readers, [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/TrivaGame|WikiGames]], a daily trivia game based on real historical events. The release has started as an A/B test, available to 50% of users in the following languages: English, French, Portuguese, Russian, Spanish, Arabic, Chinese, and Turkish. * The [[mw:Special:MyLanguage/Extension:Newsletter|Newsletter extension]] that is available on MediaWiki.org allows the creation of [[mw:Special:Newsletters|various newsletters]] for global users. The extension can now publish new issues as section links on an existing page, instead of requiring a new page for each issue. [https://phabricator.wikimedia.org/T393844] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:32}} community-submitted {{PLURAL:32|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * The previously deprecated <code dir=ltr>[[mw:Special:MyLanguage/Manual:Ipblocks table|ipblocks]]</code> views in [[wikitech:Help:Wiki Replicas|Wiki Replicas]] will be removed in the beginning of June. Users are encouraged to query the new <code dir=ltr>[[mw:Special:MyLanguage/Manual:Block table|block]]</code> and <code dir=ltr>[[mw:Special:MyLanguage/Manual:Block target table|block_target]]</code> views instead. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.3|MediaWiki]] '''Meetings and events''' * [[d:Special:MyLanguage/Event:Wikidata and Sister Projects|Wikidata and Sister Projects]] is a multi-day online event that will focus on how Wikidata is integrated to Wikipedia and the other Wikimedia projects. The event runs from May 29 – June 1. You can [[d:Special:MyLanguage/Event:Wikidata and Sister Projects#Sessions|read the Program schedule]] and [[d:Special:RegisterForEvent/1291|register]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/22|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W22"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:04, 26 May 2025 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28788673 --> == Tech News: 2025-23 == <section begin="technews-2025-W23"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/23|Translations]] are available. '''Weekly highlight''' * The [[mw:Special:MyLanguage/Extension:Chart|Chart extension]] is now available on all Wikimedia wikis. Editors can use this new extension to create interactive data visualizations like bar, line, area, and pie charts. Charts are designed to replace many of the uses of the legacy [[mw:Special:MyLanguage/Extension:Graph|Graph extension]]. '''Updates for editors''' * It is now easier to configure automatic citations for your wiki within the visual editor's [[mw:Special:MyLanguage/Citoid/Enabling Citoid on your wiki|citation generator]]. Administrators can now set a default template by using the <code dir=ltr>_default</code> key in the local <bdi lang="en" dir="ltr">[[MediaWiki:Citoid-template-type-map.json]]</bdi> page ([[mw:Special:Diff/6969653/7646386|example diff]]). Setting this default will also help to future-proof your existing configurations when [[phab:T347823|new item types]] are added in the future. You can still set templates for individual item types as they will be preferred to the default template. [https://phabricator.wikimedia.org/T384709] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:20}} community-submitted {{PLURAL:20|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * Starting the week of June 2, bots logging in using <code dir=ltr>action=login</code> or <code dir=ltr>action=clientlogin</code> will fail more often. This is because of stronger protections against suspicious logins. Bots using [[mw:Special:MyLanguage/Manual:Bot passwords|bot passwords]] or using a loginless authentication method such as [[mw:Special:MyLanguage/OAuth/Owner-only consumers|OAuth]] are not affected. If your bot is not using one of those, you should update it; using <code dir=ltr>action=login</code> without a bot password was deprecated [[listarchive:list/wikitech-l@lists.wikimedia.org/message/3EEMN7VQX5G7WMQI5K2GP5JC2336DPTD/|in 2016]]. For most bots, this only requires changing what password the bot uses. [https://phabricator.wikimedia.org/T395205] * From this week, Wikimedia wikis will allow ES2017 features in JavaScript code for official code, gadgets, and user scripts. The most visible feature of ES2017 is <bdi lang="zxx" dir="ltr"><code>async</code>/<code>await</code></bdi> syntax, allowing for easier-to-read code. Until this week, the platform only allowed up to ES2016, and a few months before that, up to ES2015. [https://phabricator.wikimedia.org/T381537] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.4|MediaWiki]] '''Meetings and events''' * Scholarship applications to participate in the [[m:Special:MyLanguage/GLAM Wiki 2025|GLAM Wiki Conference 2025]] are now open. The conference will take place from 30 October to 1 November, in Lisbon, Portugal. GLAM contributors who lack the means to support their participation can [[m:Special:MyLanguage/GLAM Wiki 2025/Scholarships|apply here]]. Scholarship applications close on June 7th. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/23|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W23"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:55, 2 June 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28819186 --> == Tech News: 2025-24 == <section begin="technews-2025-W24"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/24|Translations]] are available. '''Weekly highlight''' * The [[mw:Special:MyLanguage/Trust and Safety Product|Trust and Safety Product team]] is finalizing work needed to roll out [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] on large Wikipedias later this month. The team has worked with stewards and other users with extended rights to predict and address many use cases that may arise on larger wikis, so that community members can continue to effectively moderate and patrol temporary accounts. This will be the second of three phases of deployment – the last one will take place in September at the earliest. For more information about the recent developments on the project, [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/Updates|see this update]]. If you have any comments or questions, write on the [[mw:Talk:Trust and Safety Product/Temporary Accounts|talk page]], and [[m:Event:CEE Catch up Nr. 10 (June 2025)|join a CEE Catch Up]] this Tuesday. '''Updates for editors''' * [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] The [[mw:Special:MyLanguage/Help:Watchlist expiry|watchlist expiry]] feature allows editors to watch pages for a limited period of time. After that period, the page is automatically removed from your watchlist. Starting this week, you can set a preference for the default period of time to watch pages. The [[Special:Preferences#mw-prefsection-watchlist-pageswatchlist|preferences]] also allow you to set different default watch periods for editing existing pages, pages you create, and when using rollback. [https://phabricator.wikimedia.org/T265716] [[File:Talk pages default look (April 2023).jpg|thumb|alt=Screenshot of the visual improvements made on talk pages|Example of a talk page with the new design, in French.]] * The appearance of talk pages will change at almost all Wikipedias ([[m:Special:MyLanguage/Tech/News/2024/19|some]] have already received this design change, [[phab:T379264|a few]] will get these changes later). You can read details about the changes [[diffblog:2024/05/02/making-talk-pages-better-for-everyone/|on ''Diff'']]. It is possible to opt out of these changes [[Special:Preferences#mw-prefsection-editing-discussion|in user preferences]] ("{{int:discussiontools-preference-visualenhancements}}"). [https://phabricator.wikimedia.org/T319146][https://phabricator.wikimedia.org/T392121] * Users with specific extended rights (including administrators, bureaucrats, checkusers, oversighters, and stewards) can now have IP addresses of all temporary accounts [[phab:T358853|revealed automatically]] during time-limited periods where they need to combat high-speed account-hopping vandalism. This feature was requested by stewards. [https://phabricator.wikimedia.org/T386492] * This week, the Moderator Tools and Machine Learning teams will continue the rollout of [[mw:Special:MyLanguage/2025 RecentChanges Language Agnostic Revert Risk Filtering|a new filter to Recent Changes]], releasing it to several more Wikipedias. This filter utilizes the Revert Risk model, which was created by the Research team, to highlight edits that are likely to be reverted and help Recent Changes patrollers identify potentially problematic contributions. The feature will be rolled out to the following Wikipedias: {{int:project-localized-name-afwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-bnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cywiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hawwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-iswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kkwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-simplewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-trwiki/en}}. The rollout will continue in the coming weeks to include [[mw:Special:MyLanguage/2025 RecentChanges Language Agnostic Revert Risk Filtering|the rest of the Wikipedias in this project]]. [https://phabricator.wikimedia.org/T391964] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * AbuseFilter editors active on Meta-Wiki and large Wikipedias are kindly asked to update AbuseFilter to make it compatible with temporary accounts. A link to the instructions and the private lists of filters needing verification are [[phab:T369611|available on Phabricator]]. * Lua modules now have access to the name of a page's associated thumbnail image, and on [https://gerrit.wikimedia.org/g/operations/mediawiki-config/+/2e4ab14aa15bb95568f9c07dd777065901eb2126/wmf-config/InitialiseSettings.php#10849 some wikis] to the WikiProject assessment information. This is possible using two new properties on [[mw:Special:MyLanguage/Extension:Scribunto/Lua reference manual#added-by-extensions|mw.title objects]], named <code dir=ltr>pageImage</code> and <code dir=ltr>pageAssessments</code>. [https://phabricator.wikimedia.org/T131911][https://phabricator.wikimedia.org/T380122] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.5|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/24|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W24"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:16, 10 June 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28846858 --> == Tech News: 2025-25 == <section begin="technews-2025-W25"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/25|Translations]] are available. '''Updates for editors''' * You can [https://wikimediafoundation.limesurvey.net/359761?lang=en nominate your favorite tools] for the sixth edition of the [[m:Special:MyLanguage/Coolest Tool Award|Coolest Tool Award]]. Nominations are anonymous and will be open until June 25. You can re-use the survey to nominate multiple tools. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:33}} community-submitted {{PLURAL:33|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.6|MediaWiki]] '''In depth''' * Foundation staff and technical volunteers use Wikimedia APIs to build the tools, applications, features, and integrations that enhance user experiences. Over the coming years, the MediaWiki Interfaces team will be investing in Wikimedia web (HTTP) APIs to better serve technical volunteer needs and protect Wikimedia infrastructure from potential abuse. You can [https://techblog.wikimedia.org/2025/06/12/apis-as-a-product-investing-in-the-current-and-next-generation-of-technical-contributors/ read more about their plans to evolve the APIs in this Techblog post]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/25|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W25"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:38, 16 June 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28870688 --> == Tech News: 2025-26 == <section begin="technews-2025-W26"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/26|Translations]] are available. '''Weekly highlight''' * This week, the Moderator Tools and Machine Learning teams will continue the rollout of [[mw:Special:MyLanguage/2025 RecentChanges Language Agnostic Revert Risk Filtering|a new filter to Recent Changes]], releasing it to the third and last batch of Wikipedias. This filter utilizes the Revert Risk model, which was created by the Research team, to highlight edits that are likely to be reverted and help Recent Changes patrollers identify potentially problematic contributions. The feature will be rolled out to the following Wikipedias: {{int:project-localized-name-azwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-lawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mkwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-mrwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nnwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-pawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-swwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-tlwiki/en}}. The rollout will continue in the coming weeks to include [[mw:Special:MyLanguage/2025 RecentChanges Language Agnostic Revert Risk Filtering|the rest of the Wikipedias in this project]]. [https://phabricator.wikimedia.org/T391964] '''Updates for editors''' * Last week, [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] were rolled out on Czech, Korean, and Turkish Wikipedias. This and next week, deployments on larger Wikipedias will follow. [[mw:Talk:Trust and Safety Product/Temporary Accounts|Share your thoughts]] about the project. [https://phabricator.wikimedia.org/T340001] * Later this week, the Editing team will release [[mw:Special:MyLanguage/Help:Edit check#Multi check|Multi Check]] to all Wikipedias (except English Wikipedia). This feature shows multiple [[mw:Special:MyLanguage/Help:Edit check#Reference check|Reference checks]] within the editing experience. This encourages users to add citations when they add multiple new paragraphs to a Wikipedia article. This feature was previously available as an A/B test. [https://analytics.wikimedia.org/published/reports/editing/multi_check_ab_test_report_final.html#summary-of-results The test shows] that users who are shown multiple checks are 1.3 times more likely to add a reference to their edit, and their edit is less likely to be reverted (-34.7%). [https://phabricator.wikimedia.org/T395519] * A few pages need to be renamed due to software updates and to match more recent Unicode standards. All of these changes are related to title-casing changes. Approximately 71 pages and 3 files will be renamed, across 15 wikis; the complete list is in [[phab:T396903|the task]]. The developers will rename these pages next week, and they will fix redirects and embedded file links a few minutes later via a system settings update. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:24}} community-submitted {{PLURAL:24|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug was fixed that had caused pages to scroll upwards when text near the top was selected. [https://phabricator.wikimedia.org/T364023] '''Updates for technical contributors''' * Editors can now use Lua modules to filter and transform tabular data for use with [[mw:Special:MyLanguage/Extension:Chart|Extension:Chart]]. This can be used for things like selecting a subset of rows or columns from the source data, converting between units, statistical processing, and many other useful transformations. [[mw:Special:MyLanguage/Extension:Chart/Transforms|Information on how to use transforms is available]]. [https://www.mediawiki.org/wiki/Special:MyLanguage/Extension:Chart/Project/Updates] * The <code dir=ltr>all_links</code> variable in [[Special:AbuseFilter|AbuseFilter]] is now renamed to <code dir=ltr>new_links</code> for consistency with other variables. Old usages will still continue to work. [https://phabricator.wikimedia.org/T391811] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.7|MediaWiki]] '''In depth''' * The latest quarterly [[mw:Special:MyLanguage/Growth/Newsletters/34|Growth newsletter]] is available. It includes: the recent updates for the "Add a Link" Task, two new Newcomer Engagement Features, and updates to Community Configuration. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/26|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W26"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:21, 23 June 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28870688 --> == Tech News: 2025-27 == <section begin="technews-2025-W27"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/27|Translations]] are available. '''Weekly highlight''' * The [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|CampaignEvents extension]] has been enabled on all Wikipedias. The extension makes it easier to organize and participate in collaborative activities, like edit-a-thons and WikiProjects, on the wikis. The extension has three features: [[m:Special:MyLanguage/Event Center/Registration|Event Registration]], [[m:Special:MyLanguage/CampaignEvents/Collaboration list|Collaboration List]], and [[m:Campaigns/Foundation Product Team/Invitation list|Invitation List]]. To request the extension for your wiki, visit the [[m:Special:MyLanguage/CampaignEvents/Deployment status#How to Request the CampaignEvents Extension for your wiki|Deployment information page]]. '''Updates for editors''' * AbuseFilter maintainers can now [[mw:Special:MyLanguage/Extension:IPReputation/AbuseFilter variables|match against IP reputation data]] in [[mw:Special:MyLanguage/Extension:AbuseFilter|AbuseFilters]]. IP reputation data is information about the proxies and VPNs associated with the user's IP address. This data is not shown publicly and is not generated for actions performed by registered accounts. [https://phabricator.wikimedia.org/T354599] * Hidden content that is within [[mw:Special:MyLanguage/Manual:Collapsible elements|collapsible parts of wikipages]] will now be revealed when someone searches the page using the web browser's "Find in page" function (Ctrl+F or ⌘F) in supporting browsers. [https://phabricator.wikimedia.org/T327893][https://developer.mozilla.org/en-US/docs/Web/HTML/Reference/Global_attributes/hidden#browser_compatibility] * [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] A new feature, called [[mw:Special:MyLanguage/Help:TemplateData/Template discovery|Favourite Templates]], will be deployed later this week on all projects (except English Wikipedia, which will receive the feature next week), following a piloting phase on Polish and Arabic Wikipedia, and Italian and English Wikisource. The feature will provide a better way for new and experienced contributors to recall and discover templates via the template dialog, by allowing users to put templates on a special "favourite list". The feature works with both the visual editor and the wikitext editor. The feature is a [[m:Special:MyLanguage/Community Wishlist/Focus areas/Template recall and discovery|community wishlist focus area]]. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:31}} community-submitted {{PLURAL:31|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug was fixed that had caused some Notifications to be sent multiple times. [https://phabricator.wikimedia.org/T397103] '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.8|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/27|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W27"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:40, 30 June 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28917415 --> == Tech News: 2025-28 == <section begin="technews-2025-W28"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/28|Translations]] are available. '''Weekly highlight''' * [[mw:Special:MyLanguage/Help:Temporary accounts|Temporary accounts]] have been rolled out on 18 large and medium-sized Wikipedias, including German, Japanese, French, and Chinese. Now, about 1/3 of all logged-out activity across wikis is coming from temporary accounts. Users involved in patrolling may be interested in two new documentation pages: [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/Access to IP|Access to IP]], explaining everything related to access to temporary account IP addresses, and [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts/Repository|Repository]] with a list of new gadgets and user scripts. '''Updates for editors''' * Anyone can play an experimental new game, [[mw:Special:MyLanguage/New Engagement Experiments/WikiRun|WikiRun]], that lets you race through Wikipedia by clicking from one article to another, aiming to reach a target page in as few steps and in as little time as possible. The project's goal is to explore new ways of engaging readers. [https://wikirun-game.toolforge.org/ Try playing the game] and let the team know what you think [[mw:Talk:New Engagement Experiments/WikiRun|on the talk page]]. * Users of the Wikipedia Android app in some languages can now play the new [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/TrivaGame|trivia game]]. ''Which came first?'' is a simple history game where you guess which of two events happened earlier on today's date. It was previously available as an A/B test. It is now available to all users in English, German, French, Spanish, Portuguese, Russian, Arabic, Turkish, and Chinese. The goal of the feature is to help engage with new generations of readers. [https://meta.wikimedia.org/wiki/Special:MyLanguage/Tech/News/2025/22] * Users of the iOS Wikipedia App in some languages may see a new tabbed browsing feature that enables you to open multiple tabs while reading. This feature makes it easier to explore related topics and switch between articles. The A/B test is currently running in Arabic, English, and Japanese in selected regions. More details are available on the [[mw:Special:MyLanguage/Wikimedia Apps/Team/iOS/Tabbed Browsing (Tabs)|Tabbed Browsing project page]]. * Bureaucrats on Wikimedia wikis can now use [[{{#special:VerifyOATHForUser}}]] to check if users have enabled [[mw:Special:MyLanguage/Help:Two-factor authentication|two-factor authentication]]. [https://phabricator.wikimedia.org/T265726] * [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] A new feature related to [[m:Special:MyLanguage/Community Wishlist/Focus areas/Template recall and discovery|Template Recall and Discovery]] will be deployed later this week to all Wikimedia projects: a [[mw:Special:MyLanguage/Help:TemplateData/Template discovery#Template categories|template category browser]] will be introduced to assist users in finding templates to put in their “favourite” list. The browser will allow users to browse a list of templates which have been organised into a given category tree. The feature has been requested by the community [[m:Special:MyLanguage/Community Wishlist/Wishes/Select templates by categories|through the Community Wishlist]]. * It is now possible to access watchlist preferences from the watchlist page. Also the redundant button to edit the watchlist has been removed. [https://www.mediawiki.org/wiki/Moderator_Tools/Watchlist] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * As part of [[mw:MediaWiki_1.44|MediaWiki 1.44]] there is now a unified built-in Notifications system that makes it easier for developers to send, manage, and customize notifications. Check out the updated documentation at [[mw:Manual:Notifications|Manual:Notifications]], information about migration in [[phab:T388663|T388663]] and details on deprecated hooks in [[phab:T389624|T389624]]. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.9|MediaWiki]] '''Meetings and events''' * [[d:Special:MyLanguage/Event:WikidataCon 2025|WikidataCon 2025]], the conference dedicated to Wikidata is now open for [https://pretalx.com/wikidatacon-2025/cfp session proposals] and for [[d:Special:RegisterForEvent/1340|registration]]. This year's event will be held online from October 31 – November 02 and will explore on the theme of "Connecting People through Linked Open Data". '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/28|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W28"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:05, 8 July 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28930584 --> == Tech News: 2025-29 == <section begin="technews-2025-W29"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/29|Translations]] are available. '''Updates for editors''' * [[mw:Special:MyLanguage/Help:TemplateData/Template discovery#Featured templates|Featured templates]], a new feature related to [[m:Special:MyLanguage/Community Wishlist/Focus areas/Template recall and discovery|Template Recall and Discovery]] will be deployed this week to all Wikimedia projects: With this feature, editors will be able to quickly access a list of templates that are likely to be useful. These templates will be displayed in a list, under the "featured" tab of the template discovery interface. Administrators can define the list via the Community Configuration interface. The feature fulfills a request by the community [[m:Special:MyLanguage/Community Wishlist/Wishes/Easy access Templates|through the Community Wishlist]]. [https://phabricator.wikimedia.org/T367428][https://phabricator.wikimedia.org/T392896] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:31}} community-submitted {{PLURAL:31|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the request to add Malayalam fonts in the [[oldWikisource:Special:MyLanguage/Wikisource:WS Export|Wikisource Book Export Tool]] was resolved and now, the rendering of Malayalam letters in exported Wikisource books are accurate. [https://phabricator.wikimedia.org/T374457] '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.10|MediaWiki]] '''In depth''' * Developers, designers, and all Wikimedians are invited to [https://phabricator.wikimedia.org/project/board/7953/ submit a project idea] for the Wikimania Hackathon 2025. Read [https://diff.wikimedia.org/2025/06/30/call-for-projects-wikimania-hackathon-2025-is-coming-to-nairobi/ this Diff blog post] for more details. '''Meetings and events''' * [[m:WikiIndaba conference 2025|WikiIndaba 2025]] scholarship application and program submission is open until 23:59 GMT on July 20. WikiIndaba is a regional conference for African Wikimedians both on the continent and in the diaspora to unite and grow together. Submit [https://docs.google.com/forms/d/e/1FAIpQLSdJTv68R1OPASXXDfpIl8EWiMLTM-TDwh6_5gNVvFuWccFZ2Q/viewform your scholarship application] and [https://ee.kobotoolbox.org/x/BI3omIfH program proposal] now! * [https://br.wikimedia.org/wiki/WikiCon_Brasil_2025 WikiCon Brasil 2025] will take place on July 19-20 in Salvador, Bahia, Brazil. The Brazilian community members are encouraged to register and attend! '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/29|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W29"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:09, 14 July 2025 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=28980963 --> == Tech News: 2025-30 == <section begin="technews-2025-W30"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/30|Translations]] are available. '''Updates for editors''' * The Translation Suggestions feature in the [[mw:Special:MyLanguage/Content translation|Content Translation tool]] now has another level of article filters added to the "[https://en.wikipedia.org/w/index.php?title=Special:ContentTranslation&filter-type=automatic&filter-id=previous-edits&active-list=suggestions&from=en&to=fi#/ ... More]" category. Translators who use the Suggestions feature can now select and receive article suggestions that are customized to geographical locations of their interest using the new "{{int:Cx-sx-suggestions-filters-tab-regions}}" filter. [https://phabricator.wikimedia.org/T113257] * Administrators can now limit "Add a Link" to newcomers. The [[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|"Add a Link"]] Structured Task [[mw:Special:MyLanguage/Growth/Constructive activation experimentation#Enwiki A/B test & "Add a Link" Improvements (Wiki Experiences 1.2.11 & 1.2.16)|helps new account holders start editing]], but some communities have requested the ability to restrict it to its intended audience: newcomers. Administrators can configure this setting within the [[Special:CommunityConfiguration/GrowthSuggestedEdits|Community Configuration]] feature. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:29}} community-submitted {{PLURAL:29|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * For AbuseFilter editors on [[phab:T392144|some wikis]], it is now possible to filter edits based on the RevertRisk score of the edit being attempted. It is only populated if the action being evaluated is an edit. For more information, please see the [[mw:Special:MyLanguage/Extension:ORES/AbuseFilter variables#What variables are available for use|ORES/AbuseFilter variables]] documentation. * The [[mw:Special:MyLanguage/Beta Cluster|Beta Cluster]] wikis have [[listarchive:list/wikitech-l@lists.wikimedia.org/thread/YDABPV75LADRQCXMJAFWUP256N4EQ25B/|been moved]] from <code dir=ltr>beta.wmflabs.org</code> to <code dir=ltr>beta.wmcloud.org</code>. Users may need to update URLs in any tools, or in their password managers. Any related issues can be [[phab:T289318|reported in the task]]. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.11|MediaWiki]] '''Meetings and events''' * [[m:Special:MyLanguage/WikiCite 2025|WikiCite 2025]] will take place from 29–31 August, both online and in-person in Bern, Switzerland. The event's goals are to reconnect communities, institutions, and individuals working with open citations, bibliographic data, and the Wikidata/Wikibase ecosystem. Registration is open and the call for proposals will be announced soon. [https://lists.wikimedia.org/hyperkitty/list/wikidata@lists.wikimedia.org/message/KQZUG3ETKLBWPBYSB2YAWZIRPWHS24TG/] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/30|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W30"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:42, 21 July 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29005283 --> == Tech News: 2025-31 == <section begin="technews-2025-W31"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/31|Translations]] are available. '''Weekly highlight''' * The Community Tech team will be focusing on wishes related to Watchlists and Recent Changes pages, over the next few months. They are looking for feedback. Please [[m:Special:MyLanguage/Community Wishlist/Updates#July 24, 2025: Watchlists and Recent Changes pages|read the latest update]], and if you have ideas, please [[m:Special:MyLanguage/Community Wishlist|submit a wish]] on the topic. '''Updates for editors''' * The Wikimedia Commons community has decided to block [[:mw:Special:MyLanguage/Upload dialog|cross-wiki uploads]] to Wikimedia Commons, for all users without autoconfirmed rights on that wiki, starting on August 16. This is because of [[:c:Commons:Cross-wiki media upload tool/History|widespread problems]] related to files that are uploaded by newcomers. Users who are affected by this will get an error message with a link to the less restrictive UploadWizard on Commons. Please help translating the [[:c:Special:MyLanguage/MediaWiki:Abusefilter-disallowed-cross-wiki-upload|message]] or give feedback on the message text. Please also update your local help pages to explain this restriction. [https://phabricator.wikimedia.org/T370598] * On wikis with temporary accounts enabled and Meta-Wiki, administrators may now set up a footer for the Special:Contributions pages of temporary accounts, similar to those which can be shown on IP and user-account pages. They may do it by creating the page named <code dir=ltr>MediaWiki:Sp-contributions-footer-temp</code>. [https://phabricator.wikimedia.org/T398347] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:21}} community-submitted {{PLURAL:21|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.12|MediaWiki]] '''Meetings and events''' * [[wmania:Special:MyLanguage/2025:Wikimania|Wikimania 2025]] will run from August 6–9. The [https://wikimedia.eventyay.com/talk/wikimania2025/schedule/ program is available] for you to plan which sessions you want to attend. Most sessions will be live-streamed, with exceptions for those that show the "no camera" icon. If you are joining online to watch live-streams and use the interactive features, please [[wmania:Special:MyLanguage/2025:Registration|register]] for a free virtual ticket. For example, you may be interested in technical sessions such as: ** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/KFEFVG/ Temporary Accounts: Enhancing privacy for our unregistered editors] ** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/TVCVAB/ Building a Sustainable Future for Wikimedia Contributors] ** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/WTRQCJ/ A dozen visions for wikitext!] ** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/8YKKP9/ Coordinate Across Stakeholders with the Product and Technology Advisory Council] * The [[mw:Special:MyLanguage/MediaWiki Users and Developers Conference Fall 2025|MediaWiki Users and Developers Conference, Fall 2025]] will be held 28–30 October 2025 in Hanover, Germany. This event is organized by and for the third-party MediaWiki community. You can propose sessions and register to attend. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/31|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W31"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:26, 29 July 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29051727 --> == Tech News: 2025-32 == <section begin="technews-2025-W32"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/32|Translations]] are available. '''Updates for editors''' * Editors can now enable the [[mw:Special:MyLanguage/Product Safety and Integrity/Anti-abuse signals/User Info|User Info card]]. This feature adds an icon next to usernames on history pages and similar user-contribution log pages. When you tap or click on the icon, it displays data related to that user account such as the number of edits, reverted edits, blocks, and more. It's part of a broader project to make it easier for moderators to evaluate account trustworthiness. The feature can be enabled in [[testwiki:Special:GlobalPreferences#mw-prefsection-rendering|your global preferences]], and later this week it will be available in local preferences. [https://phabricator.wikimedia.org/T386439] * Everybody is invited to share comments on [[m:Special:MyLanguage/CampaignEvents/Collaborative contributions|Collaborative Contributions]], a project recently launched by the [[m:Special:MyLanguage/Connection Team|Connection team]]. The project aims to create a new way to display the impact of collaborative editing activities (such as edit-a-thons, backlog drives, and WikiProjects) on the wikis. Post your comments on the [[m:Talk:CampaignEvents/Collaborative contributions|project talk page]]. [https://phabricator.wikimedia.org/T378035] * Administrators can now define the default block duration for temporary accounts. To do that, they need to create a page named <code dir=ltr>MediaWiki:Ipb-default-expiry-temporary-account</code> and use a value defined in <code dir=ltr>MediaWiki:Ipboptions</code>. This allows administrators to easily block temporary accounts for 90 days, which is functionally equivalent to an indefinite block. The advantage of this solution is that it does not clutter Special:BlockList. [[mw:Special:MyLanguage/Manual:Block and unblock#Default block duration options|More documentation]] is available. [https://phabricator.wikimedia.org/T398626] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * Gadgets can now include <code dir=ltr>.vue</code> files. This makes it easier to develop modern user interfaces using [[mw:Vue.js|Vue.js]], in particular using [[mw:Special:MyLanguage/Codex|Codex]], the official design system of Wikimedia. [[wmdoc:codex/latest/icons/overview.html|Codex icons]] can be loaded through the gadget definition. [[mw:Special:MyLanguage/Extension:Gadgets#Pages|The documentation]] has examples. For user scripts that use Vue.js, an [[mw:API:CodexIcons|API module]] now exists to load Codex icons. [https://phabricator.wikimedia.org/T340460][https://phabricator.wikimedia.org/T311099] * Module developers can now use a [[mw:Help:Extension:Translate/Message Bundles/Lua reference|Lua interface]] to simplify the preparation of Lua modules for translation on Meta-Wiki. This improvement makes it easier for translators to find and edit module strings without dealing with raw Lua code. It helps prevent mistakes that could break the module during translation. Module developers and translators are invited to [[commons:File:Translatable modules video demo July 2025.webm|watch the demo video]], read more about [[mw:Special:MyLanguage/Translatable modules|translatable modules]] to understand how it works, refer to Meta-Wiki's [[m:Module:User Wikimedia project|Module:User Wikimedia project]] for example usage, and [[mw:Talk:Translatable modules|share their feedback]] on how well it addresses the challenges in their workflow. The interface still has some performance issues, so it should not be used in widely used modules yet. [https://phabricator.wikimedia.org/T359918] * Developers of external tools that connect to Wikimedia pages must set a user-agent that complies with [[foundation:Special:MyLanguage/Policy:Wikimedia Foundation User-Agent Policy|the user-agent policy]]. This policy will start to be more strongly enforced in August because of external crawlers that are [[diffblog:2025/04/01/how-crawlers-impact-the-operations-of-the-wikimedia-projects/|overusing]] Wikimedia's resources. Tools that are hosted on Wikimedia's Toolforge or Cloud VPS will not be affected by this for now, but should still set a user-agent. [[phab:T400119|More technical details are available]], and related questions are welcome in that task. * Parsoid Read Views is going to be rolling out to some smaller Wikipedias over the next few weeks, following the successful transition of Wikivoyages and Wiktionaries to Parsoid Read Views. For more information, see the [[mw:Special:MyLanguage/Parsoid/Parser Unification|Parsoid/Parser Unification]] project page. [https://phabricator.wikimedia.org/project/profile/7694/] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.13|MediaWiki]] '''Meetings and events''' * [[wmania:Special:MyLanguage/2025:Wikimania|Wikimania 2025]] will run from August 6–9. The [https://wikimedia.eventyay.com/talk/wikimania2025/schedule/ program is available] for you to plan which sessions you want to attend. Most sessions will be live-streamed, with exceptions for those that show the "no camera" icon. If you are joining online to watch live-streams and use the interactive features, please [[wmania:Special:MyLanguage/2025:Registration|register]] for a free virtual ticket. For example, you may be interested in technical sessions such as: ** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/GEH9DH/ Wikimedia’s knowledge infrastructure in a changing internet: Establishing sustainable pathways for content reuse] ** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/7ELN9Q/ Wikifunctions is coming soon to a wiki near you!] ** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/ZMGVJV/ Shaping the Future of Wikipedia’s Reader Experience] ** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/KCKTFZ/ Making Wikipedia More Readable: What Comes Next] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/32|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W32"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 03:40, 5 August 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29083927 --> == Tech News: 2025-33 == <section begin="technews-2025-W33"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/33|Translations]] are available. '''Updates for editors''' * The WikiEditor toolbar now includes [[mw:Special:MyLanguage/Help:Extension:WikiEditor#Keyboard shortcuts|its keyboard shortcuts]] in the tooltips for its buttons. This will help to improve the discoverability of this feature. [https://phabricator.wikimedia.org/T400583] * The [[m:Special:MyLanguage/Product and Technology Advisory Council|Product and Technology Advisory Council]] published a set of [[m:Special:MyLanguage/Product and Technology Advisory Council/August 2025 draft PTAC proposals for feedback|proposed experiments]] the Wikimedia Foundation can try to improve communication with community. Feedback on the proposals are welcomed until August 22 on [[m:Talk:Product and Technology Advisory Council/August 2025 draft PTAC proposals for feedback|this talk page]]. * The search bar on the Minerva skin (mobile) has been updated to use the same type-ahead search component that is used on the Vector 2022 skin. There are no changes in search functionality but there are minor visual changes. Specifically, the close-search button has been changed from an "X" to a back arrow. This helps to distinguish it from the other "X" button that is used to clear any text. [https://phabricator.wikimedia.org/T393944] * Editors on some wikis will see a new toggle for "Group results by page" on watchlist, related changes, and recent changes pages. This is [[mw:Special:MyLanguage/Moderator Tools/Watchlist/Experiment|an A/B experiment]] that is planned to start on August 11, and will run for 3–6 weeks on the Bengali, Chinese, Czech, French, Greek, Portuguese, and Urdu Wikipedias. The experiment will examine how making this feature more discoverable might affect editors' ability to find the edits they are looking for. [https://phabricator.wikimedia.org/T396789] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:31}} community-submitted {{PLURAL:31|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * The multiwiki datasets of [[:wikt:en:Module:Unicode data|Unicode data]] have been moved to [[c:Category:Unicode Module Datasets|Category:Unicode Module Datasets]] on Wikimedia Commons, to follow the idea of "One common data source, multiple local wikis". Most wikis have been updated to use the Commons version. You can ask questions at [[c:Category talk:Unicode Module Datasets|the talkpage]]. [https://en.wiktionary.org/wiki/Module_talk:Unicode_data#Data_from_commons] * Lua code can add warnings when something is wrong, by using the <code dir=ltr>mw.addWarning()</code> function. It is now possible to add more than one warning, instead of new warnings replacing old ones. If you maintain a Lua module that used warnings, you should check it still works as expected. [https://phabricator.wikimedia.org/T398390] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.14|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/33|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W33"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:29, 11 August 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29106516 --> == Tech News: 2025-34 == <section begin="technews-2025-W34"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/34|Translations]] are available. '''Updates for editors''' * Later this week, people who are logged-in and have the "[[mw:Special:MyLanguage/Talk pages project/Feature summary|Discussion tools]]" [[Special:Preferences#mw-prefsection-betafeatures|Beta Feature]] enabled will gain the ability to "Thank" individual comments directly from talk pages, rather than needing to navigate to page history. [[mw:Special:MyLanguage/Talk pages project/Feature summary#Comment actions|Learn more about this feature]]. [https://phabricator.wikimedia.org/T400849] * An A/B test comparing two versions of the desktop donate link launched on testwiki on 12 August and on English Wikipedia 14 August for 0.1% of logged out users on the desktop site. The experiment will run for three weeks, ending on 12 September. [https://phabricator.wikimedia.org/T395716] * An A/A test to measure the baseline for reader retention was launched 12 August using [[wikitech:Experimentation Lab|Experimentation Lab]]. This measures the percentage of users who revisit a wiki after their initial visit over a 14-day period. No visual changes are expected. The experiment will run through 31 August. [https://phabricator.wikimedia.org/T399227] * Five new wikis have been created: ** a {{int:project-localized-name-group-wikisource/en}} in [[d:Q34057|Tagalog]] ([[s:tl:|<code>s:tl:</code>]]) [https://phabricator.wikimedia.org/T388639] ** a {{int:project-localized-name-group-wikisource/en}} in [[d:Q36213|Madurese]] ([[s:mad:|<code>s:mad:</code>]]) [https://phabricator.wikimedia.org/T391747] ** a {{int:project-localized-name-group-wikipedia/en}} in [[d:Q3450749|Rakhine]] ([[w:rki:|<code>w:rki:</code>]]) [https://phabricator.wikimedia.org/T392490] ** a {{int:project-localized-name-group-wikibooks/en}} in [[d:Q13324|Minangkabau]] ([[b:min:|<code>b:min:</code>]]) [https://phabricator.wikimedia.org/T395452] ** a {{int:project-localized-name-group-wiktionary/en}} in [[d:Q7598268|Standard Moroccan Amazigh]] ([[wikt:zgh:|<code>wikt:zgh:</code>]]) [https://phabricator.wikimedia.org/T399684] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:46}} community-submitted {{PLURAL:46|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.15|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/34|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W34"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:38, 19 August 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29127690 --> == Tech News: 2025-35 == <section begin="technews-2025-W35"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/35|Translations]] are available. '''Updates for editors''' * [[File:Octicons-gift.svg|12px|link=|class=skin-invert|Wishlist item]] [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Template authors can now use additional CSS properties, since the CSS sanitizer used by [[mw:Special:MyLanguage/Help:TemplateStyles|TemplateStyles]] was updated. For example: <code>width: fit-content</code>; <code>ruby-align</code>; relative units such as <code>lh</code>; and custom strings in <code>list-style-type</code>. These improvements are a [[m:Special:MyLanguage/Community Wishlist/Wishes/Allow use of modern CSS in templates by updating the TemplateStyles CSS sanitizer|Community Wishlist wish]]. [https://phabricator.wikimedia.org/T271958][https://phabricator.wikimedia.org/T277755][https://phabricator.wikimedia.org/T293633][https://phabricator.wikimedia.org/T295088][https://phabricator.wikimedia.org/T326906][https://phabricator.wikimedia.org/T340057][https://phabricator.wikimedia.org/T360725][https://phabricator.wikimedia.org/T371809][https://phabricator.wikimedia.org/T375344][https://phabricator.wikimedia.org/T394619] * On large wikis, the default time period to display edits from, within the Special:RecentChanges page, has been changed from 7 days to 1 day. This is part of a performance improvement project. This should have no user-facing impact due to the quantity of edits on these wikis. [https://phabricator.wikimedia.org/T399455] * Administrators can now access the [[{{#special:BlockedExternalDomains}}]] page from the [[{{#special:CommunityConfiguration}}]] list page. This makes it easier to find. [https://phabricator.wikimedia.org/T393240] * Wikimedia Commons videos were not shown in the Videos tab in Google Search. The problem was investigated and reported to Google who have now fixed the issue. [https://phabricator.wikimedia.org/T396168][https://meta.wikimedia.org/wiki/Community_Wishlist/Wishes/Do_something_about_Google_%26_DuckDuckGo_search_not_indexing_media_files_and_categories_on_Commons] * One new wiki has been created: a {{int:project-localized-name-group-wiktionary/en}} in [[d:Q33014|Betawi]] ([[wikt:bew:|<code>wikt:bew:</code>]]) [https://phabricator.wikimedia.org/T402130] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:39}} community-submitted {{PLURAL:39|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * Two fields of the [[mw:Special:MyLanguage/Manual:Recentchanges table|recentchanges database table]] are being removed. <code>rc_new</code> and <code>rc_type</code> are being removed in favor of <code>rc_source</code>. Queries to these older fields will start to fail starting this week and developers should use <code>rc_source</code> instead. These older fields were deprecated over 10 years ago and should not be in use. This is part of work to improve the performance and stability of queries to the recentchanges table. [https://phabricator.wikimedia.org/T400696] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.16|MediaWiki]] '''In depth''' * The latest quarterly [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Newsletter/2025/July|Language and Internationalization Newsletter]] is now available. This edition includes: support for new languages in MediaWiki and translatewiki; the start of the Language Onboarding and Development project to help support the growth of new and small wikis; updates on research projects; and more. '''Meetings and events''' * The next [[mw:Special:MyLanguage/Wikimedia Language and Product Localization/Community meetings#29 August 2025|Language Community Meeting]] is happening soon, August 29th at [https://zonestamp.toolforge.org/1756479600 15:00 UTC]. This week's meeting will cover: the Avro keyboard developers from Wikimedia Bangladesh, who were recently awarded a national award for their contributions to this keyboard; and other topics. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/35|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W35"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 00:12, 26 August 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29175124 --> == Tech News: 2025-36 == <section begin="technews-2025-W36"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/36|Translations]] are available. '''Weekly highlight''' * The Editing team wants to compile a list of templates, jargon terms, and policies used in edit summaries when a copyright violation is removed. This will help them identify the number of edits reverted due to copyright issues. We invite community members from the following Wikis to list these terms in [[Phab:T402601|T402601]], or to share their list with [[User:Trizek (WMF)|Trizek_(WMF)]]: {{int:project-localized-name-arwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-cswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-dewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-enwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-eswiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-fawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-frwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-hewiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-idwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-itwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-jawiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-kowiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-nlwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-plwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ptwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-trwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-ukwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-viwiki/en}}{{int:comma-separator/en}}{{int:project-localized-name-zhwiki/en}}. This project is open until September 9th 2025. '''Updates for editors''' * The [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|CampaignEvents extension]] has been enabled for all Wikisources. The extension makes it easier to organize and participate in collaborative activities, like edit-a-thons and WikiProjects, on the wikis. The extension has three features: [[m:Special:MyLanguage/Event Center/Registration|Event Registration]], [[m:Special:MyLanguage/CampaignEvents/Collaboration list|Collaboration List]], and [[m:Special:MyLanguage/Connection Team/Invitation list|Invitation List]]. To request the extension for your wiki, visit the Deployment information page. [https://meta.wikimedia.org/wiki/CampaignEvents/Deployment_status#How_to_Request_the_CampaignEvents_Extension_for_your_wiki] * The lists in the footer of the editing interface, such as "Templates used on this page," will now be organized into columns when there is enough space. This enhancement minimizes scrolling when editing lengthy articles on Wikipedia. [https://phabricator.wikimedia.org/T401066] * On September 3rd, 2025 we will increase the sampling percentages of our [[mw:Special:MyLanguage/Moderator Tools/Watchlist/Experiment#Scope of the experiment|group by toggle experiment]] of the <code>Special:RecentChanges</code>, <code>Special:Watchlist</code>, and <code>Special:RelatedChanges</code> pages on the Chinese, French, and Portuguese Wikipedias to 100 percent, allowing more editors to be part of this experiment. This adjustment is intended to ensure we have sufficient data to make informed decisions when evaluating the experiment results. [https://phabricator.wikimedia.org/T402958][https://phabricator.wikimedia.org/T396789] * Upon clicking an empty search bar, logged-out users will see suggestions of articles for further reading on English Wikipedia beginning the week of September 22. The feature will be available on both desktop and mobile. All non-English wikis received this change in June and July. The goal is to make it easier for users to find articles. [[mw:Special:MyLanguage/Reading/Web/Content Discovery Experiments/Search Suggestions|Learn more]]. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:37}} community-submitted {{PLURAL:37|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.17|MediaWiki]] '''In depth''' * Wikifunctions now has a new capability called "lightweight enumeration types", an enumeration type is simply a fixed set of values that's in the type's definition. This capability makes it quick and easy to define such a type, and allows for the reuse of values that are already present in Wikidata. Here is [[f:Special:MyLanguage/Wikifunctions:Status updates/2025-07-19|a newsletter]] to learn more. * The latest [[mw:Special:MyLanguage/Readers/Newsletter updates#August 2025: Newsletter #1|Readers Newsletter]] is now available. This edition includes: the formation of two new teams — Reader Growth and Reader Experience; insights into declining pageviews and account creations; highlights from the Wikimania Nairobi panel on improving the reading experience; upcoming experiments to engage new and existing readers; and more. '''Meetings and events''' * Spotlight on some Wikimania 2025 Sessions: ** Identifying AI-generated text by searching for ISBNs whose checksums fail: Mathias Schindler of WMDE [https://www.youtube.com/watch?v=Dw9o8Lsl974&t=15910s shared tools to help communities search for these]. ** [https://wikimedia.eventyay.com/talk/wikimania2025/talk/TCHZKH/ La durabilité du mouvement Wikimedia face aux défis actuels et futurs]: This session explored how Wikimedia can stay a trusted source of knowledge in the age of generative AI, information overload, and disinformation. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/36|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W36"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:50, 1 September 2025 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29196010 --> == Tech News: 2025-37 == <section begin="technews-2025-W37"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/37|Translations]] are available. '''Weekly highlight''' * The Editing team is working on a new check: [[mw:Special:MyLanguage/Paste check|Paste check]]. This check informs newcomers who paste text into Wikipedia that the content might not be accepted. This check is an effort to increase the likelihood that the new content people are adding to Wikipedia is aligned with the Movement's commitment to offering information under a free content license. This check will soon be tested at a few wikis. If your community is interested in this test, please [[phab:T403680|tell us in this task]], or [[mw:Talk:Edit check|contact the team]]. '''Updates for editors''' * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] Later this week, users of the "{{int:codemirror-beta-feature-title}}" [[Special:Preferences#mw-prefsection-betafeatures|beta feature]] will be able to use a [[w:en:Lint (software)|linting tool]] to see errors or other potential problems in wikitext in real time. See the [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Linting|help page for more information]]. [https://phabricator.wikimedia.org/T381577] * [[File:Octicons-tools.svg|12px|link=|class=skin-invert|Advanced item]] When browsing a wiki (like <code dir=ltr>en.wikipedia.org</code>), the software responds in one of two ways: a desktop page, or a redirect to a mobile version on an "m" domain (like <code dir=ltr>en.m.wikipedia.org</code>). Over the next three weeks, MediaWiki will start displaying the mobile version to mobile devices directly on the standard domain, without this redirect. This change does not affect existing m-dot URLs, or the "Desktop view" opt-out. [[mw:Requests for comment/Mobile domain sunsetting/2025 Announcement|Learn more]]. [https://phabricator.wikimedia.org/T214998] * When an edit changes the categories of a page, the changes to the category membership counts are now happening asynchronously. This improves the speed of saving edits, especially when moving many pages to or from the same category, and reduces the risk of site outages, but it means that the counts can show outdated information for a few minutes. [https://phabricator.wikimedia.org/T365303] * Edits on Wikidata to qualifiers (properties and values) and references (properties and values) in a Wikidata item statement will now not add entries to the RecentChanges or Watchlist pages on all other Wikis. This is a temporary change to improve performance while other solutions are created. Wikidata's own pages remain unchanged. [[m:Wikidata For Wikimedia Projects/Reduce change propagation noise#Phase 1: Turn off (temporarily) Qualifiers and References Wikidata edits to the Recent Changes tables|Learn more]]. [https://phabricator.wikimedia.org/T401286][https://phabricator.wikimedia.org/T400698] * Japanese-language wikis have had a major upgrade to the way that search works. The new search should generally give more accurate and more relevant search results. [https://phabricator.wikimedia.org/T318269] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:31}} community-submitted {{PLURAL:31|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.18|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/37|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W37"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 01:14, 9 September 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29238161 --> == Tech News: 2025-38 == <section begin="technews-2025-W38"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/38|Translations]] are available. '''Updates for editors''' * References lists that are made using the <code dir=ltr><nowiki><references/></nowiki></code> [[mw:Special:MyLanguage/Help:Cite#references-tag|tag]] will now automatically display with columns in Vector 2022 when readers are using its 'standard' settings for text-size and page-width. [https://phabricator.wikimedia.org/T334941] * Starting in the week of October 6, on [[gitiles:operations/mediawiki-config/+/a2d2aaab9ace84280dd2f4c70a33bb69cd73850f/dblists/small.dblist|small wikis]] and [[gitiles:operations/mediawiki-config/+/a2d2aaab9ace84280dd2f4c70a33bb69cd73850f/dblists/medium.dblist|medium wikis]] that have the [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|CampaignEvents extension]] enabled, all autoconfirmed users will be able to use [[m:Special:MyLanguage/Event Center/Registration|Event Registration]] as an organizer. No changes will be made for [[gitiles:operations/mediawiki-config/+/a2d2aaab9ace84280dd2f4c70a33bb69cd73850f/dblists/large.dblist|large wikis]] unless requested in Phabricator. This change is being made to make it easier for more people to use Event Registration, especially on wikis that are less likely to have policies related to the Event Organizer right. [[m:Special:MyLanguage/CampaignEvents/Proposal to grant autoconfirmed users on small and medium wikis the organizer access to the event registration tool|Learn more]]. * Users that search using regular expressions (regex) can now use additional features including: ** for the <code dir=ltr>intitle:</code> keyword: [[mw:Special:MyLanguage/Help:CirrusSearch#Metacharacters|metacharacters]] for start-of-line (<code dir=ltr>^</code>) and end-of-line (<code dir=ltr>$</code>) anchors [https://phabricator.wikimedia.org/T317599] ** for both <code dir=ltr>intitle:</code> and <code dir=ltr>insource:</code> keywords: shorthand [[mw:Special:MyLanguage/Help:CirrusSearch#Character_Classes|character classes]] for digits (<code dir=ltr>\d</code>), whitespace (<code dir=ltr>\s</code>), and word characters (<code dir=ltr>\w</code>); and [[mw:Special:MyLanguage/Help:CirrusSearch#Escape codes|escape codes]] for line feed (<code dir=ltr>\r</code>), newline (<code dir=ltr>\n</code>), tab (<code dir=ltr>\t</code>), and unicode (e.g. <code dir=ltr>\uHHHH</code>). [https://phabricator.wikimedia.org/T403212] * When you search for text that looks like an IP, the system will now show search results. It used to take you to the contributions for that IP instead of showing search results. [https://phabricator.wikimedia.org/T306325] * [[m:Special:MyLanguage/Tech/Server switch|All wikis will be read-only]] for a few minutes on September 24. This is planned at [https://zonestamp.toolforge.org/1758726000 15:00 UTC]. This is for the datacenter server switchover backup tests which happen twice a year. You can [[diffblog:2025/03/12/hear-that-the-wikis-go-silent-twice-a-year/|read more about the background and details of this process on the Diff blog]]. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:24}} community-submitted {{PLURAL:24|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug was fixed that affected users who used the page-tabs to switch from wikitext editing of a section into the visualeditor. [https://phabricator.wikimedia.org/T401043] '''Updates for technical contributors''' * The MediaWiki Interfaces team is redesigning the Wikimedia REST API Sandbox with Codex. If you have feedback on improvements for the API documentation or what makes developer experiences smooth (or frustrating), you’re invited to [https://calendar.google.com/calendar/u/0/appointments/schedules/AcZssZ2aZzbXeQvjOF7gB1fJXiwAYemQjKf4sXNaRODPA7_obFyNBwkzNkoVCoTF-aeov89kIjXHbCQm join an upcoming discovery interview], or [[mw:MediaWiki Interfaces Team/Developer Feedback/Wikimedia Web APIs|leave feedback onwiki]]. [[listarchive:list/wikitech-l@lists.wikimedia.org/thread/C4FBAOA57PH6G5ORVMAUF5TGYBLZDU5Q/|Learn more]]. * Edits to Wikidata aliases (an alternative name for an item or a property) will now be shown in RecentChanges and Watchlist entries on other wikis less often, reducing unnecessary notifications. This will reduce the overall quantity of 'noisy' entries. Wikidata's own pages remain unchanged. [[m:Wikidata For Wikimedia Projects/Reduce change propagation noise#Phase 1: More granular Alias tracking|Learn more]]. [https://phabricator.wikimedia.org/T401288] * The new [https://www.unicode.org/versions/Unicode17.0.0/ Unicode 17.0] version has been released. The [[:c:Category:Unicode Module Datasets|datasets on Commons]] for the [[:d:Q39301585|Module:Unicode data]] have been updated. Wikipedias that do not use the Commons datasets should either update their own data or switch to the Commons datasets. * Users of the [[m:Special:MyLanguage/Wikimedia Enterprise|Wikimedia Enterprise]] Structured Contents endpoints can now access [https://enterprise.wikimedia.com/blog/parsed-wikipedia-tables/ Parsed Tables]. The new Parsed Tables feature extracts and represents Wikipedia tables in structured JSON. This improves machine accessibility as part of the [https://enterprise.wikimedia.com/api/structured-contents/ Structured Contents initiative]. Structured Contents output is freely available through the [https://enterprise.wikimedia.com/docs/on-demand/#article-structured-contents-beta On-demand API], or through Wikimedia Cloud Services. * A [https://www.kaggle.com/datasets/wikimedia-foundation/english-wikipedia-people-dataset dataset of English Wikipedia biographical information] from [[m:Special:MyLanguage/Wikimedia Enterprise|Wikimedia Enterprise]] has been published on Kaggle, for evaluation and research. This provides structured data from more than 1.5 million biographies, including birth and death dates, education, affiliations, careers, awards, and more (from a June 2024 snapshot). * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.19|MediaWiki]] '''Meetings and events''' * [[wmania:Special:MyLanguage/2026:Scholarships|Scholarship applications]] for Wikimania 2026 in Paris, France, are open until October 31. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/38|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W38"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 17:07, 15 September 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29263921 --> == Tech News: 2025-39 == <section begin="technews-2025-W39"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/39|Translations]] are available. '''Weekly highlight''' * [https://zonestamp.toolforge.org/1758726000 On September 24th at 15:00 UTC], all Wikimedia sites users will experience a brief read-only period due to a scheduled [[m:Special:MyLanguage/Tech/Server switch|datacenter server switchover]]. The Wikimedia Foundation's Site Reliability Engineering (SRE) team will redirect all traffic from one primary server to its backup. You can listen to the switchover using the [http://listen.hatnote.com/ "Listen to Wikipedia"] tool, where you will hear edits stop for a few minutes during the read-only phase, then resume. This twice-yearly datacenter server switchover ensures reliability by testing the backup datacenter, so that our sites can stay online even if the primary datacenter fails. You can [[diffblog:2025/03/12/hear-that-the-wikis-go-silent-twice-a-year/|read more about the process on the Diff blog]]. '''Updates for editors''' * Editors of [[f:Special:Mylanguage/Wikifunctions:Status updates/2025-09-12#Next round of Wiktionaries to receive embedded Wikifunctions calls|60 more Wiktionaries]] will soon be able to call [[f:Special:MyLanguage/Wikifunctions:Introduction|functions from Wikifunctions]] and integrate them into their pages. A function takes one or more inputs and transforms them into a desired output, like adding numbers, converting miles to meters, calculating elapsed time, or declining a word into a case. They will join the other [[f:Special:MyLanguage/Wikifunctions:Status updates/2025-08-29#Wikifunctions available on 65 Wiktionaries|65 Wiktionary language editions]], which already have access to embedded Wikifunctions calls. Later this year, plans are in place to expand to more Wiktionaries and the Incubator. * A new [[mw:Special:MyLanguage/Help:Magic words#Technical metadata of another page|parser function]] has been added: <code><nowiki>{{#contentmodel}}</nowiki></code>. Template editors and admins can use it to get the localized or canonical name of the [[mw:Special:MyLanguage/Help:ChangeContentModel|content model]] of a specific page. The function makes it easier to create and edit system messages, such as ''MediaWiki:editinginterface'', even when you switch types of pages, like wiki, JavaScript, CSS or JSON page. [https://phabricator.wikimedia.org/T328254] * Adding or editing a <code>DISPLAYTITLE</code> for an article using VisualEditor will no longer be broken. Editors who use VisualEditor mode to modify the <code><nowiki>{{DISPLAYTITLE}}</nowiki></code> would no longer have the literal text "DISPLAYTITLE" or its localized variant added to their articles. A list of pages that may have been affected and might need cleanup is documented in [[phab:P83438|this ticket]]. * Beta users of the Wikipedia Android app can now try the redesigned [[mw:Special:MyLanguage/Wikimedia Apps/Team/Android/Activity Tab Experiment|Activity tab]], which replaces the Edits tab. The new tab offers personalized insights into reading, editing, and donation activity, while simplifying navigation and making app use more engaging. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:12}} community-submitted {{PLURAL:12|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.20|MediaWiki]] '''In depth''' * Wikifunctions users can now import many essential facts involving [[f:Special:MyLanguage/Z6011|geo-coordinates]], [[f:Special:MyLanguage/Z6010|quantities]] and [[f:Special:MyLanguage/Z6064|time]] values from Wikidata. This is made possible by the creation of Wikifunctions types for these values, which makes them available for use by functions in Wikifunctions. Learn more about how this works in [[c:File:ImportingWikidataDatatypesIntoWikifunctions.webm|this video]] and Wikifunctions' [[f:Special:MyLanguage/Wikifunctions:Status updates/2025-08-01#News in Types I: Wikidata quantity|August 1 newsletter]] (for quantities) and [[f:Special:MyLanguage/Wikifunctions:Status updates/2025-08-22#News in Types: Wikidata geo-coordinate|August 22 newsletter]] (for geo-coordinates). '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/39|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W39"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 22:55, 22 September 2025 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29305556 --> == Tech News: 2025-40 == <section begin="technews-2025-W40"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/40|Translations]] are available. '''Weekly highlight''' * A major software upgrade has been made to [[phab:|Phabricator]]. The update introduces performance improvements, a refreshed search interface, enhancements to Maniphest task search, updates to user profile pages and project workboards, new Herald automation features, as well as general text input, mobile experience improvements and more. [https://phabricator.wikimedia.org/phame/post/view/321/iterative_improvements_september_2025/] '''Updates for editors''' * The Community Tech team will release the new Community Wishlist extension on October 1, that will improve the way wishes will be submitted. The new extension will allow users to add tags to their wishes to better categorise them, and (in a future iteration) to filter them by status, tags and focus areas. It will also be possible to support individual wishes again, as requested by the community in many instances. The old system will be retired. There will be a brief period of downtime while the extension is deployed and wishes are migrated to the new system. You can read more about this [[:m:Special:MyLanguage/Community Wishlist/Updates|in the latest update]] or you can consult the [[:mw:Special:MyLanguage/Help:Extension:CommunityRequests|current documentation on MediaWiki]]. * As announced [[diffblog:2025/09/02/better-detecting-bots-and-replacing-our-captcha/|on Diff blog]], the production trial of the [[mw:Special:MyLanguage/Product Safety and Integrity/Anti-abuse signals/hCaptcha|hCaptcha]] service for bot detection has begun. The trial is currently using hCaptcha to protect account creation on Chinese, Persian, Portuguese, Indonesian, Japanese, and Turkish Wikipedias, where it will replace our existing [[mw:Special:MyLanguage/Extension:ConfirmEdit#FancyCaptcha|CAPTCHA]] (FancyCaptcha). The goal with the trial is to better block bots while also improving usability and accessibility for users who encounter CAPTCHA challenges. * The [[mw:Special:MyLanguage/Extension:CampaignEvents|CampaignEvents]] extension has been [[m:Special:MyLanguage/CampaignEvents/Deployment status|deployed]] to Wikimedia Commons. The extension makes it easier to organize and participate in collaborative activities, like edit-a-thons and WikiProjects, on the wikis. On Commons, anyone who is a registered user can use it as an event participant. To use it as an organizer, someone needs to have the [[c:Special:MyLanguage/Commons:Event organizers|event organizer right]]. * [[:m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|Sub-referencing]], a new feature to re-use references with different details has been released to German Wikipedia. You can [[:m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing#test|test the feature]] on testwiki or [https://en.wikipedia.beta.wmcloud.org/wiki/Sub-referencing on betawiki] as well. Please share your thoughts on [[:m:Talk:WMDE Technical Wishes/Sub-referencing#Templates used in sub-references|using templates in sub-references]] or [[:m:Talk:WMDE Technical Wishes/Sub-referencing#Pilot wikis|volunteer to become a pilot wiki]]. * On wikis using the [[mw:Special:MyLanguage/Help:Growth/Mentorship|Mentorship]] system, communities can now opt experienced editors out of Mentorship through [[{{#special:CommunityConfiguration/Mentorship}}]]. Within this setting, communities may define thresholds, based on edit count and account age, to decide when an editor is considered experienced enough to no longer receive Mentorship. [https://phabricator.wikimedia.org/T403563] * The Editing Team and the Machine Learning Team are working on a new check for newcomers: [[mw:Special:MyLanguage/Edit check/Tone Check|Tone check]]. Using a prediction model, this check will encourage editors to improve the tone of their edits, using artificial intelligence. We invite volunteers to review the first version of the Tone language model for the following languages: Arabic, Czech, German, Hebrew, Indonesian, Dutch, Polish, Russian, Turkish, Chinese, Farsi, Italian, Norwegian, Romanian and Latvian. Users from these wikis interested in reviewing this model are [[mw:Special:MyLanguage/Edit_check/Tone_Check/Model_evaluation|invited to sign up at MediaWiki.org]]. The deadline to sign up is on October 3, which will be the start date of the test. * The rollout of [[:mw:Special:MyLanguage/Help:Manage blocks|multiblocks]] had the side effect that non-active block logs may have been shown on {{#special:Contributions}} and on blocked users' user and user_talk pages. This issue will be fully resolved in a few days. As part of the fix, [{{fullurl:Special:Allmessages|prefix=sp-contributions-blocked-notice}} messages prefixed with <code>sp-contributions-blocked-notice</code>] will be removed and replaced with [{{fullurl:Special:Allmessages|prefix=blocked-notice-logextract}} those prefixed with <code>blocked-notice-logextract</code>] in a few weeks. Please help translate the new messages and update any local overrides if needed. * There was a bug with links added using visual editor if they included characters such as <code dir=ltr><nowiki>[ ] |</nowiki></code> after the fragment identifier (<code><nowiki>#</nowiki></code>). They were not encoded properly creating an incorrect link. This has been fixed. [https://phabricator.wikimedia.org/T404823] * One new wiki has been created: a {{int:project-localized-name-group-wikiquote/en}} in [[d:Q9237|Malay]] ([[q:ms:|<code>q:ms:</code>]]) [https://phabricator.wikimedia.org/T404698] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:21}} community-submitted {{PLURAL:21|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the [[mw:Special:MyLanguage/Product Safety and Integrity/Anti-abuse signals/User Info|User Info Card]] now displays currently active global lock/blocks. [https://phabricator.wikimedia.org/T401128] '''Updates for technical contributors''' * Later this week, editors using Lua modules will be able to use the <code>[[mw:Special:MyLanguage/Extension:Scribunto/Lua reference manual#mw.title.newBatch|mw.title.newBatch]]</code> function to look up the existence of up to 25 pages at once, in a way that only increases the [[mw:Special:MyLanguage/Manual:Parser functions#Expensive parser functions|expensive function]] count once. * A new [[m:Special:MyLanguage/Product and Technology Advisory Council/Unsupported Tools Working Group|Unsupported Tools Working Group]] has been formed as part of ongoing efforts to collectively determine technical work priorities, similar to the [[m:Special:MyLanguage/Product and Technology Advisory Council|Product & Technology Advisory Council]] (PTAC). The working group will help prioritize and review requests for support of unmaintained extensions, gadgets, bots, and tools. For the first cycle, the group will be prioritizing an unsupported Wikimedia Commons tool. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.21|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/40|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W40"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:52, 29 September 2025 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29355230 --> == Tech News: 2025-41 == <section begin="technews-2025-W41"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/41|Translations]] are available. '''Weekly highlight''' * [[mw:Special:MyLanguage/Help:Edit check#paste|Paste Check]] is a new Edit Check feature to help avoid and fight copyright violations. When editors paste text into an article, Paste Check prompts them to confirm the origin and licensing of the content. Starting Wednesday, 8 October, [[phab:T403680|22 wikis will test Paste Check]]. Paste Check will help new volunteers understand and follow the policies and guidelines necessary to make constructive contributions to Wikipedia projects. '''Updates for editors''' * Mobile devices will receive mobile articles directly on the standard domain (like <code>en.wikipedia.org</code>), instead of via a redirect to an "m" domain (like <code>en.m.wikipedia.org</code>). This change improves performance. This week it will be enabled on Wikipedias. The existing mobile URLs and the "Desktop view" opt-out remain available. [[mw:Requests for comment/Mobile domain sunsetting/2025 Announcement|Learn more]]. [https://phabricator.wikimedia.org/T214998] * New [[mw:Special:MyLanguage/Help:CirrusSearch#creationdate and lasteditdate|date filters]], <code dir=ltr>creationdate:</code> and <code dir=ltr>lasteditdate:</code>, are now available in the wiki search engine. This allows users to filter search results by a page's first or last revision date. The filters support comparison operators (e.g. <code dir=ltr>>2024</code>) and relative dates (e.g. <code dir=ltr>today-1d</code>), making it easier to find recently updated content or pages within specific age ranges. [https://phabricator.wikimedia.org/T403593] * [[f:|Wikifunctions]] now supports rich text in embedded calls across the 150 wikis where it's enabled. To showcase this, the team created a [[f:Z26333|Latin declination table]] that Wiktionary editors can use to automatically generate noun forms, producing clear, formatted results — see an [[f:Wikifunctions:Embedded function calls/Wiktionary tables demonstration|example output]]. If you need any help or have any feedback, please [[f:Wikifunctions:Project chat|contact the Wikifunctions Team]]. [https://phabricator.wikimedia.org/T397402] * An edit link will now appear inside the categories box on article pages for logged in users, which will directly launch the VisualEditor category dialog. [https://phabricator.wikimedia.org/T291691] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:34}} community-submitted {{PLURAL:34|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, there was a problem downloading pdf files last week and that has been resolved. [https://phabricator.wikimedia.org/T405957] '''Updates for technical contributors''' * The field <code dir=ltr>rev_sha1</code> in the revision database table is being removed in favor of <code dir=ltr>content_sha1</code> in the content database table. See [https://lists.wikimedia.org/hyperkitty/list/cloud@lists.wikimedia.org/thread/2D2M3SP4WHR6BXXKTZ2PBLZQYR3EGQVR/ the announcement] for more information. * The [[mw:Special:MyLanguage/Reading/Web|Reader Experience team]] will roll out [[w:en:Light-on-dark color scheme|Dark Mode]] user interface on all Wikimedia sites on October 29, 2025. All anonymous users of Wikimedia sites will have the option to activate a color scheme that features light-colored text on a dark background. This is designed to provide a more comfortable reading experience, especially in low-light situations. Template authors and technical contributors are encouraged to [[mw:Special:MyLanguage/Reading/Web/Accessibility for reading/Updates/2024-04|learn how to make pages ready for Dark mode]] and address any compatibility issues found in templates in their wiki before the enablement. Please contact the Web team for questions or any support on [[mw:Talk:Reading/Web/Accessibility for reading#|this talk page]] before the enablement. [https://phabricator.wikimedia.org/T395628] * Starting on Monday, October 6, API endpoints under the <code>rest.php</code> path will be rerouted through a new internal API Gateway. Individual wikis will be updated based on the standard release groups, with total traffic increased over time. This change is expected to be non-breaking and non-disruptive. If any issues are observed, please file a Phabricator ticket to the [[phab:tag/serviceops/|Service Ops team board]]. [https://phabricator.wikimedia.org/T400130] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.22|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/41|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W41"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 17:23, 6 October 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29400897 --> == Tech News: 2025-42 == <section begin="technews-2025-W42"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/42|Translations]] are available. '''Weekly highlight''' * Last week, improvements to account security and two-factor authentication (2FA) features were enabled across all wikis. These changes include user interface improvements for [https://auth.wikimedia.org/metawiki/wiki/Special:AccountSecurity Special:AccountSecurity], the support of multiple 2FA methods via authenticator apps and portable security keys (previously users could only enable one method), and a new Recovery Codes module which facilitates fewer account lockouts due to lost two-factor apps and devices. As part of the [[mw:Special:MyLanguage/Product Safety and Integrity/Account Security|Account Security]] project, work is continuing through the rest of 2025 on further user experience improvements, and support for passkeys as an alternate second factor. '''Updates for editors''' * Another part of the Account security project is making 2FA generally available to all users. Along with editors with advanced privileges, such as administrators and bureaucrats, 40% of editors now have access to 2FA. You can check if you have access at [https://auth.wikimedia.org/metawiki/wiki/Special:AccountSecurity Special:AccountSecurity]. Instructions for activation are on the linked page. The plan is to continue increasing availability if it is determined that the user support capabilities are able to support global usage. [https://phabricator.wikimedia.org/T400579] * This week, users at wikis where talk page [[mw:Special:MyLanguage/Talk pages project/Usability|Usability Improvements]] are already available by default (everywhere ''except'' the 12 wikis listed in [[phab:T379264|T379264]]) will gain the ability to Thank a comment directly from the talk page it appears on. Before this change, Thanking could only be done by visiting the revision history of the talk page. You can [[diffblog:2025/10/13/revolutionizing-gratitude-a-new-era-of-thanking-comments/|learn more about this change]]. [https://phabricator.wikimedia.org/T366095] * Users who have not [[Special:Preferences#mw-prefsection-personal-email|verified their email address]] will soon be receiving monthly Notification reminders to do so. This is because users who have verified their email can more easily recover their account. These reminders will not be sent if the user is inactive or removes the unverified email from their account. [https://www.mediawiki.org/wiki/Special:MyLanguage/Help:Email_confirmation][https://phabricator.wikimedia.org/T58074] * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:21}} community-submitted {{PLURAL:21|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a fix was made for an occasional error with saving translated paragraphs in the Content Translation tool, and the related error messages are now easier to see. [https://phabricator.wikimedia.org/T376531] '''Updates for technical contributors''' * The Unsupported Tools Working Group has chosen [[c:Special:MyLanguage/Commons:Video2commons|Video2Commons]] as the first tool for its pilot cycle. The group will explore ways to improve and sustain the tool over the coming months. [[m:Special:MyLanguage/Product and Technology Advisory Council/Unsupported Tools Working Group|Learn more on Meta]]. * [[File:Octicons-sync.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.23|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/42|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W42"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 18:59, 13 October 2025 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29434481 --> == Tech News: 2025-43 == <section begin="technews-2025-W43"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/43|Translations]] are available. '''Updates for editors''' * To optimize how user data is stored in our databases, the saved preferences of users who haven't logged in for over five years and have fewer than 100 edits will be cleared. When those users return, default settings will apply. [https://phabricator.wikimedia.org/T406724] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:20}} community-submitted {{PLURAL:20|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, there was a broken link from the GlobalContributions interface message to the XTools GlobalContributions page which has now been fixed. [https://phabricator.wikimedia.org/T406415] '''Updates for technical contributors''' * The work to reroute all traffic to API endpoints under the <code dir=ltr><nowiki>rest.php</nowiki></code> route through a common API gateway is now complete. If any issues are observed, please file a phabricator ticket to the [[phab:tag/serviceops/|Service Ops team board]]. * Edits to Wikidata references or qualifiers will now be shown in RecentChanges and Watchlist entries on other wikis less often, reducing unnecessary notifications. This will reduce the overall quantity of 'noisy' entries. Wikidata's own pages remain unchanged. [https://phabricator.wikimedia.org/T401290] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.24|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/43|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W43"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:36, 20 October 2025 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29478670 --> == Tech News: 2025-44 == <section begin="technews-2025-W44"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/44|Translations]] are available. '''Updates for editors''' * The Wikipedia iOS app has launched an A/B/C test of improvements made to the tabbed browsing feature for select regions and languages. The test, named “More dynamic tabs”, explores new tab experiences and includes “Did you know” and “Because you read” article recommendations. You can [[mw:Special:MyLanguage/Wikimedia Apps/Team/iOS/Tabbed Browsing (Tabs)/New Tab Experience and Recommendations Experiment|read more on the project page]]. * Autoconfirmed users on [[gitiles:operations/mediawiki-config/+/a2d2aaab9ace84280dd2f4c70a33bb69cd73850f/dblists/small.dblist|small]] and [[gitiles:operations/mediawiki-config/+/a2d2aaab9ace84280dd2f4c70a33bb69cd73850f/dblists/medium.dblist|medium wikis]] with the CampaignEvents extension can now use [[m:Special:MyLanguage/Event Center/Registration|Event Registration]] without the Event Organizer right. This feature lets organizers enable registration, manage participants, and lets users register with one click instead of signing event pages. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:31}} community-submitted {{PLURAL:31|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue of flashing colors when holding or pressing the arrow keys under the dark mode settings in Vector 2022 has been fixed. [https://phabricator.wikimedia.org/T402285] '''Updates for technical contributors''' * The CampaignEvents extension will be deployed to all remaining wikis during the week of 17 November 2025. The extension currently includes three features: Event Registration, Collaboration List, and Invitation List. For this rollout, Invitation List will not be enabled on Wikifunctions and MediaWiki unless requested by those communities. [[m:Special:MyLanguage/CampaignEvents/Deployment status|Visit the deployment page to learn more]]. * The SwaggerUI-based REST sandbox experience is now live on all wiki projects. The sandbox can be accessed through the [[{{#special:RestSandbox}}]] page. Please report any issues to the MediaWiki Interfaces team board, or join the discussion on the [[mw:Special:MyLanguage/MediaWiki Interfaces Team/Feature Feedback/REST Sandbox|project launch]] page. [https://phabricator.wikimedia.org/project/board/6931/] * Transform endpoints with a trailing slash path in the MediaWiki REST API are now marked as deprecated. They will remain functional during this time, but removal is expected by the end of January 2026. All API users currently calling them are encouraged to transition to the non-trailing slash versions. Both endpoint variations can be found and tested using the [https://test.wikipedia.org/w/index.php?api=mw-extra&title=Special%3ARestSandbox REST Sandbox]. See the [[mw:API/Deprecation|MediaWiki REST API Deprecation]] page for more detailed information about the API deprecation policies and procedures. * A dedicated [[mw:API:REST API/Changelog|changelog now exists for the MediaWiki REST API]]. The changelog provides an overview of these changes, making it easier for developers to keep track of improvements and iterations. Announcements will also continue to flow through the standard communication channels, including Tech News and email distribution lists, but can now be more easily referenced from a central location. If you have feedback about the style, structure, or content of this changelog, please [[mw:API talk:REST API/Changelog|join the discussion]]. * Administrators can delete the tracking category which was previously added by the JsonConfig extension, as it is no longer used. See the categories linked from [[d:Q130635582#sitelinks-wikipedia|Q130635582]]. It is OK if there are still pages listed in the category as that is just a caching issue, and they will be automatically cleared out the next time each page is edited. [https://phabricator.wikimedia.org/T378352] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.25|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/44|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W44"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:31, 27 October 2025 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29513638 --> == Tech News: 2025-45 == <section begin="technews-2025-W45"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/45|Translations]] are available. '''Updates for editors''' * Administrators will now find that [[{{#special:MergeHistory}}]] is now significantly more flexible about what it can merge. It can now merge sections taken from the middle of the history of the source (rather than only the start) and insert revisions anywhere in the history of the destination page (rather than only the start). [https://phabricator.wikimedia.org/T382958] * For users with "{{int:discussiontools-preference-autotopicsub}}" [[Special:Preferences#mw-prefsection-editing|enabled in their preferences]], starting a new topic or adding a reply to an existing topic will now subscribe them to replies to that topic. Previously, this would only happen if the DiscussionTools "{{int:Skin-action-addsection}}" or "{{int:Discussiontools-replybutton}}" widgets were used. When DiscussionTools was originally launched existing accounts were not opted in to automatic topic subscriptions, so this change should primarily affect newer accounts and users who have deliberately changed their preferences since that time. [https://phabricator.wikimedia.org/T290778] * Scribunto modules can now be used to [[mw:Special:MyLanguage/Extension:Scribunto/Lua reference manual#SVG library|generate SVG images]]. This can be used to build charts, graphics and other visualizations dynamically through Lua, reducing the need to compose them externally and upload them as files. [https://phabricator.wikimedia.org/T405861] * Wikimedia sites now provide all anonymous users with the option to enable a dark mode color scheme, featuring light-colored text on a dark background. This enhancement aims to deliver a more enjoyable reading experience, especially in dimly lit environments. [https://phabricator.wikimedia.org/T395628] * Users with large watchlists have long faced timeouts when editing [[Special:EditWatchlist|Special:EditWatchlist]]. The page now loads entries in smaller sections instead of all at once due to a paging update, allowing everyone to edit their watchlists smoothly. As part of the database update, sorting by expiry has been removed because it was over 100× slower than sorting by title. A [https://meta.wikimedia.org/wiki/Community_Wishlist/W454 community wish] has been created to explore alternative ways to restore sort-by-expiry. If this feature is important to you, please support the wish! [https://phabricator.wikimedia.org/T41510] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:31}} community-submitted {{PLURAL:31|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the fixing of the persisting highlighting when using VisualEditor find and replace during a query. [https://phabricator.wikimedia.org/T407318] '''Updates for technical contributors''' * Since 2019 the [[m:Special:MyLanguage/Wikimedia URL Shortener|Wikimedia URL Shortener]] at https://w.wiki is available for all Wikimedia wikis to create short links to articles, permalinks, diffs, etc. It is available in the sidebar as "Get shortened URL". There are 30 wikis that also install an older "ShortUrl" extension. The old extension will soon be removed. This means <code>/s/</code> URLs will not be advertised under article titles via HTML <code dir=ltr>class="title-shortlink"</code>. The <code>/s/</code> URLs will keep working. [https://phabricator.wikimedia.org/T107188] * On Thursday, October 30, the [[:mw:Special:MyLanguage/MediaWiki Interfaces Team|MediaWiki Interfaces]] and [[:mw:Special:MyLanguage/Wikimedia Site Reliability Engineering|SRE Service Operations]] teams began rerouting Action API traffic through a common API gateway. Individual wikis will be updated based on the standard release groups, with total traffic increased over time. This change is expected to be non-breaking and non-disruptive. If any issues are observed, please file a Phabricator ticket to the [https://phabricator.wikimedia.org/tag/serviceops/ Service Ops team] board. * MediaWiki Train deployments will pause for the final two weeks of 2025: 22 December and 29 December. Backport windows will also pause between Monday, 22 December 2025 and Thursday, 2 January 2026. A backport window is a scheduled time to add things like bug fixes and configuration changes. There are seven deployment trains remaining for 2025. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/SMWTEAES4SDLDUSK4HMWNBSKNCXZAWYN/] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.45/wmf.26|MediaWiki]] '''In depth''' * In 2025, the Wikimedia Foundation reported that AI systems and search engines increasingly use Wikipedia content without driving users to the site, contributing to an 8% drop in human pageviews compared to 2024. After detecting bots disguised as humans, Wikimedia updated its traffic data to reflect this shift. Read more about current user trends on Wikipedia in [[diffblog:2025/10/17/new-user-trends-on-wikipedia/|a Diff blog post]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/45|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W45"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:34, 3 November 2025 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29552512 --> == Tech News: 2025-46 == <section begin="technews-2025-W46"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/46|Translations]] are available. '''Updates for editors''' [[File:Talk pages default look (April 2023).jpg|thumb|alt=Screenshot of the visual improvements made on talk pages|Example of a talk page with the new design, in French.]] * Starting November 12, users will see a change in the [[m:Special:MyLanguage/Talk pages project/Feature summary#Usability improvements|appearance of talk pages]] on [[Phab:T379264|some Wikipedias]]. Almost [[phab:T392121|all wikis]] have received this design change; [[phab:T409297|English Wikipedia]] will get these changes later. You can read more [[diffblog:2024/05/02/making-talk-pages-better-for-everyone/|on ''Diff'']]. Users can opt out of these changes [[Special:Preferences#mw-prefsection-editing|in their user preferences]] in "{{int:discussiontools-preference-visualenhancements}}". [https://phabricator.wikimedia.org/T379264] * MediaWiki can now display a [[mw:Special:MyLanguage/Help:Protection indicators|page indicator]] automatically while a page is protected. This feature is disabled by default. It can be enabled by [[m:Special:MyLanguage/Requesting wiki configuration changes|community request]]. [https://phabricator.wikimedia.org/T12347] * Using the "{{int:showpreview}}" or "{{int:showdiff}}" buttons in the wikitext editor will now carry over certain URL parameters like '[[mw:Special:MyLanguage/Manual:Parameters to index.php#useskin|useskin]]', '[[mw:Special:MyLanguage/Manual:Parameters to index.php#uselang|uselang]]' and '[[mw:Special:MyLanguage/Help:Section#Editing sections|section]]'. This update also fixes an issue where, if the browser crashed while previewing an edit to a single section, saving this edit could overwrite the entire page with just that section’s content. [https://phabricator.wikimedia.org/T62744][https://phabricator.wikimedia.org/T24029][https://phabricator.wikimedia.org/T155097] * Wikivoyage wikis can use [[mw:Special:MyLanguage/Help:Extension:Kartographer#Markers and counters|colored map markers in the article text]]. The text of these markers will now be shown in contrasting black or white color, instead of always being white. Local workarounds for the problem can be removed. [https://phabricator.wikimedia.org/T369454] * The Activity tab in the Wikipedia Android app is now available for all users. The new tab offers personalized insights into reading, editing, and donation activity, while simplifying navigation and making app use more engaging. [https://www.mediawiki.org/wiki/Wikimedia_Apps/Team/Android/Activity_Tab_Experiment] * The Reader Growth team is launching an experiment called "Image browsing" to test how to make it easier for readers to browse and discover images on Wikipedia articles. This experiment, a mobile-only A/B test, will go live on English Wikipedia in the week of November 17 and will run for four weeks, affecting 0.05% of users on English wiki. The test launched on November 3 on Arabic, Chinese, French, Indonesian, and Vietnamese wikis, affecting up to 10% of users on those wikis. [https://www.mediawiki.org/wiki/Readers/Reader_Growth/WE3.1.3_Image_Browsing] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example the inability to lock accounts on mobile sites has been fixed. [https://phabricator.wikimedia.org/T256185] '''Updates for technical contributors''' * [[wikitech:Help talk:Toolforge/Toolforge standards committee#November 2025 committee nominations|Nominations are open on Wikitech]] for new [[wikitech:Help:Toolforge/Toolforge standards committee|Toolforge standards committee]] members. The committee oversees the Toolforge [[wikitech:Help:Toolforge/Right to fork policy|Right to fork policy]] and [[wikitech:Help:Toolforge/Abandoned tool policy|Abandoned tool policy]] among other duties. Nominations will remain open through 2025-11-28. * The [[w:JSON Web Token#Standard fields|JWT issuer field]] in [[mw:Special:MyLanguage/OAuth/For Developers#OAuth 2|OAuth 2 access tokens]] for [[m:Special:MyLanguage/Help:Unified login|SUL wikis]] has been changed to <code><nowiki>https://meta.wikimedia.org</nowiki></code>. Old access tokens will still work. [https://phabricator.wikimedia.org/T399199] * The [[w:JSON Web Token#Standard fields|JWT subject field]] in [[mw:Special:MyLanguage/OAuth/For Developers#OAuth 2|OAuth 2 access tokens]] will soon change from <code><user id></code> to <code dir=ltr style="white-space:nowrap">mw:<identity type>:<user id></code>, where <code><identity type></code> is typically <code dir=ltr>CentralAuth:</code><!-- not a typo --> (for [[m:Special:MyLanguage/Help:Unified login|SUL wikis]]) or <code dir=ltr style="white-space:nowrap">local:<wiki id></code> (for other wikis). This is to avoid conflicts between different user ID types, and to make OAuth 2 access tokens and the <code>sessionJwt</code> cookie more similar. Old access tokens will still work. [https://phabricator.wikimedia.org/T399199] * MediaWiki's block messages ([[MediaWiki:Blockedtext|blockedtext]], [[MediaWiki:Blockedtext-partial|blockedtext-partial]], [[MediaWiki:Autoblockedtext|autoblockedtext]], [[MediaWiki:Systemblockedtext|systemblockedtext]], [[MediaWiki:Blockedtext-tempuser|blockedtext-tempuser]], [[MediaWiki:Autoblockedtext-tempuser|autoblockedtext-tempuser]]) now support additional parameters indicating whether the user is blocked from editing their own user talk page <code><nowiki>$9</nowiki></code> or emailing other users <code><nowiki>$</nowiki><nowiki>10</nowiki></code>. [https://phabricator.wikimedia.org/T285612] * A <code>REL1_45</code> branch for MediaWiki core and each of the extensions and skins in Wikimedia git has been created. This is the first step in the release process for MediaWiki 1.45.0, scheduled for late November 2025. If you are working on a critical bug fix or working on a new feature, you may need to take note of this change. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/ZUY7TY3Z6XPZWZVAZV63OPO5OW52Q6GE/] * The process for generating CirrusSearch dumps has been updated due to slowing performance. If you encounter any issues migrating to the replacement dumps, please contact the Search Platform Team for support. [https://phabricator.wikimedia.org/T366248][https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/3KQPOR6ACVN6OVLMLZPIBXQSWQKW4E3K/] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.2|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/46|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W46"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:38, 10 November 2025 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29606150 --> == Tech News: 2025-47 == <section begin="technews-2025-W47"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/47|Translations]] are available. '''Updates for editors''' * The [[mw:Special:MyLanguage/Readers/Reader Experience|Reader Experience team]] is experimenting with [[mw:Special:MyLanguage/Readers/Reader Experience/WE3.3.4_Reading lists|reading lists on mobile web]], allowing logged-in readers with no edits to save private lists of articles for later. The experiment is running on Arabic, Chinese, French, Indonesian, and Vietnamese Wikipedias since the week of 10 November, and will begin on English Wikipedia the week of 17 November. * Users who can’t receive their email verification code during login can now get help by submitting a form on a new special page. This update is part of the [[mw:Special:MyLanguage/Product Safety and Integrity/Account Security|Account Security]] initiative. If your account has an email address, please make sure you still have access to it. When logging in from a new device or location without 2FA, you may be asked to enter a 6-digit code sent by email to finish logging in. [[mw:Special:MyLanguage/Product Safety and Integrity/Account Security#Why are you requiring me to enter a code from my email to log in? Can I opt out of this?|Learn more]]. * One new wiki has been created: a {{int:project-localized-name-group-wikisource}} in [[d:Q13324|Minangkabau]] ([[s:min:|<code>s:min:</code>]]) [https://phabricator.wikimedia.org/T408317] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * As part of the [[mw:Special:MyLanguage/Parsoid/Parser Unification|Parser Unification]] project, the Content Transform Team rolled out Parsoid as the default parser to many low-traffic Wikipedias and is preparing the next step to high traffic ones. This message is an invitation for you to opt-in to Parsoid, as described in the [[mw:Special:MyLanguage/Help:Extension:ParserMigration|Extension:ParserMigration]] documentation, and identify any issues you might encounter with your own workflow using bots, gadgets, or user scripts. Please, let us know through the ''"Report Visual Bug"'' link in the Tools sidebar or create a phab ticket and tag the [[phab:project/view/5846|Content Transform Team in Phabricator]]. * Unsupported Tools: Several issues with [[:c:Special:MyLanguage/Commons:Video2commons|Video2Commons]] have been fixed, including filename-related upload failures, black-video imports, and retry handling. AV1 support has also been added. Ongoing work focuses on backend stability, ffmpeg errors, subtitle imports, metadata handling, and playlist uploads. To track specific tasks, check the [[phab:tag/video2commons/|Phabricator board]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.3|MediaWiki]] '''Meetings and events''' * Save the date for the next Wikimedia Hackathon happening in Milan, Italy from May 1–3, 2026. Registration will open in January 2026. [https://pretix.eu/wikimedia/Hackathon-2026/ Scholarship applications are currently open], and will close on November 28, 2025. If you have any questions, please email <bdi lang="en" dir="ltr">hackathon@wikimedia.org</bdi>. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/47|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W47"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 17:26, 17 November 2025 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29627455 --> == Tech News: 2025-48 == <section begin="technews-2025-W48"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/48|Translations]] are available. '''Updates for editors''' * Last week, the [[mw:Special:MyLanguage/Wikimedia Search Platform|Wikimedia Search Team]] recreated the "DWIM" (Do What I Mean) gadget functionality server-side, for Russian and Hebrew Wikipedias. This feature adds cross-keyboard suggestions to the standard search-box suggestions. For example, searching for ''<span lang="und" dir="ltr">cxfcnmt</span>'' on Russian Wikipedia will now add suggestions for ''<span lang="ru" dir="ltr">счастье</span>'' ("happiness") that the user probably intended. They plan to enable this feature for other Russian and Hebrew wikis this week. [https://phabricator.wikimedia.org/T408734] * Later this week, users of the "{{int:codemirror-beta-feature-title}}" [[Special:Preferences#mw-prefsection-betafeatures|beta feature]] will have syntax highlighting available in [[mw:Special:MyLanguage/Help:DiscussionTools|DiscussionTools]]. This requires that the "{{int:discussiontools-preference-sourcemodetoolbar}}" preference be set. [https://phabricator.wikimedia.org/T407918] * [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|Campaign events extension]] – the set of tools for coordinating events and other on-wiki collaborations has now been deployed to all Wikimedia wikis. A new feature known as [[m:Special:MyLanguage/CampaignEvents/Collaborative contributions|Collaborative contribution]] to help organizers and participants see the impact of activities has also been added. Join the upcoming [[m:Special:MyLanguage/Event:Connection learning session 3|learning session]] to see the new feature in action and share your feedback. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:24}} community-submitted {{PLURAL:24|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the bug which stopped CodeReviewBot from working, has now been fixed. [https://phabricator.wikimedia.org/T410417] '''Updates for technical contributors''' * Users of Wikimedia API can join a usability study to help validate the new design of Wikimedia REST API sandboxes. Interested participants should fill the [https://wikimediafoundation.limesurvey.net/487662 recruitment survey]. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/IREJRRWTZTGCYWQHDMSNJFTQAEPOOAE3/] * The MediaWiki Interfaces team is deprecating XSLT stylesheets within the Action API. Support for <code dir=ltr>format=xml'''&xlst={stylesheet}'''</code> will be removed from Wikimedia projects by the end of November, 2025. In addition, it will soon be disabled by default in MediaWiki release versions: v1.43 (LTS), v1.44, and v1.45. Support for XSLT stylesheets will be fully removed from MediaWiki v1.46 (expected to release between April and May 2026). [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/5AX7UWAVVUNUSBOIRHMNOKWOZ5EZI3JX/] * The WDQS legacy endpoint ([https://query-legacy-full.wikidata.org/ query-legacy-full.wikidata.org]) will be decommissioned at the end of December 2025, and finally closed down on 7th January 2026. After this date, users should expect requests to query.wikidata.org that require the full graph to fail or return invalid results if they are not rewritten to use SPARQL federation. The team encourages users to ensure that tools and workflows use the supported WDQS endpoints (<span dir=ltr><nowiki>https://query.wikidata.org/</nowiki></span> - Main graph or <span dir=ltr><nowiki>https://query-scholarly.wikidata.org/</nowiki></span> - Scholarly graph). For support with migrating use cases, please review the [[d:Special:MyLanguage/Wikidata:Data_access|Data Access]] and [[d:Wikidata:Request_a_query|Request a Query]] pages for details and assistance on alternative access methods. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.4|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/48|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W48"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 15:56, 24 November 2025 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29702226 --> == Tech News: 2025-49 == <section begin="technews-2025-W49"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/49|Translations]] are available. '''Updates for editors''' * The Wikipedia Year in Review 2025 will be available on December 2 for users of iOS and Android Wikipedia apps, featuring new personalized insights, updated reading highlights, and refreshed designs. Learn more on the review's [[mw:Special:MyLanguage/Wikimedia Apps/Team/Wikipedia Year in Review/Updates|project page]]. * The Growth team is working on improving the text and presentation of the Verification Email sent to new users to make them more welcoming, useful and informative. Some new text have been drafted for A/B testing and you can help by translating them. See [[phab:T396155|Phabricator]]. * [[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]] will now be deployed at Japanese, Urdu and Chinese Wikipedias on December 2. Add a link is based on a prediction model that suggests links to be added to articles. While this feature has already been available on most Wikipedias, the prediction model could not support certain languages. A new model has now been developed to handle these languages, and it will be gradually rolled out to other Wikipedias over time. If you would like to know more, please contact [[mw:user:Trizek (WMF)|Trizek (WMF)]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:34}} community-submitted {{PLURAL:34|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue where search boxes on some Commons pages showed no results due to switch from SpecialSearch to MediaSearch, has now been fixed. [https://phabricator.wikimedia.org/T399476] * Two new wikis have been created: ** a {{int:project-localized-name-group-wikipedia}} in [[d:Q36846|Toki Pona]] ([[w:tok:|<code>w:tok:</code>]]) [https://phabricator.wikimedia.org/T404457] ** a {{int:project-localized-name-group-wikiquote}} in [[d:Q33655|Nigerian Pidgin]] ([[q:pcm:|<code>q:pcm:</code>]]) [https://phabricator.wikimedia.org/T408318] '''Updates for technical contributors''' * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.5|MediaWiki]] '''In depth''' * The Wikimedia Foundation is in the early stages of exploring approaches to '''Article guidance'''. The initiative aims to identify interventions that could help new editors easily understand and apply existing Wikipedia practices and policies when creating an article. The project is in the exploration and early experimental design phase. All community members are encouraged to [[mw:Special:MyLanguage/Article guidance|learn more]] about the project, and share their thoughts on [[mw:Special:MyLanguage/Talk:Article guidance|the talk page]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/49|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W49"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 18:57, 1 December 2025 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29732328 --> == Tech News: 2025-50 == <section begin="technews-2025-W50"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/50|Translations]] are available. '''Weekly highlight''' * Anybody who wishes to secure their user account can now use [[m:Special:MyLanguage/Help:Two-factor authentication|two-factor authentication]] (2FA). This is available to all registered users of all Wikimedia projects. This is part of the [[mw:Special:MyLanguage/Product Safety and Integrity/Account Security|Account Security]] initiative. Later, 2FA will be required for all users who can take security- or privacy-sensitive actions. '''Updates for editors''' * Following last week's deployments, the [[mw:Special:MyLanguage/Help:Growth/Tools/Add a link|Add a link]] feature, which allows editors to add suggested links during editing, will be available to an additional [[Phab:T410469|33 Wikipedias]] starting on 9 December. This expansion is possible thanks to the new prediction model that now supports all languages, including those that were previously not covered. While the feature has been available on most Wikipedias for some time, this rollout brings us closer to using the improved model everywhere. If you have any questions or would like more details please contact [[mw:user:Trizek (WMF)|Trizek (WMF)]]. * Last week, the [[mw:Special:MyLanguage/Wikimedia Search Platform|Search Platform team]] added [[w:en:Transliteration|transliterated]] as-you-type search suggestions to Georgian wikis. If there are only a few regular search suggestions, then queries in Latin or Cyrillic script [[phab:T127003|are now rewritten into Georgian script]] to look for more matches. For example, searching for either <bdi lang="ka-Latn" dir="ltr">''bedniereba''</bdi> or <bdi lang="ka-Cyrl" dir="ltr">''бедниереба''</bdi> will now suggest the existing article about <bdi lang="ka" dir="ltr">ბედნიერება</bdi> ("happiness"). You can recommend other languages where transliterated suggestions would be useful [[phab:T375215|on Phabricator]] for future development. * Later this week, a controlled experiment will begin for editors on the 100 largest Wikipedias who are editing a section in the mobile web visual editor. 50% of these editors will notice a new "Edit full page" button that will enable them to expand their editing session to the whole page. This feature is intended to make it easier for people on mobile web to edit any article section, regardless of which section-edit icon they tapped to begin. The experiment will last ~4 weeks. You can find [[phab:T409112|more details]] about the project. * Later this week, the [[mw:Special:MyLanguage/Readers/Reader Growth|Reader Growth team]] will launch a [[mw:Special:MyLanguage/Readers/Reader Growth/WE3.1.14 Expanded Mobile Sections|mobile web experiment]] to expand all article sections by default (currently they are collapsed by default) and pin the section header the user is currently reading to the top of the page. The experiment will affect 10% of users on Arabic, Chinese, French, Indonesian, and Vietnamese Wikipedias. [https://phabricator.wikimedia.org/T409485] * The [[mw:Special:MyLanguage/Wikimedia Apps/Team/Wikipedia Year in Review/2025 Year in Review|Wikipedia Year in Review 2025]], a feature in the Wikipedia mobile apps (iOS and Android) that provides users with a personalised summary of their engagement with Wikipedia over the year, is now available on the iOS and Android apps. This edition includes expanded personalised insights, improved reading highlights, new donor messaging, and updated designs. Open the app to view your Year in Review and explore your reading journey from 2025. * A recent software bug caused edits made with VisualEditor to make unintended changes to wikitext, including removing whitespace and replacing spaces with underscores in wikilinks inside citations. This was partially fixed last week, and further fixes are in progress. Editors who used VisualEditor between November 28 and December 2 should review their edits for unexpected modifications. [https://phabricator.wikimedia.org/T411238] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the incorrect handling of URLs copied from the address bar of Microsoft Edge users, has been resolved. [https://phabricator.wikimedia.org/T341281] '''Updates for technical contributors''' * Starting this week, users of the "{{int:codemirror-beta-feature-title}}" [[Special:Preferences#mw-prefsection-betafeatures|beta feature]] will have [[mw:Special:MyLanguage/Help:Extension:CodeMirror|CodeMirror]] as the editor for Lua, JavaScript, CSS, JSON and Vue content models, instead of [[mw:Special:MyLanguage/Extension:CodeEditor|CodeEditor]]. With this, the [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Linting|linters]] will be upgraded. This is part of a larger effort to eventually replace CodeEditor and provide a consistent code editing experience. [https://phabricator.wikimedia.org/T373711] * Developers are encouraged to take the [https://wikimediafoundation.limesurvey.net/552643 2025 Developer Satisfaction Survey], which remains open until 5 January 2026. If you build software for the Wikimedia ecosystem and would like to share your experiences or feedback, your participation is greatly appreciated. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/W4WBKO6Q55UWWCCSFWQATKEXBEHP3QNR/] * There is no new MediaWiki version this week. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/50|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W50"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 17:45, 8 December 2025 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29738112 --> == Tech News: 2025-51 == <section begin="technews-2025-W51"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/51|Translations]] are available. '''Updates for editors''' * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:18}} community-submitted {{PLURAL:18|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, one of the fixes addressed an issue for temporary accounts adding an external URL, which triggered an hCaptcha request in more cases than intended, and did not display the required popup on the first attempt to publish the edit. [https://phabricator.wikimedia.org/T411927] '''Updates for technical contributors''' * To improve database and site performance, external links to Wikimedia projects will no longer be stored in the database. This means they will not be searchable in [[{{#special:LinkSearch}}]], will not be checked by the Spam Blacklist or AbuseFilter as new links, and will not be in the <code dir=ltr>externallinks</code> table on database replicas. In the future this may be extended to other highly-linked trusted websites on a per-wiki basis, such as Creative Commons links on Wikimedia Commons. [https://phabricator.wikimedia.org/T405005] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.7|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/51|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W51"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:03, 15 December 2025 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29796010 --> == Tech News: 2025-52 == <section begin="technews-2025-W52"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2025/52|Translations]] are available. '''Updates for editors''' * From January, edit filters [[mw:Special:MyLanguage/Extension:AbuseFilter/Access flags|can be set]] to automatically suppress their details such as rules and list of attempted edits and actions. This will help oversighters use edit filters to prevent doxxing or other suppressible material. [https://phabricator.wikimedia.org/T290324] * The next issue of Tech News will be sent out on 12 January 2026 because of the end of year holidays. Thank you to all of the translators, and people who submitted content or feedback, this year. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:16}} community-submitted {{PLURAL:16|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the crash that occurred when tapping "First Steps" in the Wikipedia Android Year in Review has now been fixed, and the feature opens as expected. [https://phabricator.wikimedia.org/T411546] '''Updates for technical contributors''' * Interface elements such as diffs and categories generated by MediaWiki used to have the attribute <code dir=ltr>data-mw="interface"</code> to distinguish from wiki content. The attribute has been replaced with <code dir=ltr>data-mw-interface=""</code>, to avoid potential conflicts with other <code dir=ltr>data-mw</code> attributes, which are generated by Parsoid. [https://phabricator.wikimedia.org/T409187] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] There is no new MediaWiki version this week or next week. '''Meetings and events''' * The [[mw:Wikimedia Hackathon Northwestern Europe 2026|Wikimedia Hackathon Northwestern Europe 2026]] will take place on 13-14 March 2026 in Arnhem, the Netherlands. Applications just opened mid-December and will close in mid-January or earlier if capacity is reached. With space for approximately 100 participants, early application is encouraged. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2025/52|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2025-W52"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:45, 22 December 2025 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29831856 --> == Tech News: 2026-03 == <section begin="technews-2026-W03"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/03|Translations]] are available. '''Weekly highlight''' * The Wikimedia Foundation has shared some guiding questions for the July 2026–June 2027 Annual Plan on [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2026-2027/Product & Technology OKRs|Meta]] and ''[[diffblog:2025/12/10/shaping-wikimedia-foundations-2026-2027-annual-goals-key-questions-for-the-wikimedia-movement/|Diff]]''. These focus on global trends, faster and healthier experimentation, better support for newcomers, strengthening editors and advanced users, improving collaboration across projects, and growing and retaining readership. Feedback and ideas are welcome on the [[m:Talk:Wikimedia Foundation Annual Plan/2026-2027|talk page]]. '''Updates for editors''' * As part of the current work of Community Tech team on the [[m:Special:MyLanguage/Community Wishlist/W372|Multiple watchlists]] project, the display of [[Special:EditWatchlist|EditWatchlist]] will be updated as a first step towards multiple watchlists. Additionally, the pagination on [[Special:Search|Search]] will be updated too, as a part of the work on the [[m:Special:MyLanguage/Community Wishlist/W186|Revamp pagination / page navigation]] wish. [https://phabricator.wikimedia.org/T411596] * [[m:Special:GlobalWatchlist|The Global Watchlist]] is a MediaWiki [[mw:Special:MyLanguage/Extension:GlobalWatchlist|extension]] that lets you see your watchlists from different wikis on the same page. It was recently updated to look more like the regular [[Special:Watchlist|Watchlist]], such as preparing it for temporary accounts in IP masking (including rerouting user links to contributions pages), making page titles bold, and opening links in edit summaries and tags in new browser tabs. [https://phabricator.wikimedia.org/T398361][https://phabricator.wikimedia.org/T298919][https://phabricator.wikimedia.org/T273526][https://phabricator.wikimedia.org/T286309] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:28}} community-submitted {{PLURAL:28|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue where global blocks did not have the option to disable sending emails, has now been fixed, and will be available for use in the week of January 13. [https://phabricator.wikimedia.org/T401293] '''Updates for technical contributors''' * The [[mw:Special:MyLanguage/VisualEditor/Citation tool|VisualEditor citation tool]] and [[mw:Special:MyLanguage/Help:Reference Previews|Reference Previews]] now support "map" as a reference type. [https://phabricator.wikimedia.org/T411083] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.10|MediaWiki]]/[[mw:MediaWiki 1.46/wmf.11|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/03|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W03"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:33, 12 January 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29907192 --> == Tech News: 2026-04 == <section begin="technews-2026-W04"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/04|Translations]] are available. '''Updates for editors''' * The tray shown on [[Special:Diff|Special:Diff]] in mobile view has been redesigned. It is now collapsed by default, and incorporates a link to undo the edit being viewed, making it easier for mobile editors and reviewers to take action while keeping the interface uncluttered. [https://phabricator.wikimedia.org/T402297] * [[m:Special:GlobalWatchlist|The Global Watchlist]] lets you view your watchlists from multiple wikis on one page. The [[mw:Special:MyLanguage/Extension:GlobalWatchlist|extension]] continues to improve — it now automatically determines the text direction (ensuring correct display of sites with unusual domain names) and shows detailed descriptions for log actions. Later this week, a new permanent link for page creations and CSS classes for each entry element will be added. [https://phabricator.wikimedia.org/T412505][https://phabricator.wikimedia.org/T287929][https://phabricator.wikimedia.org/T262768][https://phabricator.wikimedia.org/T414135] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:32}} community-submitted {{PLURAL:32|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the previously observed issue in Vector 2022, where anchor link targets were obscured by the sticky header, has now been addressed. [https://phabricator.wikimedia.org/T406114] '''Updates for technical contributors''' * As mentioned in the [[m:Special:MyLanguage/Tech/News/2025/44|October 2025 deprecation announcement]], MediaWiki Interfaces team will begin sunsetting all transform endpoints containing a trailing slash from the MediaWiki REST API the week of January 26. Changes are expected to roll out to all wikis on or before January 30th. All API users currently calling them are encouraged to transition to the non-trailing slash versions. Both endpoint variations can be found, compared, and tested using the [https://test.wikipedia.org/wiki/Special:RestSandbox REST Sandbox]. If you have questions or encounter any problems, please file a ticket in Phabricator to the [https://phabricator.wikimedia.org/project/view/6931/ #MW-Interfaces-Team board]. * Interactive reference documentation for the [[mw:Special:MyLanguage/Wikimedia REST API|Wikimedia REST API]] has moved. Requests to API docs previously hosted through [[mw:Special:MyLanguage/RESTBase|RESTBase]] (e.g.: <code dir=ltr>https://en.wikipedia.org/api/rest_v1/</code>) are now redirected to the [[w:en:Special:RestSandbox|REST Sandbox]]. * The [[mw:Special:MyLanguage/Wikidata Platform|WMF Wikidata Platform team]] (WDP) has published its [[d:Special:MyLanguage/Wikidata:Wikidata Platform team/Newsletter|January 2026 newsletter]]. It includes updates on the legacy full-graph endpoint decommissioning, the User-Agent policy change, the monthly Blazegraph migration office hours, and efforts to reduce regressions caused by the legacy endpoint shutdown. As a reminder, you can [[m:Special:MyLanguage/Global message delivery/Targets/WDP team updates|subscribe to the WDP newsletter]]! * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.12|MediaWiki]] '''Meetings and events''' * The [[mw:Wikimedia Hackathon Northwestern Europe 2026|Wikimedia Hackathon Northwestern Europe 2026]] will take place on 13-14 March 2026 in Arnhem, the Netherlands. Applications opened mid-December and will close soon or when capacity is reached. It's a two-day, technically oriented hackathon bringing together Wikimedians from the region. Hope to see you there! '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/04|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W04"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:29, 19 January 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29943403 --> == Tech News: 2026-05 == <section begin="technews-2026-W05"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/05|Translations]] are available. '''Updates for editors''' * Wikimedia Foundation invites comments on [[m:Special:MyLanguage/Product and Technology Advisory Council/Year1 Reflections and Proposed Way Forward 2026 Update|proposed future]] of the [[:m:Special:MyLanguage/Product and Technology Advisory Council|Product and Technology Advisory Council]] until 28 February. * All users with registered accounts can now use passkeys for [[m:Special:MyLanguage/Help:Two-factor authentication|two-factor authentication]] (2FA). Passkeys are a simple way to log in without using a second device. They verify the user's identity using a fingerprint, face scan, or a PIN code. To set up a passkey, first set up a regular 2FA method. Currently, to log in with a passkey, users must also use a password. Later this quarter, passwordless login will allow users to log in with a single click and a passkey. Users with advanced rights will also be required to have 2FA enabled. This is part of the [[mw:Special:MyLanguage/Product Safety and Integrity/Account Security|Account Security]] project. * Unregistered contributors on blocked IPs or blocked IP ranges can now interact on-wiki to appeal a block by creating a temporary account to appeal a block on the user talk page, unless the "prevent this user from editing their own talk page" is enabled. This solves the problem of logged-out users unable to use the default unblock process via user talk page. [https://phabricator.wikimedia.org/T398673] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:20}} community-submitted {{PLURAL:20|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the Two-Factor Authentication (2FA) methods description on the management page has been updated. It is now clearer and easier for users to understand and make use of. [https://phabricator.wikimedia.org/T332385] '''Updates for technical contributors''' * A new AbuseFilter variable, <code>account_type</code>, has been added to provide a reliable way to determine the account type being created in the <code>createaccount</code> and <code>autocreateaccount</code> actions. As part of this change, the variable <code>accountname</code> has been renamed to <code>account_name</code>, and <code>accountname</code> is now deprecated. Edit filter managers should update any filters that use hardcoded account type checks or the deprecated variable. [https://phabricator.wikimedia.org/T414049] * Image thumbnails that are requested in non-standard sizes, and using non-standard methods such as direct requests to <code dir=ltr><nowiki>upload.wikimedia.org/…</nowiki></code> will stop working in the near future. This change is to prevent ongoing external abuse by web-scrapers and bots. Some users with custom CSS/JS, Interface Admins who can fix gadgets and local skins, and Tool-authors, will need to update their code to use standard thumbnail sizes. [[phab:T414805|Details, search-links, and examples of how to fix them, are available in the task]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.13|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/05|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W05"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:17, 26 January 2026 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=29969530 --> == Tech News: 2026-06 == <section begin="technews-2026-W06"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/06|Translations]] are available. '''Updates for editors''' * The "{{int:pageinfo-toolboxlink}}" feature, which gives validating information about a page ([{{fullurl:{{FULLPAGENAME}}|action=info}} example]), now automatically includes a table of contents. If there is a local [[{{ns:8}}:Pageinfo-header]] page created by individual users, it can now be removed. [https://phabricator.wikimedia.org/T363726] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:21}} community-submitted {{PLURAL:21|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, VisualEditor previously added bold or italic formatting inside link descriptions, making the wikicode complex. This has now been fixed. [https://phabricator.wikimedia.org/T409669] '''Updates for technical contributors''' * There was no XML dump on 20 January. Additionally, from now on, dumps will be generated once per month only. [https://phabricator.wikimedia.org/T414389] * The MediaWiki Interfaces team removed support for all transform endpoints containing a trailing slash from the [https://www.mediawiki.org/wiki/Special:MyLanguage/API:REST%20API MediaWiki REST API]. All API users currently calling those endpoints are encouraged to transition to the non-trailing slash versions. If you have questions or encounter any problems, please file a ticket in phabricator to the [https://phabricator.wikimedia.org/project/view/6931/ #MW-Interfaces-Team board]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.14|MediaWiki]] '''Weekly highlight''' * Users are reminded that the Wikimedia Foundation has shared some guiding questions for the July 2026–June 2027 Annual Plan on [[m:Special:MyLanguage/Wikimedia Foundation Annual Plan/2026-2027/Product & Technology OKRs|Meta]] and ''[[diffblog:2025/12/10/shaping-wikimedia-foundations-2026-2027-annual-goals-key-questions-for-the-wikimedia-movement/|Diff]]''. These focus on global trends, faster and healthier experimentation, better support for newcomers, strengthening editors and advanced users, improving collaboration across projects, and growing and retaining readership. Feedback and ideas are welcome on the [[m:Talk:Wikimedia Foundation Annual Plan/2026-2027|talk page]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/06|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W06"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 17:43, 2 February 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30000986 --> == Tech News: 2026-07 == <section begin="technews-2026-W07"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/07|Translations]] are available. '''Updates for editors''' * [[File:Maki-gift-15.svg|12px|link=|class=skin-invert|Wishlist item]] Logged-in contributors who manage large or complex watchlists can now organise and filter watched pages in ways that improve their workflows with the new [[mw:Special:MyLanguage/Help:Watchlist labels|Watchlist labels]] feature. By adding custom labels (for example: pages you created, pages being monitored for vandalism, or discussion pages) users can more quickly identify what needs attention, reduce cognitive load, and respond more efficiently. This improves watchlist usability, especially for highly active editors. * A new feature available on [[Special:Contributions|Special:Contributions]] shows [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts|temporary accounts]] that are likely operated by the same person, and so makes patrolling less time-consuming. Upon checking contributions of a temporary account, users with access to temporary account IP addresses can now see a view of contributions from the related temporary accounts. The feature looks up all the IPs associated with a given temporary account within the data retention period and shows all the contributions of all temporary accounts that have used these IPs. [[mw:Special:MyLanguage/Trust and Safety Product/Temporary Accounts#February 2026: Improvements to the patroller tooling|Learn more]]. [https://phabricator.wikimedia.org/T415674] * When editors preview a wikitext edit, the reminder box that they are only seeing a preview (which is shown at the top), now has a grey/neutral background instead of a yellow/warning background. This makes it easier to distinguish preview notes from actual warnings (for example, edit conflicts or problematic redirect targets), which will now be shown in separate warning or error boxes. [https://phabricator.wikimedia.org/T414742] * The [[m:Special:GlobalWatchlist|Global Watchlist]] lets you view your watchlists from multiple wikis on one page. The [[mw:Special:MyLanguage/Extension:GlobalWatchlist|extension]] continues to improve — it now properly supports more than one Wikibase site, for example both [[d:|Wikidata]] and [[testwikidata:|testwikidata]]. In addition, issues regarding text direction have been fixed for users who prefer Wikidata or other Wikibase sites in right-to-left (RTL) languages. [https://phabricator.wikimedia.org/T415440][https://phabricator.wikimedia.org/T415458] * The automatic "magic links" for ISBN, RFC, and PMID numbers have been [[mw:Special:MyLanguage/Help:Magic links|deprecated in wikitext since 2021]] due to inflexibility and difficulties with localization. Several wikis have successfully replaced RFC and PMID magic links with equivalent external links, but a template was often required to replace the functionality of the ISBN magic link. There is now a new [[mw:Special:MyLanguage/Help:Magic words#isbn|built-in parser function]] <code dir=ltr><nowiki>{{#isbn}}</nowiki></code> available to replace the basic functionality of the ISBN magic link. This makes it easier for wikis who wish to migrate off of the deprecated magic link functionality to do so. [https://phabricator.wikimedia.org/T145604] * Two new wikis have been created: ** a {{int:project-localized-name-group-wikipedia}} in [[d:Q35401|Jju]] ([[w:kaj:|<code>w:kaj:</code>]]) [https://phabricator.wikimedia.org/T413283] ** a {{int:project-localized-name-group-wikipedia}} in [[d:Q1186896|Nawat]] ([[w:ppl:|<code>w:ppl:</code>]]) [https://phabricator.wikimedia.org/T413273] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * A new global user group has been created: [[{{int:grouppage-local-bot}}|{{int:group-local-bot}}]]. It will be used internally by the software to allow community bots to bypass rate limits that are applied to abusive [[w:en:Web scraping|web scrapers]]. Accounts that are approved as bots on at least one Wikimedia wiki will be automatically added to this group. It will not change what user permissions the bot has. [https://phabricator.wikimedia.org/T415588] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.15|MediaWiki]] '''Meetings and events''' * The [[mw:Special:MyLanguage/MediaWiki Users and Developers Conference Spring 2026|MediaWiki Users and Developers Conference, Spring 2026]] will be held March 25–27 in Salt Lake City, USA. This event is organized by and for the third-party MediaWiki community. You can propose sessions and register to attend. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/AZBWVI46SDEB65PGR5J6E4TYOQQEZXM7/] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/07|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W07"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 23:30, 9 February 2026 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30026671 --> == Tech News: 2026-08 == <section begin="technews-2026-W08"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/08|Translations]] are available. '''Weekly highlight''' * The [[mw:Special:MyLanguage/Wikimedia Site Reliability Engineering|SRE Team]] will be performing a cleanup of Wikimedia's [[m:Special:MyLanguage/Etherpad|Etherpad]] instance, the web-based editor for real-time collaborative document editing. All pads will be permanently deleted after 30 April, 2026 – if there are still migration projects in progress at that point the team can revisit the date on a case by case basis. Please create local backups of any content you wish to keep, as deleted data cannot be recovered. This cleanup helps reduce database size and minimize infrastructure footprint. Etherpad will continue to support real-time collaboration, but long-term storage should not be expected. Additional cleanups may occur in the future without prior notice. [https://phabricator.wikimedia.org/T415237] '''Updates for editors''' * The Information Retrieval team will be launching an [[mw:Special:MyLanguage/Readers/Information Retrieval/Phase 1|Android mobile app experiment]] that tests hybrid search capabilities which can handle both semantic and keyword queries. The improvement of on-platform search will enable readers to find what they’re looking for directly on Wikipedia more easily. The experiment will first be launched on Greek Wikipedia in late February, followed by English, French, and Portuguese in March. [https://diff.wikimedia.org/2026/01/08/semantic-search-making-it-easier-to-find-the-information-readers-want/ Read more] on Diff blog. [https://www.mediawiki.org/wiki/Readers/Information_Retrieval] * The Reader Growth team will run [[mw:Special:MyLanguage/Readers/Reader Growth/WE3.10.2 Mobile Table of Contents|an experiment]] for mobile web users, that adds a table of contents and automatically expands all article sections, to learn more about navigation issues they face. The test will be available on Arabic, Chinese, English, French, Indonesian, and Vietnamese Wikipedias. * Previously, site notices ([[{{ns:8}}:Sitenotice]] and [[{{ns:8}}:Anonnotice]]) would only render on the desktop site. Now, they will render on all platforms. Users on mobile web will now see these notices and be informed. Site administrators should be prepared to test and fix notices on mobile devices to avoid interference with articles. To opt out, interface admins can add <code dir="ltr">#siteNotice { display: none; }</code> to [[{{ns:8}}:Minerva.css]]. [https://phabricator.wikimedia.org/T138572][https://phabricator.wikimedia.org/T416644] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:19}} community-submitted {{PLURAL:19|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue on [[Special:RecentChanges|Special:RecentChanges]] has been fixed. Previously, clicking hide in the active filters caused the "view new changes since…" button to disappear, though it should have remained visible. The button now behaves as expected. [https://phabricator.wikimedia.org/T406339] '''Updates for technical contributors''' * New documentation is now available to help editors debug on-site search features. It supports troubleshooting when pages do not appear in results, when ranking seems unexpected, and when you need to inspect what content is being indexed, helping make search behavior easier to understand and analyze. [[mw:Help:CirrusSearch/Debug|Learn more]]. [https://phabricator.wikimedia.org/T411169] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.16|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/08|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W08"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:17, 16 February 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30086330 --> == Tech News: 2026-09 == <section begin="technews-2026-W09"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/09|Translations]] are available. '''Weekly highlight''' * [[mw:Special:MyLanguage/Edit check/Reference Check|Reference Check]] has been deployed to English Wikipedia, completing its rollout across all Wikipedias. The feature prompts newcomers to add a citation before publishing new content, helping reduce common citation-related reverts and improve verifiability. In A/B testing, the impact was substantial: newcomers shown Reference Check were approximately 2.2 times more likely to include a reference on desktop and about 17.5 times more likely on mobile web. [https://analytics.wikimedia.org/published/reports/editing/reference_check_ab_test_report_final_2025.html] '''Updates for editors''' * The [[mw:Special:MyLanguage/Extension:InterwikiSorting|InterwikiSorting extension]], which allowed for the [[m:Special:MyLanguage/Interwiki sorting order|sorting of interwiki links]], has been undeployed from Wikipedia. As a result, editors who had enabled interwiki link sorting in non-compact mode (full list format) will now see links reordered. The links moving forward will be listed in the alphabetical order of language code. [https://phabricator.wikimedia.org/T253764] * Later this week, people who are editing a page-section using the mobile visual editor, will notice a new "Edit full page" button. When tapped, you will be able to edit the entire article. This helps when the change you want to make is outside the section you initially opened. [https://phabricator.wikimedia.org/T387175][https://phabricator.wikimedia.org/T409112] * [[mw:Special:MyLanguage/Readers/Reader Experience|The Reader Experience team]] is inviting editors to assess whether dark mode should still be considered "beta" on their wiki, based on their experience of how well it functions on desktop and mobile. If the feature is deemed mature, editors can update the interface messages in <code dir=ltr>MediaWiki:skin-theme-description</code> and <code dir=ltr>MediaWiki:Vector-night-mode-beta-tag</code> to indicate that dark mode is ready and no longer considered beta. * The improved [[mw:Wikimedia_Apps/Team/iOS/Activity_Tab|Activity tab]] which displays user-insights is now available to all users of the Wikipedia iOS app (version 7.9.0 and later). Following earlier A/B testing that showed higher account creation among users with access to the feature, it has been rolled out to 100% of users along with some updates. The Activity tab now shows your edited articles in the timeline, offers editing impact insights like contribution counts and article view trends, and customization options to improve in-app experience for users. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:21}} community-submitted {{PLURAL:21|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, a bug that prevented [[mw:Special:MyLanguage/Extension:DiscussionTools|DiscussionTools]] from working on mobile has now been fixed, restoring full functionality. [https://phabricator.wikimedia.org/T415303] '''Updates for technical contributors''' * The [[m:Special:GlobalWatchlist|Global Watchlist]] lets you view your watchlists from multiple wikis on one page. The [[mw:Special:MyLanguage/Extension:GlobalWatchlist|extension]] that makes this possible continues to improve. The latest upgrade is the inclusion of a [[mw:Extension:GlobalWatchlist#hook|new hook]], <code dir=ltr>ext.globalwatchlist.rebuild</code>, which fires after each watchlist rebuild. This allows you to run gadgets and user scripts for the Special page. [https://phabricator.wikimedia.org/T275159] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.17|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/09|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W09"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:03, 23 February 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30119102 --> == Tech News: 2026-10 == <section begin="technews-2026-W10"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/10|Translations]] are available. '''Weekly highlight''' * Wikipedia 25 [[m:Special:MyLanguage/Wikipedia 25/Easter egg experiments|Birthday mode]] is now live on Betawi, Breton, Chinese, Czech, Dutch, English, French, Gorontalo, Indonesian, Italian, Luxembourgish, Madurese, Sicilian, Spanish, Thai, and Vietnamese Wikipedias! This limited-time campaign feature celebrates 25 years of Wikipedia with a birthday mascot, Baby Globe. When turned on, Baby Globe is shown on [[m:Special:MyLanguage/Wikipedia 25/Easter egg experiments/article configuration|~2,500 articles]], waiting to be discovered by readers. Communities can choose to turn Birthday mode on by getting consensus from their community and asking an admin to enable the feature and customize it via [[m:Special:MyLanguage/Wikipedia 25/Easter egg experiments#Community Configuration Demo|community configuration]] on the local wiki. '''Updates for editors''' * [[:m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|Sub-referencing]], a new feature to re-use references with different details has been released to Swedish Wikipedia, Polish Wikipedia and [[:phab:T418209|a couple of other wikis]]. You can [[:m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing#test|try the feature]] on these projects or on testwiki and [https://en.wikipedia.beta.wmcloud.org/wiki/Sub-referencing betawiki]. Learnings from the first pilot wiki German Wikipedia have been [[:m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing/Learnings|published in a report]]. Reach out to the Wikimedia Deutschland team if you are [[:m:Talk:WMDE Technical Wishes/Sub-referencing#Pilot wikis|interested in becoming a pilot wiki]]. * [[mw:Special:MyLanguage/Help:Edit check#Paste check|Paste Check]] will become available at all Wikipedias this week. The feature prompts newcomers who are pasting text they are not likely to have written into VisualEditor to consider whether doing so risks a copyright violation. Paste Check [[mw:Special:MyLanguage/Edit check/Tags|tags]] all edits where it is shown for potential review. Local administrators can configure various aspects of the feature via [[{{#special:EditChecks}}]]. [[mw:Special:MyLanguage/Edit check/Paste Check#A/B Experiment|Research]] across 22 wikis found that Paste Check resulted in an 18% decrease in relative reverted-edits compared to the control group. Translators can [https://translatewiki.net/w/i.php?title=Special%3ATranslate&group=ext-visualeditor-ve-mw-editcheck&filter=&optional=1&action=translate help to localize] this and related features. * The [[mw:Special:MyLanguage/Readers/Reader Experience|Reader Experience team]] will be standardizing the user menu in the top right for all mobile users so that it is closer to the desktop experience. Currently this user menu is only visible to users with Advanced Mobile Controls (AMC) turned on. The only change is that a couple buttons previously in the left-side menu will move to the top right for users who do not have AMC turned on. This change is expected to go out March 9 and seeks to improve the user interface. [https://phabricator.wikimedia.org/T413912] * Starting in the week of March 2, the emails sent out when an email address was added, removed, or changed for an account will switch to a substantially nicer and clearer HTML email from the prior plaintext one. [https://phabricator.wikimedia.org/T410807] * Notifications are currently limited to 2,000 historic entries per user, and extend back to 2013 when the feature was released. This is going to be changed to only store Notifications from the last 5 years, but up to 10,000 of them. This will help with long-term infrastructure health and help to prevent more recent notifications from disappearing too soon. [https://phabricator.wikimedia.org/T383948] * The [[m:Special:GlobalWatchlist|Global Watchlist]] which lets you view your watchlists from multiple wikis on a single page continues to see improvements. The latest update improves label usage experience. The [[mw:Special:MyLanguage/Extension:GlobalWatchlist|extension]] now allows activating the [[mw:Special:MyLanguage/Manual:Language#Fallback languages|language fallback system]] for Wikidata items without labels in the viewed language, and showing those labels in the user’s preferred Wikidata language if no <code dir=ltr>uselang=</code> URL parameter is provided. [https://phabricator.wikimedia.org/T373686][https://phabricator.wikimedia.org/T416111] * The Wikipedia Android team has started a beta test of [[mw:Special:MyLanguage/Readers/Information Retrieval/Phase 1|hybrid search]] on Greek Wikipedia. Hybrid search capabilities can handle both semantic and keyword queries enabling readers to find what they’re looking for directly on Wikipedia more easily. * For security reasons, members of certain user groups are [[m:Special:MyLanguage/Mandatory two-factor authentication for users with some extended rights|required to have two-factor authentication]] (2FA) enabled. Currently, 2FA is required to use the group, but not to be a member of it. Given that this model still has some vulnerabilities, the situation will [[phab:T418580|gradually change in March]]. Members of these groups will be unable to disable last 2FA method on their account, and it will be impossible to add users without 2FA to these groups. Users will still be able to add new authentication methods or remove them, as long as at least one method is continuously enabled. In the second half of March, users without 2FA will be removed from these groups. This applies to: CentralNotice administrators, checkusers, interface administrators, suppressors, Wikidata staff, Wikifunctions staff, WMF Office IT and WMF Trust & Safety. Nothing will change for other users. See the linked task for deployment schedule. [https://phabricator.wikimedia.org/T418580] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue preventing users from creating an instance in [https://www.wikibase.cloud/ Wikibase.cloud] has now been fixed. [https://phabricator.wikimedia.org/T416807] '''Updates for technical contributors''' * To help ensure [[mw:Special:MyLanguage/MediaWiki Product Insights/Responsible Reuse|fair use of infrastructure]], over the next month the Wikimedia Foundation will implement global API rate limits across our APIs. In early March, stricter limits will be applied to unidentified requests from outside Toolforge/WMCS and API requests that are made from web browsers. In April, higher limits will be applied to identified traffic. These limits are intentionally set as high as possible to minimise impact on the community. Bots running in Toolforge/WMCS or with the bot user right on any wiki should not be affected for now. However, all developers are advised to follow updated best practices. For more information, see [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits|Wikimedia APIs/Rate limits]]. * The Wikidata Query Service Linked Data Fragment (LDF) endpoint will be decommissioned in February. This endpoint served limited traffic, which was successfully migrated to other data access methods that were better suited to support existing use cases. The hardware used to support the LDF endpoint will be reallocated to support the ongoing backend migration efforts. [https://phabricator.wikimedia.org/T415696] * The new Parsoid parser [[mw:Special:MyLanguage/Parsoid/Parser Unification/Updates|continues to be deployed to additional wikis]], improving platform sustainability and making it easier to introduce new reading and editing features. Parsoid is now the default parser on 488 WMF wikis (268 Wikipedias), now covering more than 10% of all Wikipedia page views. * The process and criteria for [[Special:MyLanguage/Wikimedia Enterprise#Access|requesting exceptional access]] to the high volume feed of the ''Wikimedia Enterprise'' APIs (at no cost for mission-aligned usecases), [[m:Talk:Wikimedia Enterprise#Exceptional access criteria|have now been published]]. This is to provide more thorough and clearer documentation for users. * [https://techblog.wikimedia.org/ Tech Blog], the blog dedicated to the Wikimedia technical community [https://techblog.wikimedia.org/2026/02/24/a-tech-blog-diff/ will be migrating] to [[diffblog:|Diff]], the community news and event blog. The migration should be complete in April 2026, after which new posts will be accepted for publishing. Readers will be able to access posts – old and new – on the landing page at https://diff.wikimedia.org/techblog. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.18|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/10|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W10"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 17:51, 2 March 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30137798 --> == Tech News: 2026-11 == <section begin="technews-2026-W11"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/11|Translations]] are available. '''Weekly highlight''' * [[m:Special:MyLanguage/Tech/Server switch|All wikis will be read-only]] for a few minutes on Wednesday, 25 March 2026 at [https://zonestamp.toolforge.org/1774450800 15:00 UTC]. This is for the datacenter server switchover backup tests, [[wikitech:Deployments/Yearly calendar|which happen twice a year]]. During the switchover, all Wikimedia website traffic is shifted from one primary data center to the backup data center to test availability and prevent service disruption even in emergencies. * Last week, all wikis had 2 hours of read-only time, and extended unavailability for user-scripts and gadgets. This was due to a security incident which has since been resolved. Work is ongoing to prevent re-occurrences. For current information please see the [[m:Steward's noticeboard#Statement on Meta about today's user script security incident|post on the Stewards' noticeboard]] ([[m:Special:MyLanguage/Wikimedia Foundation/Product and Technology/Product Safety and Integrity/March 2026 User Script Incident|translations]]). '''Updates for editors''' * Users facing multiple blocks on mobile will now see the reasons for each block separately, instead of a generic message. This helps them understand why they are blocked and what steps they can take to resolve the issue. For example, users affected for using common VPNs (such as [[Special:MyLanguage/Apple iCloud Private Relay|iCloud Private Relay]]) will receive clearer guidance on what they need to do to start editing again. [https://phabricator.wikimedia.org/T357118] * Later this week, [[mw:Special:MyLanguage/VisualEditor/Suggestion Mode|Suggestion Mode]] will become available as a beta feature within the visual editor at all Wikipedias. This feature proactively suggests various types of actions that people can consider taking to improve Wikipedia articles, and learn about related guidelines. The feature is locally configurable, and can also be locally expanded with custom Suggestions. Current settings can be seen at [[Special:EditChecks]] and there are [[mw:Special:MyLanguage/Help:Suggestion mode#For administrators %E2%80%93 local customization|instructions for how administrators can customize]] the links to point to local guidelines. The feature is connected to [[mw:Special:MyLanguage/Help:Edit check|Edit check]] which suggests improvements while someone is writing new content. In the future, the Editing team plans to evaluate the feature's impact with newcomers through a controlled experiment. [https://phabricator.wikimedia.org/T404600] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue where the cursor became misaligned during the use of CodeMirror’s syntax highlighting, which makes wikitext and code easier to read, has now been fixed. This problem specifically affected users who defined a font rule in a custom stylesheet while creating a new topic with DiscussionTools. [https://phabricator.wikimedia.org/T418793] '''Updates for technical contributors''' * API rate limiting update: To help ensure [[mw:Special:MyLanguage/MediaWiki Product Insights/Responsible Reuse|fair use of infrastructure]], global API rate limits will be applied this week to requests without a compliant User-Agent that originate from outside Toolforge/WMCS and to unauthenticated requests made from web browsers. Higher limits will be applied to identified traffic in April. Bots running in Toolforge/WMCS or with the bot user right on any wiki should not be affected for now. However, all developers are advised to follow updated best practices. For more information, see [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits|Wikimedia APIs/Rate limits]]. * The new GraphQL API has been released. The API was developed as a flexible alternative to select features of the Wikidata Query Service (WDQS), to improve developer experience and foster adaptability, and efficient data access. Try it out and [[d:Wikidata:Wikibase GraphQL#Feedback and development|give feedback]]. You can also [https://greatquestion.co/wikimediadeutschland/GraphQLAPI/apply sign up for usability tests]. * The [[m:Special:MyLanguage/Product and Technology Advisory Council/Unsupported Tools Working Group|PTAC Unsupported Tools Working Group]] continued improvements to [[commons:Special:MyLanguage/Commons:Video2commons#|Video2Commons]] in February, with fixes addressing authentication errors, large-file handling, task queue visibility, and clearer upload behavior. Work is still ongoing in some areas, including changes related to deprecated server-side uploads. Read [[m:Special:MyLanguage/Product and Technology Advisory Council/Unsupported Tools Working Group#February 2026|this update]] to learn more. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.19|MediaWiki]] '''In depth''' * The Article Guidance team invites experienced Wikipedia editors from selected [[mw:Special:MyLanguage/Article guidance/Pilot wikis and collaborators#Collaborators|pilot wikis]] and interested contributors from other Wikipedias to fill out this questionnaire which is available in [https://docs.google.com/forms/d/e/1FAIpQLSfmLeVWnxmsCbPoI_UF2jyRcn73WRGWCVPHzerXb4Cz97X_Ag/viewform English], [https://docs.google.com/forms/d/e/1FAIpQLSd6rzr4XXQw8r4024fE3geTPFe13M_6w7Mitj-YJi0sOlWTAw/viewform?usp=header Arabic], [https://docs.google.com/forms/d/e/1FAIpQLSdok3-RfB18lcugYTUMGkpwmqG_8p760Wv4dCXitOXOszjUDw/viewform?usp=header Bengali], [https://docs.google.com/forms/d/e/1FAIpQLSfjTfYp4jEo0akA4B1e-Nfg3QZPCudUjhJzHzzDi6AHyAaMGA/viewform?usp=header Japanese], [https://docs.google.com/forms/d/e/1FAIpQLScteVoI29Aue4xc72dekk-6RYtvmMgQxzMI900UOawrFrSTWg/viewform?usp=header Portuguese], [https://docs.google.com/forms/d/e/1FAIpQLSetdxnYwL3ub2vqA7awCg5hJZPMIYcDPaiTe12rY9h0GYnVlw/viewform?usp=header Persian], and [https://docs.google.com/forms/d/e/1FAIpQLScNvfJF-Ot-4pzA4qAN771_0QDJ4Li19YcUsaTgSKW8Nc7U_Q/viewform?usp=header Turkish]. Your answers will help the team customize guidance for less experienced editors and help them learn community policies and practices while creating an article. Learn more [[mw:Special:MyLanguage/Article guidance|on the project page]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/11|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W11"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 18:53, 9 March 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30213008 --> == Tech News: 2026-12 == <section begin="technews-2026-W12"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/12|Translations]] are available. '''Updates for editors''' * The [[mw:Special:MyLanguage/Help:Extension:CodeMirror|{{int:codemirror-beta-feature-title}}]] beta feature, also known as [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror 6]], has been used for wikitext syntax highlighting since November 2024. It will be promoted out of beta by May 2026 in order to bring improvements and new [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Features|features]] to all editors who use the standard syntax highlighter. If you have any questions or concerns about promoting the feature out of beta, [[mw:Special:MyLanguage/Help talk:Extension:CodeMirror|please share]]. [https://phabricator.wikimedia.org/T259059] * Some changes to local user groups are performed by stewards on Meta-Wiki and logged there only. Now, interwiki rights changes will be logged both on Meta-Wiki and the wiki of the target user to make it easier to access a full record of user's rights changes on a local wiki. Past log entries for such changes will be backfilled in the coming weeks. [https://phabricator.wikimedia.org/T6055] * On wikis using [[m:Special:MyLanguage/Flagged Revisions|Flagged Revisions]], the number of pending changes shown on [[{{#Special:PendingChanges}}]] previously counted pages which were no longer pending review, because they have been removed from the system without being reviewed, e.g. due to being deleted, moved to a different namespace, or due to wiki configuration changes. The count will be correct now. On some wikis the number shown will be much smaller than before. There should be no change to the list of pages itself. [https://phabricator.wikimedia.org/T413016] * Wikifunctions composition language has been rewritten, resulting in a new version of the language. This change aims to increase service stability by reducing the orchestrator's memory consumption. This rewrite also enables substantial latency reduction, code simplification, and better abstractions, which will open the door to later feature additions. Read more about [[f:Special:MyLanguage/Wikifunctions:Status updates/2026-03-11|the changes]]. * Users can now sort search results alphabetically by page title. The update gives an additional option to finding pages more easily and quickly. Previously, results could be sorted by Edit date, Creation date, or Relevance. To use the new option, open 'Advanced Search' on the search results page and select 'Alphabetically' under 'Sorting Order'. [https://phabricator.wikimedia.org/T403775] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:28}} community-submitted {{PLURAL:28|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the bug that prevented UploadWizard on Wikimedia Commons from importing files from Flickr has now been fixed. [https://phabricator.wikimedia.org/T419263] '''Updates for technical contributors''' * A new special page, [[{{#special:LintTemplateErrors}}]], has been created to list transcluded pages that are flagged as containing lint errors to help users discover them easily. The list is sorted by the number of transclusions with errors. For example: [[{{#special:LintTemplateErrors}}/night-mode-unaware-background-color]]. [https://phabricator.wikimedia.org/T170874] * Users of the [[mw:Special:MyLanguage/Help:Extension:CodeMirror|{{int:codemirror-beta-feature-title}}]] beta feature have been using [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror]] instead of [[mw:Special:MyLanguage/Extension:CodeEditor|CodeEditor]] for syntax highlighting when editing JavaScript, CSS, JSON, Vue and Lua content pages, for some time now. Along with promoting CodeMirror 6 out of beta, the plan is to replace CodeEditor as the standard editor for these content models by May 2026. [[mw:Special:MyLanguage/Help talk:Extension:CodeMirror|Feedback or concerns are welcome]]. [https://phabricator.wikimedia.org/T419332] * The [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror]] JavaScript modules will soon be upgraded to CodeMirror 6. Leading up to the upgrade, loading the <code dir=ltr>ext.CodeMirror</code> or <code dir=ltr>ext.CodeMirror.lib</code> modules from gadgets and user scripts was deprecated in July 2025. The use of the <code dir=ltr>ext.CodeMirror.switch</code> hook was also deprecated in March 2025. Contributors can now make their scripts or gadgets compatible with CodeMirror 6. See the [[mw:Special:MyLanguage/Extension:CodeMirror#Gadgets and user scripts|migration guide]] for more information. [https://phabricator.wikimedia.org/T373720] * The MediaWiki Interfaces team is expanding coverage of REST API module definitions to include [[mw:Special:MyLanguage/API:REST API/Extensions|extension APIs]]. REST API modules are groups of related endpoints that can be independently managed and versioned. Modules now exist for [https://phabricator.wikimedia.org/T414470 GrowthExperiments] and [https://phabricator.wikimedia.org/T419053 Wikifunctions] APIs. As we migrate extension APIs to this structure, documentation will move out of the main MediaWiki OpenAPI spec and REST Sandbox view, and will instead be accessible via module-specific options in the dropdown on the [https://test.wikipedia.org/wiki/Special:RestSandbox REST Sandbox] (i.e., [[{{#Special:RestSandbox}}]], available on all wiki projects). * The [[mw:Special:MyLanguage/Extension:Scribunto|Scribunto]] extension provides different pieces of information about the wiki where the module is being used via the [[mw:Special:MyLanguage/Extension:Scribunto/Lua reference manual|mw.site]] library. Starting last week, the library also provides a [[mw:Special:MyLanguage/Extension:Scribunto/Lua reference manual#mw.site.wikiId|way]] of accessing the [[mw:Special:MyLanguage/Manual:Wiki ID|wiki ID]] that can be used to facilitate cross-wiki module maintenance. [https://phabricator.wikimedia.org/T146616] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.20|MediaWiki]] '''In depth''' * The [[m:Special:MyLanguage/Coolest Tool Award|2026 Coolest Tool Award]] celebrating outstanding community tools, is now open for nominations! Nominate your favorite tool using the [https://wikimediafoundation.limesurvey.net/435684?lang=en nomination survey] form by 23 March 2026. For more information on privacy and data handling, please see the [[foundation:Special:MyLanguage/Legal:Coolest_Tool_Award_2026_Survey_Privacy_Statement|survey privacy statement]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/12|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W12"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:35, 16 March 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30260505 --> == Tech News: 2026-13 == <section begin="technews-2026-W13"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/13|Translations]] are available. '''Weekly highlight''' * Wikimedia site users can now log in without a password using passkeys. This is a secure method supported by fingerprint, facial recognition, or PIN. With this change, all users who opt for passwordless login will find it easier, faster, and more secure to log in to their accounts using any device. The new passkey login option currently appears as an autofill suggestion in the username field. An additional [[phab:T417120|"Log in with passkey" button]] will soon be available for users who have already registered a passkey. This update will improve security and user experience. The [[c:File:Passwordless_login_screencast.webm|screen recording]] demonstrates the passwordless login process step by step. * [[m:Special:MyLanguage/Tech/Server switch|All wikis will be read-only]] for a few minutes on Wednesday, 25 March 2026 at [https://zonestamp.toolforge.org/1774450800 15:00 UTC]. This is for the datacenter server switchover backup tests, [[wikitech:Deployments/Yearly calendar|which happen twice a year]]. During the switchover, all Wikimedia website traffic is shifted from one primary data center to the backup data center to test availability and prevent service disruption even in emergencies. '''Updates for editors''' * Wikimedia site users can now export their notifications older than 5 years using a [[toolforge:echo-chamber|new Toolforge tool]]. This will ensure that users retain their important notifications and avoid them being lost based on the planned change to delete notifications older than 5 years, as previously announced. [https://phabricator.wikimedia.org/T383948] * Wikipedia editors in Indonesian, Thai, Turkish, and Simple English now have access to Special:PersonalDashboard. This is an [[mw:Special:MyLanguage/Moderator Tools/Dashboard|early version of an experience]] that introduces newer editors to patrolling workflows, making it easier for them to move from making edits to participating in more advanced moderation work on their project. [https://phabricator.wikimedia.org/T402647] * The [[Special:Block]] now has two minor interface changes. Administrators can now easily perform indefinite blocks through a dedicated radio button in the expiry section. Also, choosing an indefinite expiry provides a different set of common reasons to select from, which can be changed at: [[MediaWiki:Ipbreason-indef-dropdown]]. [https://phabricator.wikimedia.org/T401823] * Mobile editors [[mw:Special:MyLanguage/Contributors/Account Creation Experiments#Logged-out|at several wikis]] can now see an improved logged-out edit warning, thanks to the recent updates from the Growth team. These changes released last week are part of ongoing efforts and tests to enhance [[mw:Special:MyLanguage/Contributors/Account Creation Experiments|account creation experience on mobile]] and then increase participation. [https://phabricator.wikimedia.org/T408484] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:36}} community-submitted {{PLURAL:36|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the bug that prevented mobile web users from seeing the block information when affected by multiple blocks has been fixed. They can now see messages of all the blocks currently affecting them when they access Wikipedia. '''Updates for technical contributors''' * Images built using Toolforge will soon get the upgraded buildpacks version, bringing support for newer language versions and other upstream improvements and fixes. If you use Toolforge Build Service, review the recent [https://lists.wikimedia.org/hyperkitty/list/cloud-announce@lists.wikimedia.org/thread/EMYTA32EV2V5SQ2JIEOD2CL66YFIZEKV/ cloud-announce email] and update your build configuration as necessary to ensure your tools are compatible. [https://wikitech.wikimedia.org/w/index.php?title=Help:Toolforge/Building_container_images&oldid=2392097#Buildpack_environment_upgrade_process][https://phabricator.wikimedia.org/T380127] * The [https://api.wikimedia.org/wiki/Main_Page API Portal] documentation wiki will shut down in June 2026. API keys created on the API Portal will continue to work normally. api.wikimedia.org endpoints will be deprecated gradually starting in July 2026. Documentation on the API Portal is moving to [[mw:Wikimedia APIs|mediawiki.org]]. Learn more on the [[wikitech:API Portal/Deprecation|project page]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.21|MediaWiki]] '''In depth''' * [[m:Special:MyLanguage/WMDE Technical Wishes|WMDE Technical Wishes]] is considering improvements to [[m:WMDE Technical Wishes/References/VisualEditor automatic reference names|automatically generated reference names in VisualEditor]]. Please check out the [[m:WMDE Technical Wishes/References/VisualEditor automatic reference names#Proposed solutions|proposed solutions]] and participate in the [[m:Talk:WMDE Technical Wishes/References/VisualEditor automatic reference names#Request for comment|request for comment]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/13|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W13"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 16:51, 23 March 2026 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30268305 --> == Tech News: 2026-14 == <section begin="technews-2026-W14"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/14|Translations]] are available. '''Weekly highlight''' * The Beta version of [[abstract:|Abstract Wikipedia]] a new Wikimedia project which is language-independent, was launched last week. The project allows communities to build Wikipedia articles in their native language, which can be readily accessed by other users in their own languages. The wiki is powered by instructions from Wikifunctions and also based on structured content from Wikidata. [[:f:Special:MyLanguage/Wikifunctions:Status updates/2026-03-26|Read more]]. '''Updates for editors''' * The Growth team is running an A/B test to evaluate a clearer, more user-friendly message that promotes account creation on wikis. Currently when logged-out mobile users begin editing, they see a jarring warning message that can feel abrupt and discouraging. This also presents temporary account editing as the default rather than encouraging account creation. The test is running on ten Wikipedias, including Arabic, French, Spanish and German. [[mw:Special:MyLanguage/Contributors/Account Creation Experiments#2. Improve logged-out warning message (T415160)|Read more]]. * The Wikimedia Apps team is inviting feedback on [[mw:Special:MyLanguage/Wikimedia Apps/Team/Future of Editing on the Mobile Apps|how editing should work on the Wikipedia mobile apps]]. The discussion focuses on improving how users access editing tools when they tap "Edit". This is part of a broader effort to convert readers who develop an interest in editing, to access a more user-friendly pathway to start contributing. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:45}} community-submitted {{PLURAL:45|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where citation fetching from the large newspaper archive [https://www.newspapers.com Newspapers.com] was no longer working, due to a block in [[mw:Special:MyLanguage/Citoid|Citoid]] requests, has now been fixed. [https://phabricator.wikimedia.org/T419903] '''Updates for technical contributors''' * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.22|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/14|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W14"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:25, 30 March 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30329462 --> == Tech News: 2026-15 == <section begin="technews-2026-W15"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/15|Translations]] are available. '''Updates for editors''' * The [[mw:Special:MyLanguage/Help:Extension:CampaignEvents|CampaignEvents extension]] now includes a new group goal-setting feature, enabling organizers to set and track event goals such as the number of articles created and participating contributors in real time. Similarly, participants can work toward shared targets and see their collective impact as the event unfolds. The feature is now available on all Wikimedia wikis. Learn more in [[mw:Special:MyLanguage/Help:Extension:CampaignEvents/Registration/Collaborative contributions#Goal setting|the documentation]]. * [[File:Maki-gift-15.svg|12px|link=|class=skin-invert|Wishlist item]] The new [[mw:Special:MyLanguage/Help:Watchlist labels|watchlist labels]] feature (announced in [[m:Special:MyLanguage/Tech/News/2026/07|Tech News 2026-07]]) is now available via VisualEditor, the source editor, and the 'watchstar' (or watch link, for skins that don't have a star icon). Previously it was only possible to assign labels via [[Special:EditWatchlist|EditWatchlist]]. In all three places it is a new field following the expiry field. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue where talk pages on mobile with Parsoid are unusable after empty section headers, has now been fixed. [https://phabricator.wikimedia.org/T419171] '''Updates for technical contributors''' * The [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|sub-referencing feature]], which lets editors add details to an existing reference without duplicating it, will be gradually rolled out to [[phab:T414094|more wikis]] later this year. Wikis using the [[mw:Special:MyLanguage/Reference Tooltips|Reference Tooltips]] gadget are encouraged to update their version (typically at [[m:MediaWiki:Gadget-ReferenceTooltips.js|MediaWiki:Gadget-ReferenceTooltips.js]] as shown [https://en.wikipedia.org/w/index.php?diff=1344408362 here]) to ensure compatibility. Other reference-related gadgets may also be affected. [https://phabricator.wikimedia.org/T416304] * All Wikinews editions will be closed and switched to read-only mode on 4 May 2026. Content will remain accessible, but no new edits or articles can be added. This closure was approved by the Board of Trustees of the Wikimedia Foundation following extended discussions. [[m:Wikimedia Foundation Board noticeboard#Board of Trustees Approves Closure of Wikinews|Read more]]. * The [[:mw:Special:MyLanguage/API:Action API|Action API]] has had several formats for requested output. One of them, <bdi lang="zxx" dir="ltr"><code><nowiki>format=php</nowiki></code></bdi>, is being removed soon. Please ensure your scripts or bots use the [[mw:Special:MyLanguage/API:Data formats#Output|JSON format]]. This removal should affect very few scripts and bots. [https://phabricator.wikimedia.org/T118538] * The [[Special:NamespaceInfo|Special:NamespaceInfo]] page now includes namespace aliases. For example "WP" for the "Project" ("Wikipedia") namespace on the German Wikipedia. [https://phabricator.wikimedia.org/T381455] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.23|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/15|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W15"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 16:19, 6 April 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30362761 --> == Tech News: 2026-16 == <section begin="technews-2026-W16"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/16|Translations]] are available. '''Weekly highlight''' * Experienced editors are invited to [https://b24e11a4f1.catalyst.wmcloud.org/wiki/Main_Page test] the [[mw:Special:MyLanguage/Article guidance|Article guidance]] feature, designed to help less-experienced editors create well-structured, policy-compliant Wikipedia articles. Testing instructions are [[mw:Special:MyLanguage/Article guidance/Test feature guide|available]]. Also, after reviewing [https://b24e11a4f1.catalyst.wmcloud.org/wiki/Category:Pages_using_article_guidance the outlines], please provide feedback on the [[mw:Talk:Article guidance|project talk page]]. Based on your input, the feature will be refined and transferred to the pilot Wikipedias to translate and adapt. Check out [[c:File:Article Guidance workflow demo - April 2026.webm|the video]] explaining the feature. '''Updates for editors''' * On most wikis, all autoconfirmed users can now use [[Special:ChangeContentModel|Special:ChangeContentModel]] page to [[mw:Special:MyLanguage/Help:ChangeContentModel|create new pages with custom content models]], such as mass message lists, making custom page formats more accessible. Check [[Special:ListGroupRights|Special:ListGroupRights]] for the status of your wiki. [https://phabricator.wikimedia.org/T248294] * The Growth team has launched an [[mw:Special:MyLanguage/Contributors/Account_Creation_Experiments|account creation experiment]] to evaluate whether adding an account creation button to the mobile web header increases new account registrations and encourages more mobile users to contribute to the wikis. The experiment is currently live on Hindi, Indonesian, Bengali, Thai, and Hebrew Wikipedia, and targets 10% of logged-out mobile web users. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where VisualEditor could get stuck loading on Windows devices with animations turned off, has now been fixed. [https://phabricator.wikimedia.org/T382856] '''Updates for technical contributors''' * Starting later this week, {{int:group-abusefilter}} who have the [[mw:Special:MyLanguage/Help:Extension:CodeMirror|{{int:codemirror-beta-feature-title}}]] beta feature enabled will have [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror]] instead of [[mw:Special:MyLanguage/Extension:CodeEditor|CodeEditor]] as the editor at [[Special:AbuseFilter|Special:AbuseFilter]]. This is part of the broader effort to make the user experience more consistent across all editors. [https://phabricator.wikimedia.org/T399673][https://phabricator.wikimedia.org/T419332] * Tools and bots that access the [[mw:Special:MyLanguage/Notifications/API|Notifications API]] (<bdi lang="zxx" dir="ltr"><code><nowiki>action=query&meta=notifications</nowiki></code></bdi>) will need to update their OAuth or BotPassword grants to also include access to private notifications. [https://phabricator.wikimedia.org/T421991] * Due to a library upgrade, listings on category pages may be displayed out of order starting on Monday, 20th April. A migration script will be run to correct this, and will take hours to days depending on the size of the wiki (up to a week for English Wikipedia). [https://phabricator.wikimedia.org/T422544] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.24|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/16|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W16"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 15:19, 13 April 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30380527 --> == Tech News: 2026-17 == <section begin="technews-2026-W17"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/17|Translations]] are available. '''Weekly highlight''' * After two years of development, [[mw:Special:MyLanguage/Help:Extension:CodeMirror|{{int:codemirror-beta-feature-title}}]], also known as [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror 6]], is to be promoted out of beta on Tuesday, April 21. It brings better code and wikitext readability, reduction in typing errors, and other [[mw:Special:MyLanguage/Help:Extension:CodeMirror|benefits]] to all users of the standard syntax highlighter. A huge thank you to volunteer [https://phabricator.wikimedia.org/p/Bhsd/ Bhsd] who developed many of the new features, including [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Code folding|code folding]], [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Autocompletion|autocompletion]], and [[mw:Special:MyLanguage/Help:Extension:CodeMirror#Linting|linting]]. [https://phabricator.wikimedia.org/T259059] * A major update to the Wikipedia app for iOS is now rolling out, redesigning the interface to align with Apple's latest "Liquid Glass" visual design. [https://apps.apple.com/us/app/wikipedia/id324715238 Download the latest version] and explore the update. '''Updates for editors''' * [[mw:Special:MyLanguage/Readers/Reader Experience/WE3.3.4 Reading lists|Reading lists]] is a feature which allows readers to save articles to a list for reading later. This feature is now in beta on Arabic, French, Indonesian, Vietnamese, and Chinese Wikipedias and by default for all new accounts on all Wikipedias. * An experiment which explores extending [[mw:Special:MyLanguage/Readers/Reader Growth/Mobile page previews|Page Previews to mobile web]] will be launched in the week of April 20 on Arabic, English, French, Italian, Polish, and Vietnamese Wikipedias. Page Previews are pop-ups that display a thumbnail, lead paragraph, and a link to open the full article of a blue link, thereby improving content discovery. The feature is already available on desktop and in the apps. [[m:Special:MyLanguage/List of experiments in Product and Technology#Template|Read more about this experiment and others]]. * On several wikis, logged-in editors who haven't [[mw:Special:MyLanguage/Help:Email confirmation|confirmed their email addresses]] can now see a banner encouraging them to do so. Having the email address confirmed allows a user to restore access to the account if they lose it. [[mw:Special:MyLanguage/Product Safety and Integrity/Account Security#Encouraging users to confirm their email addresses|Learn more]]. [https://phabricator.wikimedia.org/T421366] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:15}} community-submitted {{PLURAL:15|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where editing very large wiki pages in the 2017 wikitext editor caused slow loading, preview and scrolling lag, and performance issues when selecting, cutting, or pasting content, has now been fixed. [https://phabricator.wikimedia.org/T184857] '''Updates for technical contributors''' * As part of the promotion of [[mw:Special:MyLanguage/Help:Extension:CodeMirror|CodeMirror]] from a beta feature, all users will use [[mw:Special:MyLanguage/Extension:CodeMirror|CodeMirror]] instead of [[mw:Special:MyLanguage/Extension:CodeEditor|CodeEditor]] for syntax highlighting when editing JavaScript, CSS, JSON, Vue and Lua content pages. [https://phabricator.wikimedia.org/T419332] * The <code>mirrors.wikimedia.org</code> service for Debian and Ubuntu users will sunset and stop working on May 15. The resources for the service will be replaced with new and better options. Some users may need to switch to a different server which should take about a minute. [https://lists.wikimedia.org/hyperkitty/list/wikitech-l@lists.wikimedia.org/thread/LJYRIS4WB66HIRCAO4GIDTXCMDVZRBMA/ You can read more]. [https://phabricator.wikimedia.org/T416707] * The <bdi lang="zxx" dir="ltr"><code><nowiki>image</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>oldimage</nowiki></code></bdi> table will be removed from [[wikitech:Help:Wiki Replicas|wikireplicas]]. If your tools or queries access <bdi lang="zxx" dir="ltr"><code><nowiki>image</nowiki></code></bdi> or <bdi lang="zxx" dir="ltr"><code><nowiki>oldimage</nowiki></code></bdi> directly, please update them to use the <bdi lang="zxx" dir="ltr"><code><nowiki>file</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>filerevision</nowiki></code></bdi> table before 28 May. [https://phabricator.wikimedia.org/T28741] * Following the recent implementation of global API rate limits on unidentified traffic, the Wikimedia Foundation will continue efforts to ensure [[mw:Special:MyLanguage/MediaWiki Product Insights/Responsible Reuse|fair use of infrastructure]] by applying global limits to identified API traffic beginning the last week of April. These limits are intentionally set as high as possible to minimise impact on the community. Bots running in Toolforge/WMCS or with the bot user right on any wiki should not be affected for now. However, all developers are advised to follow updated best practices. For more information, see [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits|Wikimedia APIs/Rate limits]] and [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits/FAQ|Frequently Asked Questions]]. * The [[mw:Special:MyLanguage/Attribution API|Attribution API]] is now available as a [[mw:Special:MyLanguage/Wikimedia APIs/Stability policy|beta]]. The API fetches information for crediting Wikimedia articles and media files wherever they are used. Reference documentation is available through the REST Sandbox special page available on all Wikimedia wikis (such as the [https://en.wikipedia.org/w/index.php?api=attribution.v0-beta&title=Special%3ARestSandbox REST sandbox on English Wikipedia]). Share your feedback on the [[mw:Talk:Attribution API|project talk page]]. * There is no new MediaWiki version this week. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/17|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W17"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 15:00, 20 April 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30432763 --> == Tech News: 2026-18 == <section begin="technews-2026-W18"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/18|Translations]] are available. '''Updates for editors''' * There is a change in how new users are autoconfirmed that will improve anti-vandalism protection. Currently, users who have had an account for a few days and made a few edits are automatically added to the [[{{int:grouppage-autoconfirmed/{{CONTENTLANGUAGE}}}}|{{int:group-autoconfirmed}}]] group. This configuration tends to be exploited by some vandals, who create accounts and start to use them only after some time. To mitigate this, the configuration will be updated next week so that – for the purpose of becoming autoconfirmed – the account age will be counted from their first edit, instead of registration date. The numeric value of the age threshold will remain the same. This change will be deployed only to wikis which require at least one edit as part of the autoconfirmation conditions. [https://phabricator.wikimedia.org/T418484] * All Wikipedia users with new accounts and those who activated the "automatically enable most beta features" option in their preference can now use the [[mw:Special:MyLanguage/Readers/Reader Experience/WE3.3.4 Reading lists|reading lists]] beta feature to save articles for later reading. This helps organize reading interests in one place for convenient access. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the issue where infobox images have huge padding in Firefox, has been fixed. [https://phabricator.wikimedia.org/T423676] '''Updates for technical contributors''' * As a reminder, the global API rate limits will be applied this week to identified API traffic. This is to help ensure [[mw:MediaWiki Product Insights/Responsible Reuse|fair use of infrastructure]]. Bots running in Toolforge/WMCS or with the bot user right on any wiki should not be affected for now. However, all developers are advised to follow updated best practices. For more information, including the actual rate limits, see [[mw:Wikimedia APIs/Rate limits|Wikimedia APIs/Rate limits]] and [[mw:Wikimedia APIs/Rate limits/FAQ|Frequently Asked Questions]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.26|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/18|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W18"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 18:06, 27 April 2026 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30458046 --> == Tech News: 2026-19 == <section begin="technews-2026-W19"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/19|Translations]] are available. '''Weekly highlight''' * The [[mw:Special:MyLanguage/Article guidance|Article guidance]] team invites experienced editors of [[mw:Special:MyLanguage/Article guidance/Pilot wikis and collaborators|pilot Wikipedias]]—Arabic, Bangla, Japanese, Portuguese, Persian, Turkish, Simple English, Spanish, and French—to help translate and adapt [https://b24e11a4f1.catalyst.wmcloud.org/wiki/Category:Pages_using_article_guidance sample outlines]. These outlines will guide editors in creating clear, well-structured, and policy-compliant articles when using [https://b24e11a4f1.catalyst.wmcloud.org/wiki/Special:NewArticle the feature] once it is launched in May 2026. [[mw:Special:MyLanguage/Article guidance#Adapting a sample outline in a Wikipedia|Simple instructions]] on how to translate and adapt the outlines are available. '''Updates for editors''' * The [[:m:Special:MyLanguage/Product and Technology Advisory Council|Product and Technology Advisory Council]] has published [[:m:Special:MyLanguage/Product and Technology Advisory Council/May 2026 draft PTAC recommendation for feedback|draft recommendations]] on a model that affiliates can follow when contributing to the technical space. Community members are invited to provide feedback on the recommendation until May 8th [[:m:Talk:Product and Technology Advisory Council/May 2026 draft PTAC recommendation for feedback|on the talk page]]. * The number of available thumbnail size preferences in MediaWiki is being reduced to three standardized options—Small (180px), Regular (250px), and Large (400px), as part of ongoing efforts to improve performance and reduce strain on thumbnail services. As a result, existing preferences will be mapped to the nearest new size (for example, smaller selections like 120px or 150px will render at 180px, while larger ones like 300px or 360px will render at 400px). The preferences interface will soon be updated to reflect these changes, and users who wish to opt out or provide feedback can do so. [https://phabricator.wikimedia.org/T424909] * From now on, even when a permission expires automatically, users will receive an Echo notification similar to the standard notification for permission changes. There is a difference between this and [[m:Special:MyLanguage/Global reminder bot|Global reminder bot]] in that the latter reminds users a week ''before'' the rights are due to expire, so that they can renew the rights. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:32}} community-submitted {{PLURAL:32|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, the problem where the ULS language selector in [[m:Special:Translate|Special:Translate]] would scroll vertically when it shouldn't, has been resolved. Previously, when users opened the "Translate to English" dropdown and typed certain inputs, the dialog would scroll vertically by a few pixels even when there was enough space to display all results. The dropdown no longer shifts unnecessarily when filtering languages. [https://phabricator.wikimedia.org/T358864] * The [[m:Special:GlobalWatchlist|Global Watchlist]], which lets you view your watchlists from multiple wikis on a single page, continues to improve. For example, watchlists for Wikibase sites such as [[:d:|Wikidata]] now support [[mw:Special:MyLanguage/Extension:EntitySchema|EntitySchema]] elements for better tracking. The Live Updates mode now refreshes the special page every 60 seconds to comply with the updated [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits|global API rate limits]] for improved real-time responsiveness. Additionally, a directionality bug that displayed links as "changes 3" instead of "3 changes" in mixed-direction lists has been fixed. [https://phabricator.wikimedia.org/T415450][https://phabricator.wikimedia.org/T424422][https://phabricator.wikimedia.org/T418091] '''Updates for technical contributors''' * The second phase of [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits|global API rate limits]] has been rolled out to reduce the [[diffblog:2026/03/26/quo-vadis-crawlers-progress-and-whats-next-on-safeguarding-our-infrastructure/|impact of AI crawlers]] and ensure fair, sustainable access to Wikimedia resources, prioritising human and mission-aligned traffic. [[mw:Special:MyLanguage/Wikimedia APIs/Rate limits#Limits|Limits]] have been shifted from per-hour to per-minute, producing smoother traffic patterns and more predictable API load. Community users are not expected to be affected, and no action is required. Early indications show some User-Agent-based requestors are adjusting behaviour, and around 64% of automated API traffic has been identified. Monitoring continues, and Wikimedia Enterprise remains available for commercial support. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.46/wmf.27|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/19|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W19"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:43, 4 May 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30498077 --> == Tech News: 2026-20 == <section begin="technews-2026-W20"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/20|Translations]] are available. '''Weekly highlight''' * Community Tech has published [[m:Special:MyLanguage/Community Wishlist/How to write a good wish|new guidance]] explaining how wishes on Community Wishlist are triaged and prioritized. The documentation is intended to help contributors write stronger proposals by clarifying the factors that influence prioritization decisions. Beyond vote counts, the guidance highlights considerations such as potential impact on the community when determining which wishes move forward. '''Updates for editors''' * The Reader Growth team is launching an experiment to test a new [[mw:Special:MyLanguage/Readers/Reader_Growth/Share_Card|Share Card feature]] that allows readers to create visually engaging cards from Wikipedia articles or selected article sections and share them online, with each card linking back to the original article to help expand readership and article discovery. The mobile-only A/B test will be available to a portion of readers on Arabic, Chinese, French, Vietnamese, and English Wikipedia to better understand reading and sharing habits, and is scheduled to begin the week of May 18 and run for four weeks. * The Android and iOS Wikipedia apps recently released the [[mw:Special:MyLanguage/Wikimedia_Apps/Team/25th_Birthday_Reading_Challenge|25-day reading challenge]] into Beta, as part of efforts to drive reader engagement by encouraging users to complete reading milestones. To track their reading streak during the challenge, App users can add a widget featuring Baby Globe to their home screen. The challenge officially begins May 11. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:17}} community-submitted {{PLURAL:17|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where the global preference for enabling syntax highlighting in wikitext could unexpectedly disable itself after being turned on, has now been fixed. [https://phabricator.wikimedia.org/T425286] '''Updates for technical contributors''' * [[File:Octicons-tools.svg|12px|link=|alt=|Advanced item]] The ResourceLoader module <bdi lang="zxx" dir="ltr"><code><nowiki>mediawiki.ui.input</nowiki></code></bdi>, deprecated since [[m:Special:MyLanguage/Tech/News/2023/39|September 2023]], will be removed this week. There is a [[mw:Special:MyLanguage/Codex/Migrating_from_MediaWiki_UI|guide for migrating from MediaWiki UI to Codex]] for any tools that use it. [https://phabricator.wikimedia.org/T420125] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.2|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/20|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W20"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:20, 11 May 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30524429 --> == Tech News: 2026-21 == <section begin="technews-2026-W21"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/21|Translations]] are available. '''Weekly highlight''' * The Abstract Wikipedia team has identified five potential pilot wikis to assess their interest in adopting abstract articles on their wikis. The pilots are Malayalam, Bengali, Dagbani, Arabic, and Indonesian Wikipedia. The feedback period will be open until May 22. If your community is interested in becoming a pilot, [[m:Talk:Abstract Wikipedia|let us know on Meta]]. '''Updates for editors''' * An experiment to show [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|Reading Lists]] to logged-out readers on mobile web will launch on May 18 across German, Spanish, Italian, Portuguese, Polish, Dutch, Turkish, and Urdu Wikipedias, and will run for one month. The effort supports broader goals of helping readers save and organize articles for later reading, while encouraging habits that could lead to future Wikipedia contributions. * To support a bookmark button in the Reading List beta feature, the "Tools > Action" menu has been updated to display icons, including the watch star indicator that helps editors identify temporarily watched articles. The icons now also match those used on mobile, improving consistency across platforms. The change is currently limited to the actions menu and mainly affects editors with privileged user rights. [https://phabricator.wikimedia.org/T426008] * [[mw:Special:MyLanguage/VisualEditor/Suggestion Mode|Suggestion Mode]] was released as an [[w:en:A/B test|A/B test]] for newcomer editors on the mobile website at [[phab:T421189|~15 Wikipedias]]. The experiment will measure the impact that Suggestion Mode has on the proportion of newcomer mobile web edit sessions that result in constructive (un-reverted) article edits. The experiment will also evaluate the feature's impact on editor retention, and monitor changes in revert and block rates. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:27}} community-submitted {{PLURAL:27|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue in the Wikipedia Android app where images could sometimes fail to load after opening a recommended reading list notification, has now been fixed. [https://phabricator.wikimedia.org/T418231] '''Updates for technical contributors''' * The [[mw:Special:MyLanguage/Wikidata Platform|Wikidata Platform team]] has published its [[d:Special:MyLanguage/Wikidata:SPARQL query service/WDQS backend update/Backend Replacement|backend replacement recommendation]] and accompanying [[wikitech:Wikidata Query Service/WDQS Architecture re-design|technical architecture]] for the migration of the Wikidata Query Service (WDQS) away from Blazegraph. Feedback is invited until May 25th 2026, especially on potential gaps and impacts on advanced use cases. Wikidata community members and WDQS users are also encouraged to help identify high-impact tools and workflows that may need attention on [[d:Wikidata:SPARQL query service/WDQS backend update/High-Impact Use Cases|this page]]. Feedback can be shared on the [[d:Wikidata talk:SPARQL query service/WDQS backend update|Migration talk page]] or during the [[d:Special:MyLanguage/Wikidata:Blazegraph Migration Office Hours|next office hour]]. See the [[d:Special:MyLanguage/Wikidata:Wikidata Platform team/Newsletter|WDP team newsletter]] for more details. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.3|MediaWiki]] '''In depth''' * On English, French, Japanese, and a few other Wikipedias, there was a [[diffblog:2025/09/02/better-detecting-bots-and-replacing-our-captcha/|trial of hCaptcha]], a third-party bot detection service. The trial showed that hCaptcha effectively detects and deters some bad-faith automated activity, on its own and by giving [[w:en:Wikipedia:Village pump (technical)/Archive 225#Introducing SuggestedInvestigations|checkusers and stewards]] signals to look into. Because the results were positive, hCaptcha will be rolled out across all wikis over the next few weeks. [[mw:Special:MyLanguage/Product Safety and Integrity/Anti-abuse signals/hCaptcha|See the hCaptcha project page]] for technical information about the implementation and privacy protections. [[diffblog:2026/05/04/better-detecting-bots-and-replacing-our-captcha-part-2/|Learn more]]. * The latest Community Tech update is now available, with progress across several Community Wishlist initiatives, including Reading Lists expansion from the mobile app to the website, new language support for "Who Wrote That" and the Personal Dashboard, improvements to 3D rendering and Charts, and upcoming work on talk page sorting, audio playback, and editing workflows. The update also shares current priorities, wishlist status trends, and opportunities for community feedback on future focus areas and the Wikimedia Foundation’s 2026–2027 Annual Plan. [[m:Special:MyLanguage/Community Wishlist/Updates#May 13, 2026: Latest updates from the Community Tech team|Read the full newsletter for details]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/21|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W21"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:21, 18 May 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30539262 --> == Tech News: 2026-22 == <section begin="technews-2026-W22"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/22|Translations]] are available. '''Weekly highlight''' * Following a [[mw:Special:MyLanguage/Contributors/Account Creation Experiments#LOWM|successful account creation experiment]], an improved logged-out edit warning message will be deployed to all Wikimedia wikis in the first week of June. The change will only affect logged-out users on mobile web who open an editing session. The updated experience is designed to encourage account creation more clearly, while still allowing users to edit with temporary accounts. Results from the experiment showed a significant increase in account creation, with a 27% relative lift among users shown the updated message. As expected, as more people funnel into account creation, temporary accounts decreased by a relative 16%. The experiment did not show any significant changes in constructive edit rates or other monitored contributor metrics. [https://phabricator.wikimedia.org/T424595] '''Updates for editors''' * For security reasons, members of certain user groups are [[m:Special:MyLanguage/Mandatory two-factor authentication for users with some extended rights|required to have two-factor authentication]] (2FA) enabled. Members of these groups will be unable to disable the last 2FA method on their account, and it will be impossible to add users without 2FA to these groups. Users will still be able to add new authentication methods or remove them, as long as at least one method is continuously enabled. In the next few weeks, users without 2FA will be removed from these groups. Notably, this applies to bureaucrats. See the linked tasks for deployment schedules. [https://phabricator.wikimedia.org/T423119][https://phabricator.wikimedia.org/T423120] * [[m:Special:MyLanguage/WMDE Technical Wishes|WMDE Technical Wishes]] will run an [[w:en:A/B testing|A/B test]] on [[:phab:T415904|10 wikis]], testing [[m:WMDE Technical Wishes/References/Reference Previews|potential improvements for Reference Previews]]. The experiment will run for ~2 weeks at the end of May / beginning of June and will affect 10% of desktop readers on the participating wikis. * After two successful experiments, the Reader Growth team is rolling out an [[mw:Special:MyLanguage/Readers/Reader Growth/Image Browsing|Image Browsing]] beta feature for all Wikipedias on mobile on May 25. This means that anyone who has all beta features on by default will start to see this feature, and others can check the box to turn it on in their preferences. The beta feature will include a carousel of all an article's images at the top of the article, with controls for editors to [[mw:Readers/Reader_Growth/Image_Browsing#Phase_2.1_beta_feature|exclude images from the article's carousel or to exclude an article from the feature entirely]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:30}} community-submitted {{PLURAL:30|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, three dimensional STL files were being rendered incorrectly by the media viewer 3D extension which is now fixed. [https://phabricator.wikimedia.org/T416723] '''Updates for technical contributors''' * The legacy CSS classes <bdi lang="zxx" dir="ltr"><code><nowiki>tleft</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>tright</nowiki></code></bdi> have been replaced with <bdi lang="zxx" dir="ltr"><code><nowiki>floatleft</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>floatright</nowiki></code></bdi> as the former do not work consistently across all MediaWiki platforms, notably mobile web and mobile apps. Projects relying on these classes are encouraged to review related usage and plan for migration. Please note that <bdi lang="zxx" dir="ltr"><code><nowiki>floatleft</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>floatright</nowiki></code></bdi> may also be deprecated in future, although there are currently no plans to do so. [[phab:T426452|Read more]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.4|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/22|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W22"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:52, 25 May 2026 (UTC) <!-- Message sent by User:Quiddity (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30584502 --> == Tech News: 2026-23 == <section begin="technews-2026-W23"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/23|Translations]] are available. '''Updates for editors''' * The [[mw:Special:MyLanguage/Readers/Reader Experience|Reader Experience team]] is conducting an experiment to show the [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|reading lists]] feature, which is still in development, to logged-out mobile readers to test whether it encourages account creation at a higher rate compared to the watchstar button. The [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists#Experiment timeline|experiment]] was launched on May 18th on German, Spanish, Italian, Portuguese, Polish, Dutch, Turkish, and Urdu wikis, and it will run for a month. * The Wikimedia Apps team released [[mw:Special:MyLanguage/Wikimedia Apps/Team/Explore Feed Refresh/Phase 1|Phase 1]] of the redesigned Home Feed to the Android Beta app. The new Home Feed includes a refreshed "Community" tab and a personalized "For You" tab featuring daily updated reading recommendations. The redesign is part of a broader effort to improve content discovery and create more engaging learning experiences in the Wikipedia apps. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:18}} community-submitted {{PLURAL:18|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where images could fail to load for some suggested edits on [[w:Special:Homepage|Special:Homepage]], leaving the thumbnail stuck in a loading state, has now been fixed. [https://phabricator.wikimedia.org/T424048] '''Updates for technical contributors''' * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.5|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/23|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W23"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:08, 1 June 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30613639 --> == Tech News: 2026-24 == <section begin="technews-2026-W24"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/24|Translations]] are available. '''Weekly highlight''' * Wikimedia Enterprise has increased the free usage limits for its API offerings. The monthly request limit for the On-demand API has increased from 5,000 to 50,000 requests, while the Snapshot API limit has increased from 15 to 30 requests per month. In addition, Structured Contents snapshots are now available for free accounts. These changes expand access to Wikimedia Enterprise data for developers, researchers, and organizations using Wikimedia content. [https://enterprise.wikimedia.com/blog/enhanced-free-api] '''Updates for editors''' * The [[mw:Special:MyLanguage/Wikimedia_Apps/Team/Explore Feed Refresh/Phase 1|refreshed Explore Feed]], now called the Home Feed, is rolling out to 50% of users of the Wikipedia Android app. The Home Feed helps readers discover relevant content through two new tabs: ''Community'' and ''For You''. The Community tab provides a scrollable feed of curated content and updates from the broader Wikimedia community and movement, while the ''For You'' tab offers a full-screen, swipeable experience that shows content tailored to a user's interests. The redesign is part of a broader effort to improve discovery and enhance the learning experience in the Wikipedia app. * The [[mw:Special:MyLanguage/Wikimedia Apps/Team/iOS/"Which came first?" Game|Which came first?]] daily trivia game is now available in the beta version of the Wikipedia iOS app in English, German, French, Portuguese, Russian, Spanish, Arabic, Chinese, and Turkish. The game uses historical events from Wikipedia's "On This Day" content and challenges readers to guess which of two events happened first. The game was previously released on Android. Communities interested in making the game available in their languages can [[mw:Special:MyLanguage/Wikimedia_Apps/Team/Games#Game availability by language|read the instructions and requirements]]. * [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|Sub-referencing]], a new MediaWiki feature that allows editors to reuse references with different details, will begin rolling out to Wikimedia wikis following a successful pilot phase. Deployment will start on 8 June for most [[wikitech:Deployments/Train#Wednesday|Group 1 wikis]] and French Wikipedia, with additional Wikipedia language editions receiving the feature over the coming months. Communities are encouraged to prepare by checking for [https://translatewiki.net/w/i.php?title=Special%3ATranslate&group=ext-cite&language=en&action_source=search&filter=%21translated&optional=1&action=translate untranslated Cite extension messages] in their language and reviewing any use of [[mw:Special:MyLanguage/Reference Tooltips|Reference Tooltips]], which may require [[:phab:T416304#11668731|updates]] to support the new functionality. Wikis using [[mw:Special:MyLanguage/Help:Reference Previews|Reference Previews]] do not need to take any action. Communities may also wish to create the ''cite-tracking-category-ref-details'' [[Special:TrackingCategories|tracking category]] as a hidden category using <code><nowiki>__HIDDENCAT__</nowiki></code> (or a dedicated template), and connect it to the corresponding Wikidata item [[d:Q129764848]]. [https://phabricator.wikimedia.org/T425662] * The [[mw:Special:MyLanguage/Readers/Reader Growth/Mobile page previews#Experimentation|Page Previews experiment]] on mobile web has concluded. The team decided not to roll out the feature after the results showed no statistically significant impact on reader retention, as the primary success metric was retention improvement. Page Previews, which are already available on desktop and in the apps, display a thumbnail, lead paragraph, and link to the full article when readers tap a blue link. The experiment tested this experience on mobile web across six Wikipedias. * The [[mw:Special:MyLanguage/Codex/Design/Icons|user interface icon library]] will be [[phab:T399175|updated later this week or next week]]. Most of the ~300 icons have been slightly refined and ~30 new icons have been added. These changes improve the icons to make them more consistent and comprehensible, and provide more visual balance when they are used in groups. * The [[mw:Special:MyLanguage/Universal Language Selector|Universal Language Selector]] (ULS) interface in MediaWiki, which helps users select content in other languages, has been updated. The new version improves speed and accessibility, and users of Wikimedia projects can now pin languages for quicker language switching. The deployment to Wikimedia sites will happen gradually in the coming weeks. You can test it now as a beta feature by selecting [[Special:Preferences#mw-prefsection-betafeatures|beta features]] in your profile preferences and share your feedback on [[mw:Special:MyLanguage/Universal Language Selector/New ULS|the project page]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:21}} community-submitted {{PLURAL:21|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where the Pageviews Analysis dashboard on pageviews.wmcloud.org stopped updating graph data in May 2026, affecting all users, has been fixed. [https://phabricator.wikimedia.org/T427171] '''Updates for technical contributors''' * The function signature for <bdi lang="zxx" dir="ltr"><code><nowiki>mw.util.addPortletLink()</nowiki></code></bdi> has been simplified. Developers can now pass a configuration object instead of a list of positional parameters when creating portlet links. The previous function signature remains supported for backwards compatibility. For example, instead of: <bdi lang="zxx" dir="ltr"><code><nowiki>mw.util.addPortletLink('p-cactions', '#', 'Stub', 'ca-stubtag', 'Add a stub tag to this page');</nowiki></code></bdi> use <bdi lang="zxx" dir="ltr"><code><nowiki>mw.util.addPortletLink('p-cactions', { href: '#', text: 'Stub', id: 'ca-stubtag', tooltip: 'Add a stub tag to this page' });</nowiki></code></bdi>. Script maintainers are encouraged to review existing uses of <bdi lang="zxx" dir="ltr"><code><nowiki>addPortletLink()</nowiki></code></bdi> and update them where appropriate. This change will be available on all wikis from 11 June. Thanks to community volunteer Gerges for contributing this improvement. [https://phabricator.wikimedia.org/T427945] * '''Community Wishlist discussion''': Product & Technology [[m:Special:MyLanguage/Community Wishlist/Updates#May 20, 2026: Community Tech becomes a program|introduced changes]] meant to increase the number and complexity of wishes fulfilled, including the disbanding of the Community Tech team. They are [[m:Special:MyLanguage/Community Wishlist/Updates|engaging in discussions]] about a [[m:Talk:Community Wishlist#Proposed direction for Wishlist|proposed direction for the wishlist]] from community members. Includes ways to structure annual voting, better tracking of wishes, removing focus areas, and [[m:Special:MyLanguage/Community Wishlist/Updates|staffing updates]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.6|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/24|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W24"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:30, 8 June 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30650573 --> == Tech News: 2026-25 == <section begin="technews-2026-W25"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/25|Translations]] are available. '''Weekly highlight''' * The [[mw:Special:MyLanguage/Readers/Reader Growth|Reader Growth team]] has launched an [[mw:Special:MyLanguage/Readers/Reader Growth/Image Browsing|Image Browsing]] beta feature on the mobile web version of all Wikipedias. The feature shows an image carousel at the top of articles with 3 or more images. Editors can configure this feature with the following controls: to hide a specific image from a page, either use <code>class=notpageimage</code> excluding it from thumbnail previews, or <code>class=noviewer</code> excluding it from MediaViewer. The carousel can also be disabled from a page entirely, with the magic word <code><nowiki>__NOMEDIAVIEWERCAROUSEL__</nowiki></code>. To submit feedback or flag bugs, please visit the [[mw:Talk:Readers/Reader Growth/Image Browsing|project page]]. * [[mw:Special:MyLanguage/Help:Tables#class="wikitable"|Wikitables]] can now be [[mw:Special:MyLanguage/Help:Sortable tables#Forcing the initial sort direction|sorted in descending order]] on the first click by adding <code dir=ltr>data-sort-order="desc"</code> to the header cell. Previously, by default, clicking a column header for the first time sorts it in ascending order. This addition to a Wikitable gives it more control and flexibility, while the default behavior for subsequent clicks remains unchanged. [https://phabricator.wikimedia.org/T398416] '''Updates for editors''' * The [[mw:Special:MyLanguage/Article guidance|Article guidance]] feature is currently being tested with some editors creating new articles on the Simple English, French, and Turkish Wikipedias. The experiment will soon begin on the Arabic and Bangla Wikipedias as well. [[w:simple:Special:NewArticle|This feature]] gives editors community-curated guidance to help them create articles that follow community standards. Experienced editors can continue creating or adapting outlines for specific article types that are commonly created by less experienced contributors. The outlines guide less experienced editors in creating high-quality articles. A quick guide to markups used in outlines can be found on [[mw:Special:MyLanguage/Article guidance/Test feature guide#Markups in outlines|this page]]. [[w:simple:Wikipedia:Article Guidance|Example outlines]] that can be adapted and instructions for how to adapt them are on [[mw:Special:MyLanguage/Article guidance#Adapting a sample outline in a Wikipedia|this section]] of the project page. * Wikis that wish to replace the "indefinitely" button in Special:Block for temporary accounts (for example, wikis that block temporary users only until account expiration) will be able to do so by creating [[MediaWiki:ipb-indefinite-expiry-temporary-account]] with the block duration they want. [https://phabricator.wikimedia.org/T427125] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:41}} community-submitted {{PLURAL:41|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * By the end of June, a valid user-agent string will be required for automated dumps downloads from the dumps.wikimedia.org website. Automated requests that provide a generic or empty user-agent will be blocked. This [[phab:T400119|extends enforcement]] of the long standing [[foundation:Special:MyLanguage/Policy:Wikimedia Foundation User-Agent Policy|user-agent policy]]. Access to dumps through Wikimedia Cloud Services will not change. * The roll out of global [[mw:Wikimedia APIs/Rate limits|API rate limits]] is now complete, with limits enforced across all APIs and at the documented levels for all groups. Bots running in Toolforge/WMCS or with the bot user right on any wiki remain exempt. All bots should continue to follow the documented best practices to avoid being rate limited. * The [https://api.wikimedia.org/wiki/Main_Page API Portal wiki] will be read only starting this week (June 15-18). The following week (June 22-25), all API Portal wiki URLs will redirect to [[mw:Wikimedia APIs|Wikimedia APIs on mediawiki.org]]. Learn more on the [[wikitech:API Portal/Deprecation|project page]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.7|MediaWiki]] '''Meetings and events''' * On June 17th at 6pm UTC the WMF will be holding Discord call focused on a code review. We've heard through the [[mw:Special:MyLanguage/Developer Satisfaction Survey/2026|Developer Satisfaction Survey]] that volunteers are struggling with code review and we'd like to discuss these experiences with the goal of surfacing workable solutions. You can join the call [https://discord.gg/wikipedia?event=1514727511102062664 via the Wikimedia Community Discord server]. * The [[m:Special:MyLanguage/Conferencia Wikimedia de América Latina 2026|Latin American Wikimedia Conference]] will host a regional hackathon that will bring together the Wikimedia movement’s technical community including developers, system administrators, data scientists, and users with extended rights. Interested technical contributors can [https://docs.google.com/forms/d/e/1FAIpQLSf4osJzTHBJjQbYJk7TMVEJjTEQv7IgtsUDfP-o-qTgeRQQxw/viewform apply for a scholarship] to participate until June 21 at midnight (Bolivia time, UTC-4). * Sign up for Wikimania Team Challenges to join this special event. The Team challenges will take place online and in person from July 21 to 22, before Wikimania conference. Everyone is welcome, regardless of skills or Wikimania registration. Teams will work on 10 important challenges supporting the Wikimedia community. For details, visit [[wmania:Special:MyLanguage/2026:Team challenges|the Team Challenges page]] and [https://wikimedia.eventyay.com/wm/teamchallenges/ register there]. Registration closes on June 20th at 11pm UTC. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/25|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W25"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 16:48, 15 June 2026 (UTC) <!-- Message sent by User:UOzurumba (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30689604 --> == Tech News: 2026-26 == <section begin="technews-2026-W26"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/26|Translations]] are available. '''Weekly highlight''' * [[mw:Special:MyLanguage/Growth/Feature summary|Growth features]] are [[phab:T418115|now available at Wikidata]]. This update enables access to Mentorship ([[mw:Special:MyLanguage/Help:Growth/Mentorship|if configured]]), Impact module, the Help Panel, and a simplified Newcomer Homepage (without Suggested Edits). Wikidata administrators are still configuring the features through Community Configuration. '''Updates for editors''' * The special page [[{{#special:RangeCalculator}}]] has been created. It allows users to find an IP range without needing to rely on external tools. Until now, this tool was only available to CheckUsers. [https://phabricator.wikimedia.org/T268429] * [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing|Sub-referencing]] is a new MediaWiki feature that allows editors to reuse references with different details. It will be deployed to most small and medium-sized Wikipedia language versions on June 23. The [[m:Special:MyLanguage/WMDE Technical Wishes/Sub-referencing#deployment|FAQ]] lists possible actions to take on your wiki to support the deployment. Check the [[:phab:T414094|rollout plan]] for the next deployment steps. [https://phabricator.wikimedia.org/T428902] * Starting next week, users will get a notification when they are blocked or unblocked from editing, or if this block changes. [https://phabricator.wikimedia.org/T100974] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:32}} community-submitted {{PLURAL:32|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. '''Updates for technical contributors''' * Starting next week, abuse filters that are set to "require CAPTCHA verification" will begin to also affect users with the <code>skipcaptcha</code> right, which includes most autoconfirmed users. Bots are exempted. This change only affects edits that trigger an abuse filter. The <code>skipcaptcha</code> right will continue to exempt users from having to solve CAPTCHAs in the ordinary course of using the wikis. [https://phabricator.wikimedia.org/T402595] * Reference documentation for the [[wikitech:Machine_Learning/LiftWing/API|Lift Wing API]] has moved from the API Portal to the interactive [https://wikitech.wikimedia.org/w/index.php?api=lift-wing&title=Special%3ARestSandbox REST Sandbox]. * The API Portal wiki is now closed. For API documentation, see [[mw:Special:MyLanguage/Wikimedia_APIs|Wikimedia APIs on mediawiki.org]]. All API Portal wiki URLs (https://api.wikimedia.org/wiki/) will redirect to the mediawiki.org page starting June 22. [https://phabricator.wikimedia.org/T427537] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.8|MediaWiki]] '''Meetings and events''' * Join an online call on 25 June at 2:30pm UTC to meet the current Wikimedia interns for [[mw:Google_Summer_of_Code/2026|Google Summer of Code]] and [[mw:Outreachy/Round_32|Outreachy]]. Interns will provide an overview of their projects and a brief demo of their work so far. Attendees are encouraged to [[mw:event:Google_Summer_of_Code/Summer_2026_June_Internship_open_session|share ideas and connections in their community]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/26|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W26"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 13:05, 23 June 2026 (UTC) <!-- Message sent by User:Trizek (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30722494 --> == Tech News: 2026-27 == <section begin="technews-2026-W27"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/27|Translations]] are available. '''Updates for editors''' * As part of the [[mw:Special:MyLanguage/Contributors/Account Creation Experiments|Account Creation Experiments]], the Growth team tested adding a user account icon in the mobile web header for logged-out users, providing direct access to "Create account" and "Log in" actions. The experiment increased account creation by about 20% without negatively affecting edit quality or constructive edit rates. The feature will now be rolled out to all Wikimedia Foundation wikis on mobile web in the first week of July. [https://phabricator.wikimedia.org/T428220] * After a [[phab:T426248|successful experiment]], logged-in users who did not [[mw:Special:MyLanguage/Help:Email_confirmation|confirm their email address]] when their account was created see a new banner asking them to complete that process. This helps reduce the risk that users get locked out of their account, and makes account email addresses overall more reliable. This is part of the [[mw:Special:MyLanguage/Product Safety and Integrity/Account Security|Account Security]] project. [https://phabricator.wikimedia.org/T428292] * An update to [[Special:Search|Search]] is refining how the <bdi lang="zxx" dir="ltr"><code><nowiki>-prefix:</nowiki></code></bdi> behaves when used to exclude results. Previously, using <bdi lang="zxx" dir="ltr"><code><nowiki>-prefix:</nowiki></code></bdi> with negation could unintentionally broaden search results by adding the namespaces included in the search scope, leading to confusing behavior for users expecting a straightforward exclusion filter. With the update, <bdi lang="zxx" dir="ltr"><code><nowiki>-prefix:</nowiki></code></bdi> will now strictly exclude matching page titles as intended and may display a warning if the relevant namespace has not been explicitly selected. The behavior of <bdi lang="zxx" dir="ltr"><code><nowiki>prefix:</nowiki></code></bdi> without negation however remains unchanged. [https://phabricator.wikimedia.org/T427443] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:33}} community-submitted {{PLURAL:33|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where reviewers using the Page Curation toolbar were not automatically subscribed to talk page discussions they started has now been fixed. Reviewers will now receive notifications when someone replies to those discussions. [https://phabricator.wikimedia.org/T329346] '''Updates for technical contributors''' * Starting June 29th, automated downloads from the dumps.wikimedia.org website will be subject to the [[Foundation:Special:MyLanguage/Policy:Wikimedia Foundation User-Agent Policy|user-agent policy]]. Automated requests that provide a generic or empty user-agent will be blocked. Access to dumps through Wikimedia Cloud Services remains unaffected. This is a follow up to the announcement made in the [[m:Special:MyLanguage/Tech/News/2026/25|2026/25 issue of Tech News]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.9|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/27|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W27"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 11:48, 29 June 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30744833 --> == Tech News: 2026-28 == <section begin="technews-2026-W28"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/28|Translations]] are available. '''Updates for editors''' * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:34}} community-submitted {{PLURAL:34|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where the search bar results on Wikidata, showed English results instead of using the correct language fallback for users of language variants, has now been fixed. Search suggestions will now follow the expected language fallback chain. [https://phabricator.wikimedia.org/T429769] '''Updates for technical contributors''' * In preparation for [[m:Special:MyLanguage/Event:Celebrate Women|Celebrate Women campaign]] planned for March 2027, the Wikimedia Foundation’s [[m:Special:MyLanguage/Wikimedia Foundation/Advancement/Community Growth/Content Enablement|Content Enablement team]] has launched a 22-question survey to better understand technical contributions by women+ (anyone who identifies as a woman) across Wikimedia projects. The survey takes approximately 15–20 minutes to complete and will remain open until 20 July 2026. The [[m:Special:MyLanguage/Celebrate Women/Technical contributions survey|questions]] are also available on-wiki for review in advance. * The [[mw:Special:MyLanguage/Extension:Score|Score extension]] now supports rendering music scores as SVG images in addition to PNG, addressing a long-standing [[:phab:T49578|feature request]] and resolving historical image quality issues. Both formats are now provided to clients, with PNG in the <bdi lang="zxx" dir="ltr"><code><nowiki>src</nowiki></code></bdi> attribute and SVG in the <bdi lang="zxx" dir="ltr"><code><nowiki>srcset</nowiki></code></bdi> attribute. * The new [[wikitech:Parsoid|Parsoid]] parser [[mw:Special:MyLanguage/Parsoid/Parser_Unification/Updates|continues to be deployed to additional wikis]], making it easier to introduce new reading and editing features. It was enabled on French Wikipedia, bringing total progress to covering 78.9% of Wikipedia page views. Rollout to English Wikipedia desktop will progress through this week. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.10|MediaWiki]] '''In depth''' * The Wikimedia Hackathon 2026 [[diffblog:2026/06/29/wikimedia-hackathon-2026-building-collaborating-and-shaping-the-future-together/|recap blog post]] is now live. It highlights the projects, sessions, and social activities from this year’s event, and shares initial plans for the 2027 Wikimedia Hackathon. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/28|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W28"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 13:57, 6 July 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30773578 --> == Tech News: 2026-29 == <section begin="technews-2026-W29"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/29|Translations]] are available. '''Updates for editors''' * [[mw:Special:MyLanguage/Growth/Revise_Tone|Revise Tone]] helps newcomers identify passages in Wikipedia articles that may contain non-encyclopedic language and encourages them to consider revising the tone. The feature was [[w:en:A/B_testing|A/B tested]] on the Arabic, English, French, and Portuguese Wikipedias, where newcomer task completion rates [[mw:Special:MyLanguage/Growth/Revise_Tone#Experiment_Results|increased by 38.7%]] compared to the default Copyedit task, with no decrease in edit quality. The test ended on July 9, and the feature is now available for everyone on these wikis, configurable via Community Configuration. [[phab:T426364|The plan]] is to release Revise Tone to more wikis. * The community configuration that allows [[mw:Special:MyLanguage/Help:Growth/Mentorship#Automated mentor list cleanup|automatic removal of inactive mentors]] based on configurable criteria will be enabled on Thursday 16, [[mw:Special:MyLanguage/Growth/Deployment|on some wikis]] to keep mentor lists up to date. Mentors are experienced contributors who opt in to help new users on-wiki through the [[mw:Special:MyLanguage/Growth/Feature summary|Growth Features]]. Administrators can now prepare the settings via [[w:Special:CommunityConfiguration/Mentorship|Special:CommunityConfiguration/Mentorship]]; they will take effect starting Thursday. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:38}} community-submitted {{PLURAL:38|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where some users of the Wikipedia Android app were logged out immediately after signing in, preventing them from staying logged in and editing pages, has now been fixed. [https://phabricator.wikimedia.org/T316916] '''Updates for technical contributors''' * Editing a page via user scripts or gadgets was causing watchlist labels that the user had assigned to that page to reset. This has now been fixed. [https://phabricator.wikimedia.org/T423778] * To work around a Safari bug (see [[phab:T425211]]), on Parsoid-enabled wikis, wikilink hrefs now use absolute urls instead of protocol-relative urls. REST API output remains unchanged and continue to use protocol-relative urls. Gadgets, user scripts, bots, and CSS might need to be adapted if they relied on the presence of protocol-relative urls in wikilink hrefs. [https://phabricator.wikimedia.org/T431358] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.11|MediaWiki]] '''In depth''' * The Wikimedia Foundation’s Experiment Platform Team has published a blog post reflecting on its first year of structured experimentation. It highlights successful experiments such as Paste Check, Reference Check, and Tone Check, which improved editing outcomes and have been rolled out to more users, as well as experiments that did not lead to product changes. [[diffblog:2026/07/07/moving-the-needle-how-we-test-new-ideas-across-wikimedia-projects|Read more]]. '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/29|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W29"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 16:11, 13 July 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30804401 --> == Tech News: 2026-31 == <section begin="technews-2026-W31"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/31|Translations]] are available. '''Updates for editors''' * [[File:Maki-gift-15.svg|12px|link=|class=skin-invert|Wishlist item]] [[mw:Special:MyLanguage/ContentTranslation|Content Translation]] now supports dark mode, fulfilling a [[m:Community Wishlist/W544|Community Wishlist request]]. This brings the tool in line with the accessibility features available in the Vector 2022 and Minerva skins, helping reduce visual fatigue for users translating content. [https://phabricator.wikimedia.org/T367077] * DiscussionTools' source mode and the 2017 wikitext editor will now offer autocomplete for links (<bdi lang="zxx" dir="ltr"><code><nowiki>[[</nowiki></code></bdi>), templates (<bdi lang="zxx" dir="ltr"><code><nowiki>{{</nowiki></code></bdi>), HTML and parser tags (<bdi lang="zxx" dir="ltr"><code><nowiki><</nowiki></code></bdi>), and magic words (<bdi lang="zxx" dir="ltr"><code><nowiki>__</nowiki></code></bdi>), making it quicker and easier to insert links, templates, and other wiki markup while editing. [https://phabricator.wikimedia.org/T432400] * The [[mw:Special:MyLanguage/Readers/Reader Growth/Mobile page previews|Readers Growth team]] has concluded its experiment with mobile page previews and will not roll out the feature. Page Previews are a pop-up bottom sheet that appears when readers tap a blue link, showing a thumbnail, lead paragraph, and an option to open the article. The experiment showed flat retention and negative indicator metrics, suggesting that mobile web readers preferred navigating directly to linked articles rather than using page previews. * The Reader Experience team has seen encouraging early results from the [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|Reading Lists feature]], with 93% of participating users reporting that it was useful. Reading Lists help active readers save articles for future reading and support their learning goals on Wikimedia projects. The team plans further improvements before expanding the feature to more users. * The [[mw:Special:MyLanguage/Wikimedia Apps/Team/Explore Feed Refresh|Explore Feed Refresh]] initiative was tested with new and casual Wikipedia app readers. The refreshed feed helps readers discover new and relevant content. After a 10.5% increase in engagement with the feed, Wikimedia Apps team has decided to scale the Home Feed redesign to iOS with the learnings from the Android release applied. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:23}} community-submitted {{PLURAL:23|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where subject names in the Article Guidance feature were displayed with incorrect capitalization on French Wikipedia, has now been fixed. Subject names will now follow the correct capitalization rules for the language. [https://phabricator.wikimedia.org/T427201] '''Updates for technical contributors''' * After running several [[mw:Special:MyLanguage/Contributors/Account Creation Experiments|Account Creation Experiments]] to improve registration completion rates, a new version of the username field on [[Special:CreateAccount|Create Account]] has been rolled out. It includes [[:c:File:Create account - July 2026 updates.png|a popover summarizing the username policy]] to provide clearer guidance during account creation. As part of this change, the messages <bdi lang="zxx" dir="ltr"><code><nowiki>createacct-helpusername</nowiki></code></bdi> and <bdi lang="zxx" dir="ltr"><code><nowiki>createacct-username-help</nowiki></code></bdi> that several communities have configured will no longer be used. If communities want to customize the guidance shown in the new popover, they can instead edit the following messages: <bdi lang="zxx" dir="ltr"><code><nowiki>createacct-username-policy-popover-bullet1</nowiki></code></bdi>, <bdi lang="zxx" dir="ltr"><code><nowiki>createacct-username-policy-popover-bullet2</nowiki></code></bdi>, and <bdi lang="zxx" dir="ltr"><code><nowiki>createacct-username-policy-popover-bullet3</nowiki></code></bdi>. [https://phabricator.wikimedia.org/T430604] * Later this week, the [[mw:Special:MyLanguage/Help:Extension:CodeMirror|CodeMirror syntax highlighter]] will offer [[w:en:Theme (computing)|themes]]. The themes can be picked from a dropdown menu in the full [[mw:Special:MyLanguage/Help:Extension:CodeMirror#CodeMirror preferences|CodeMirror preferences]] dialog. For wikitext, available themes are default, colorblind-friendly (previously the colorblind preference option on [[Special:Preferences#mw-prefsection-editing]]) and no-highlighting. For code languages (i.e., CSS/JavaScript/JSON/Vue/Lua), there are several themes available. These same themes will eventually be available for wikitext, too. [https://phabricator.wikimedia.org/T163533] * From now on, wikis can restrict editing in the "User" namespace to only the page owner and certain user groups. [[mw:Special:MyLanguage/Manual:$wgRestrictUserPageEditing|Read the configuration documentation]] to learn more. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.14|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/31|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W31"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 18:49, 27 July 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30856308 --> == Tech News: 2026-32 == <section begin="technews-2026-W32"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/32|Translations]] are available. '''Updates for editors''' * The [[mw:Special:MyLanguage/Readers/Reader Experience|Reader Experience team]] has developed a [https://82db7c8d4b.catalyst.wmcloud.org/w/index.php?title=Regent%27s_Park&uselang=de patch demo] that wraps the page toolbar onto two lines when there is not enough horizontal space for all the buttons. This aims to reduce crowding in the Vector 2022 toolbar, which can occur on some language Wikipedias at certain screen widths. [https://phabricator.wikimedia.org/T429518] * The Reader Experience team is planning to launch [[mw:Special:MyLanguage/Readers/Reader Experience/Reading lists|Reading Lists]], a [[m:Special:MyLanguage/Community Wishlist Survey 2021/Mobile and apps/Have Apps reading lists available on Destop/Mobile|Community Wishlist item]], which is currently available to try in beta, as a full feature in September. Before then, volunteer translator help is needed for [https://translatewiki.net/w/i.php?title=Special%3ATranslate&group=ext-readinglists&filter=&action=translate string translations] into a number of languages. The feature supports reading and learning goals on Wikipedia. * Next week, the table of contents on Wikimedia Commons file pages will be improved by consolidating the file page table of contents with the page table of contents. This will make it easier to understand a file page’s structure, navigate to specific sections, and share links to individual sections. [https://phabricator.wikimedia.org/T332644] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:24}} community-submitted {{PLURAL:24|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where some [[w:TIFF|TIFF]] images failed to load after clicking their thumbnail, causing a broken image to be displayed instead of the full-size image, has now been fixed. [https://phabricator.wikimedia.org/T429326] '''Updates for technical contributors''' * The variable and function selector in AbuseFilter has been updated to support search and autocomplete. It will allow filter maintainers to find the desired variable or function more quickly. [https://phabricator.wikimedia.org/T323698] * The MJPEG and VP8 formats are removed from the video player. The MP4 format (MPEG-4 Part 2) is added instead, which provides higher quality videos to older iPhone devices. It may take a few weeks to retroactively update all existing videos. The default format for modern devices stays the same (VP9/WebM). [https://phabricator.wikimedia.org/T358266] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.15|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/32|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W32"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 19:46, 3 August 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30872536 --> == Tech News: 2026-33 == <section begin="technews-2026-W33"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/33|Translations]] are available. '''Updates for editors''' * [[File:Maki-gift-15.svg|12px|link=|class=skin-invert|Wishlist item]] A new ChartWizard is [[c:Special:ChartWizard/Data:Example.Pie.chart|now available on Wikimedia Commons]] for users interested in creating charts from their own data. The wizard makes the [[mw:Special:MyLanguage/Extension:Chart|Chart extension]] more beginner-friendly by allowing editors to create charts, such as bar and pie charts, without needing to use JSON. Users can still switch to the JSON editor if they prefer. Feedback on the new tool is welcome on the [[m:Talk:Community Wishlist/W414|wish talk page]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:19}} community-submitted {{PLURAL:19|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, an issue where the Wikipedia iOS app’s Picture of the Day widget displayed the same image every day instead of updating daily, has now been fixed. [https://phabricator.wikimedia.org/T430692] '''Updates for technical contributors''' * [[mw:Special:MyLanguage/Extension:Math|Math formula]] SVG images will soon be generated in the browser instead of on the server. MathML continues to be generated on the server and renders in the browser without JavaScript. Wikibooks will see this change on 12 August, Wikisource on 19 August and Wikipedia from 20-27 August. You can try this by selecting "{{int:Mw-math-mathjax}}" in your preferences. This change is part of [[mw:Special:MyLanguage/RESTBase/deprecation|deprecating RESTBase]] and [[phab:T431372|deprecating Mathoid]]. [https://phabricator.wikimedia.org/T271001] * Category pages will soon support sorting entries by the time they are added to a category. This will make it easier to find recently or long-standing categorized pages. It will also improve workflows for maintenance categories such as deletion backlogs and other time-based review tasks. You can use <bdi lang="zxx" dir="ltr"><code><nowiki>cldsort=timestamp</nowiki></code></bdi> URL argument in category view to sort the entries. [https://phabricator.wikimedia.org/T433768] * [[mw:Special:MyLanguage/Extension:Gadgets|Gadgets]] and user scripts on Wikimedia wikis may now use [[phab:T395347|ES2018 features]] and [[phab:T419142|ES2019 features]] in JavaScript code. Previously, the platform only allowed up to ES2017. MediaWiki validates the source code to protect functionality from syntax errors and to ensure scripts are valid in all [[mw:Special:MyLanguage/Compatibility#Browser_support_matrix|supported browsers]]. [https://phabricator.wikimedia.org/T419142] * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.16|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/33|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W33"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 20:45, 10 August 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30901051 --> == Tech News: 2026-34 == <section begin="technews-2026-W34"/><div class="plainlinks"> Latest '''[[m:Special:MyLanguage/Tech/News|tech news]]''' from the Wikimedia technical community. Please tell other users about these changes. Not all changes will affect you. [[m:Special:MyLanguage/Tech/News/2026/34|Translations]] are available. '''Weekly highlight''' * The [[mw:Special:MyLanguage/Help:Extension:CampaignEvents/Registration/Worklist|Worklist feature]] for the Event Registration tool is now live on all Wikimedia wikis. With Worklist, event organizers can add the articles their event will focus on directly to the event page. The Worklist also powers [[mw:Special:MyLanguage/Help:Extension:CampaignEvents/Registration/Worklist#How Event Pathways uses the worklist|Event Pathways]] which notifies other editors of the upcoming or ongoing event when they edit an article featured in the event's Worklist. This is the minimum viable version (MVP), and feedback is welcome. Organizers are encouraged to try the feature. A hands-on [[m:Special:MyLanguage/Event:Worklist Setup Workshop: Get Your Event Ready|Worklist Setup Workshop]] will take place on 18 August at 16:00 UTC and 19 August at 11:00 UTC. '''Updates for editors''' * [[Special:ShortPages]] displays short pages by their size, but in many cases it gets filled with disambiguations and soft redirects, making it harder to find the short articles themselves. Starting this weekend, you will be able to choose not to include an article in the special page by adding the magic word <bdi lang="zxx" dir="ltr"><code><nowiki>__EXPECTSHORTPAGE__</nowiki></code></bdi>. [https://phabricator.wikimedia.org/T433203] * One new wiki has been created: a {{int:project-localized-name-group-wikipedia/en}} in [[d:Q3436680|Bole]] ([[w:bol:|<bdi lang="zxx" dir="ltr"><code><nowiki>w:bol:</nowiki></code></bdi>]]) [https://phabricator.wikimedia.org/T429921] * Starting the week of August 17, the page toolbar will wrap onto two lines when there is not enough horizontal space for all the buttons. This is a [[phab:T429518|fully merged patch from the Reader Experience team]] which aims to reduce crowding in the Vector 2022 toolbar, that may occur on some language Wikipedias at certain screen widths. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] View all {{formatnum:16}} community-submitted {{PLURAL:16|task|tasks}} that were [[m:Special:MyLanguage/Tech/News/Recently resolved community tasks|resolved last week]]. For example, uploading large files to Wikimedia Commons has become more stable and less prone to failure following some fixes related to the “Could not acquire lock” upload error. [https://phabricator.wikimedia.org/T386640] '''Updates for technical contributors''' * Debian Bullseye will reach the end of its Long Term Support on 31 August 2026. [[phab:T434103|Some Cloud VPS projects]] still have instances running Debian Bullseye. Maintainers of those projects are encouraged to migrate to Debian Bookworm or Debian Trixie. A [[wikitech:Help:Cloud VPS instance operating system migration|migration guide]] is available to help with the process, and users may also want to consider whether their workload is better suited to Toolforge. If you need help or cannot complete the migration by 31 August, please contact the Cloud VPS admins as soon as possible. [[listarchive:list/cloud-announce@lists.wikimedia.org/thread/RVIPQSYLKMSL5M46JP6NEJVGVE6I2RXQ/|Read more]]. * [[File:Reload icon with two arrows.svg|12px|link=|class=skin-invert|Recurrent item]] Detailed code updates later this week: [[mw:MediaWiki 1.47/wmf.16|MediaWiki]] '''''[[m:Special:MyLanguage/Tech/News|Tech news]]''' prepared by [[m:Special:MyLanguage/Tech/News/Writers|Tech News writers]] and posted by [[m:Special:MyLanguage/User:MediaWiki message delivery|bot]]&nbsp;• [[m:Special:MyLanguage/Tech/News#contribute|Contribute]]&nbsp;• [[m:Special:MyLanguage/Tech/News/2026/34|Translate]]&nbsp;• [[m:Tech|Get help]]&nbsp;• [[m:Talk:Tech/News|Give feedback]]&nbsp;• [[m:Global message delivery/Targets/Tech ambassadors|Subscribe or unsubscribe]].'' </div><section end="technews-2026-W34"/> <bdi lang="en" dir="ltr">[[User:MediaWiki message delivery|MediaWiki message delivery]]</bdi> 21:03, 17 August 2026 (UTC) <!-- Message sent by User:STei (WMF)@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Tech_ambassadors&oldid=30922806 --> qigl8dygaelxyxmz8q7oj4c7e40mitz 0 264724 2822564 2822467 2026-08-17T18:04:56Z Scogdill 1331941 2822564 wikitext text/x-wiki {{Short description|Dress worn by Queen Victoria at her wedding to Prince Albert in 1840}} = Sandbox = For Gwladys Robinson, see Gwladys Lowther Robinson, [[Social Victorians/People/Ripon|Marchioness of Ripon]] and, earlier, [[Social Victorians/People/Lowther|Countess of Lonsdale]] * ==References== {{reflist|2}} ==External links== *[https://www.bbc.co.uk/news/uk-13207649 BBC audio slideshow featuring her wedding dress] {{Queen Victoria}} {{British Royal wedding dresses}} [[Category:1840 works]] [[Category:Royal wedding dresses|Victoria Queen]] [[Category:1840s fashion]] [[Category:British royal attire]] [[Category:Dresses in the Royal Collection of the United Kingdom|Victoria, Wedding]] [[Category:Diamond Jubilee of Queen Victoria]] = Victorian fashion = '''Victorian fashion''' consists of the various fashions and trends in [[Culture of the United Kingdom|British culture]] that emerged and developed in the [[United Kingdom of Great Britain and Ireland|United Kingdom]] and the [[British Empire]] throughout the [[Victorian era]], roughly from the 1830s through the 1890s. The period saw many changes in fashion, including changes in styles, fashion technology and the methods of distribution. Various movements in architecture, literature, and the [[decorative arts|decorative]] and [[visual arts]] as well as a changing perception of [[gender roles]] also influenced fashion. Under [[Queen Victoria]]'s reign, England enjoyed a period of growth along with technological advancement. [[Mass production]] of sewing machines in the 1850s as well as the advent of synthetic dyes introduced major changes in fashion.<ref name=":3">{{Cite book|title=The Culture of Fashion|last=Breward|first=Christopher|publisher=Manchester University Press|year=1995|pages=145–180}}</ref> Clothing could be made more quickly and cheaply. Fashion made more extreme and more rapid changes than it had in prior centuries. Advancement in printing and proliferation of fashion magazines allowed the masses to participate in the evolving trends of high fashion, opening the market of mass consumption and advertising. By 1905, clothing was increasingly factory made and often sold in large, fixed-price department stores, spurring an age of consumerism with the rising middle classes, who benefited from the [[Industrial Revolution|industrial revolution]].<ref name=":3" /> ==Women's fashions== [[File:Fashions.jpg|thumb|upright|Illustration depicting fashions throughout the 19th century]]During the [[Victorian era|Victorian Era]], women generally inhabited the private, domestic sphere.<ref>{{Cite web|url=https://www.bl.uk/romantics-and-victorians/articles/gender-roles-in-the-19th-century|title=Gender roles in the 19th century|website=The British Library|access-date=2016-10-21|archive-date=8 July 2022|archive-url=https://web.archive.org/web/20220708075142/https://www.bl.uk/romantics-and-victorians/articles/gender-roles-in-the-19th-century|url-status=dead}}</ref> Unlike in earlier centuries when women labored with their husbands and brothers or worked in family businesses, during the nineteenth century, gender roles became more rigidly defined. Farm labourers was no longer in such a high demand after the [[Industrial Revolution]], and women were more likely to perform domestic work or, if married, give up paid work entirely. Dress reflected these new lifestyles, and was, for the middle and upper classes, less utilitarian.<p> Clothes were seen as an expression of women's place in society<ref>{{Cite book|title=Victorian and Edwardian Fashion - A Photographic Survey|last=Gernsheim|first=Alison|publisher=Dover Publications Inc.|year=1963|location=New York|pages=26}}</ref> and were differentiated by [[social class]]. Most women wore a [[corset]] over a [[chemise]], followed by a gown or [[skirt]] paired with a [[bodice]], [[blouse]], or [[chemisette]]. The shape of the skirt would be supported by layers of petticoats or, later in the period, structured support such as cage crinolines or bustles. The clothing of [[Upper class|upper-class women]], who generally did not do paid labor, was often elaborately decorated with more layers and [[Trim (sewing)|trims]]. [[Middle class|Middle-class women]] wore less complex dress styles with less expensive trim. [[Working class|Working-class]] clothing was simpler still, with less expensive fabric, fewer layers still and little trim. Including the undergarments, the amount of fabric in women's clothing made it much heavier and the construction made it much more restrictive than ours, especially in the waist (due to the boning in the corset) and the shoulders (due to the popularity of dropped shoulder seams). The amount, quality and type of fabric were displays of wealth and status.[[File:1837 Dress.jpg|alt=This dress features a low waistline, and the bodice is worn over the hips to further emphasise the silhouette|thumb|upright|An undressed woman In 1837, featuring a fashionable hairstyle, busked corset, and layers of petticoats.]]It is important not to oversimplify the fashion of the Victorian age. The rate of change in fashion accelerated in the 19th century to the point that styles were distinctly different from one decade to the next (see "When Was That Dress in Fashion?", above right). The styles of Elizabethan England, in contrast, changed much less extremely over the course of a century. The most important characteristics for the analysis of 19th-century fashion include silhouette or line, corsets or stays, the neckline and the sleeves.[[File:The Engageants sleeves.jpg|thumb|Engageants, worn to fill open sleeves, were made of light fabrics like lace, linen, lawn or cambric.]] * '''Silhouette''': Silhouette changed over time supported by the evolution of the foundation garments. In fact the line or silhouette of garments changed about every ten years. Just as outer clothing changed, foundation garments were also modified to give the wearer a different silhouette. Over the course of the century most Europeans and some in their colonies wore the same kinds of undergarments and similar outer garments. For example, wide skirts were supported by layers of petticoats that used woven horsehair to stiffen them.<ref>{{Cite web |title=Corsets, crinolines and bustles: fashionable Victorian underwear · V&A |url=https://www.vam.ac.uk/articles/corsets-crinolines-and-bustles-fashionable-victorian-underwear |access-date=2025-10-27 |website=Victoria and Albert Museum |language=en}}</ref> By 1856 the [[Crinoline|cage crinoline]] (a domed structure using steel bands and wires) replaced the petticoats, making the skirts lighter in weight and easier to walk in. The line of the outer garments was influenced by how full the skirt was, how small the waist was and its location relative to the natural waistline, how the sleeves were shaped, and how deep the neckline went. * '''Corsets''': [[Corset]]s or stays were ubiquitous, providing adjustable bust and posture support, helping to shape the body into the fashionable silhouette and preventing horizontal creasing in the bodice. Foundation garments were constantly evolving throughout the century. Over the course of the century, almost all women and some men wore corsets. After the late 1850s, an individual could lace a corset without help.<ref name=":24">{{Cite book|title=Victorian Fashions for Women|last=Kay|first=Fiona|last2=Storey|first2=Neil R.|publisher=Pen & Sword History|year=2022|isbn=978 1 39900 416 9|location=Yorkshire and Philadelphia|pages=30-31}}</ref> Most corsets were constructed with a busk, "(a flat length of whalebone, wood or steel) inserted in a channel down the centre to smooth out the front of the dress."<ref>{{Cite book|title=Victorian Fashions for Women|last=Kay|first=Fiona|publisher=Storey|year=Neil R.|isbn=978 1 39900 416 9|location=Yorkshire and Philadelphia|pages=13}}</ref> The drawing of an undressed woman (above right) shows a self-laced corset with what may be a split busk. * '''Neckline''': Necklines changed over the course of the century as bodices and sleeves evolved. The less formal daywear had a higher neckline, regardless of class and decade. For formal wear, which varied widely by class and kind of event, the neckline was often lower and off the shoulder and finished with a [[Collar (clothing)|bertha]] (lace collar or flounce) or multiple bands of fabric pleats. This [[décolletage|décolleté evening style]] popularized shawls or [[cape]]lets and required a [[Corsets|corset]] without shoulder straps. The fashion was for dressmakers to produce two bodices with each skirt, one closed décolletage for day and one décolleté for evening. * '''Sleeves''': Over the course of the century, styles in sleeves changed radically and more than one sleeve style was fashionable at the same time. Some of the most popular styles included gigot, pagoda, ''engageants'' (see right), bishop and leg-of-mutton sleeves. The changes were in the [[armscye]], the wrist treatment, and the fullness at the shoulder, elbow and wrist. For example, as [[crinoline]]s began to appear in the 1850s, sleeves were shaped like large bells known as pagoda sleeves. [[Engageante]]s, or false sleeves, were stitched inside full or open sleeves like pagoda sleeves. They were easy to remove, launder and restitch into position. Even though the changes in fashion over the century were rapid and extreme, they were also evolutionary.[[File:Princess Victoria and Dash by George Hayter.jpg|alt=Old portrait of a teenage girl in a white formal dress, with a dog|thumb|Princess Victoria and her dog Dash, 1833]] === 1830s dress style === [[File:Dress - MET 1971.47.3a–e.jpg|left|thumb|English day dress of around the time of Victoria's ascendancy, with bow details and puffed sleeves.]] During the beginning of Queen Victoria's reign in 1837, the fashionable silhouette was an hourglass shape with wide shoulders, emphasized by puffed [[gigot sleeves]], a full skirt, and a slim waist. Corsets were extended over the abdomen and down towards the hips, worn with a busk.<ref name=":0">{{Cite book|title=From Queen to Empress - Victorian Dress 1837-1877|last=Goldthorpe|first=Caroline|publisher=The Metropolitan Museum of Art|year=1988|location=New York|pages=23–24}}</ref> A chemise was worn under the corset, and cut relatively low in the neck so that it could not be seen. Over the corset was a tight-fitting bodice featuring a high, straight waistline. Under the ankle-length skirt were layers of petticoats<ref name=":0" /> stiffened with horsehair. Skirts would not be extremely full for another two decades. To contrast with the narrow waist, necklines were low and wide. Queen Victoria's 1833 white dress (right) shows the off-the-shoulder neckline, the higher waist and the ankle-length skirt held out by horsehair. The yellow day dress (left) shows gigot sleeves, the higher neckline and a skirt with a drape similar to Victoria's. === 1840s dress style === [[File:Magasin för konst, nyheter och moder 1844, illustration nr 8.jpg|thumb|1844 [[fashion plate]] depicting fashionable clothing for men and women, including illustrations of a [[glove]], a fanchon, and [[Bonnet (headgear)|bonnets]]]][[File:Woman's_Dress_LACMA_M.2007.211.744_(1_of_7).jpg|left|thumb|English silk day dress of the second half of the 1840s, with dropped shoulder seams, tight sleeves, and a pointed waist.]] The key elements of 1830s styles evolved in the 1840s. The silhouette of the skirts widened as they were held out by horsehair petticoats (see, for example, the English silk day dress, below left). The waist of the bodice and the corset was lowered with a longer point in front. Small waists were, as always, admired. The neckline didn't begin to change yet, but the sleeves narrowed to the wrist and, for formal dress, were short, above the elbow. In the 1840s, narrower sleeves, elongated V-shaped bodices, and fuller skirts characterized the dress styles of women. * transitional, evolutionary * skirts a little fuller than the 1830s * bodices became longer and remained tight-fitting * decoration in the fabric of the dress (tucks and pleats, flounces, ruffles * shoulder sleeve dropped even further off the shouler, lowering the bertha even further. The 1840s style was perceived as conservative and "Gothic" compared to the '''flamboyance''' of the 1830s, with the silhouette tightening and lengthening, and with the trim simplifying.<ref name=":4">{{Cite book |last=Steele |first=Valerie |url=https://archive.org/details/fashioneroticism0000stee |title=Victorian Fashion. Fashion and Eroticism: Ideals of Feminine Beauty from the Victorian Era to the Jazz Age |publisher=Oxford University Press |year=1985 |isbn=978-0-19-503530-8 |pages=[https://archive.org/details/fashioneroticism0000stee/page/51 51]–84 |url-access=registration}}</ref> At the start of the decade, bodices lengthened to the natural waist, and met at a point in the front. The popular low and narrow waist was accentuated by the shape of the corset and [[Seam (sewing)|seam]] lines on the bodice. At the start of the decade, sleeves of bodices were tight at the top, but puffed around the area between the elbow and before the wrist because of the [[wikt:mancheron|mancheron]] or gigot.<ref name=":1">{{Cite book |last=Goldthorpe |first=Caroline |title=From Queen to Empress - Victorian Dress 1837-1877 |publisher=The Metropolitan Museum of Art |year=1988 |location=New York |pages=32}}</ref> This soon disappeared and was replaced with a tight line. The second half of the decade saw sleeves flaring out from the elbow into a funnel shape; requiring [https://janeaustensworld.wordpress.com/tag/undersleeves/ undersleeves] to be worn in order to cover the lower arms.<ref>{{Cite book|title=From Queen to Empress - Victorian Dress 1837-1877|last=Goldthorpe|first=Caroline|publisher=The Metropolitan Museum of Art|year=1988|location=New York|pages=39}}</ref> Skirts lengthened, while widths increased due to the introduction of the [http://3.bp.blogspot.com/-bOuPyjWzwT8/TuKx-x1R12I/AAAAAAAAAF0/oRs6AyGH0gw/s1600/CI53.51.15_B1870Amer.Horsehair.jpg horsehair crinoline] in 1847; becoming a status symbol of wealth. Extra layers of [[Ruffle (sewing)|flounces]] and petticoats also further emphasised the fullness of these wide skirts. To achieve the narrow waist, skirts were attached to bodices using very tight organ [[pleat]]s secured at each fold.<ref name=":1" /> [[File:1850's Evening Dress.jpg|thumb|Picture of 1850s evening dress with a bertha neckline]] === 1850s dress style === [[File:Ensemble_MET_DT6845.jpg|left|thumb|A day ensemble ca. 1855, featuring tiers of ruffles and pagoda style sleeves.]] The hourglass silhouette further was exaggerated in the 1850s. Necklines of day dresses were sometimes cut into a V-shape, causing a need to cover the bust area with a chemisette. In contrast, evening dresses were cut low across the shoulder, often featuring a [[Collar (clothing)|bertha collar]]. Bodices began to extend over the hips, while the sleeves opened further and increased in fullness. Skirts were domelike, with increasing volume as tiers of flounces became popular decorations.[[File:1856 Cage Crinoline.jpg|alt=1st patented cage crinoline.Fullness of the skirt is even further emphasised.|thumb|A print displaying the fashionable silhouette of the 1850s and then the cage crinoline needed to support it.]] In 1856, the invention of the first [[Crinoline|cage crinoline]] allowed for even wider skirts. The cage crinoline was constructed by joining thin metal strips together to form a circular structure that could support the large width of the skirt. This was made possible by technology which allowed iron to be turned into steel, which could then be drawn into fine wires.<ref name=":3" /> Although often ridiculed by journalists and cartoonists of the time as the crinoline swelled in size, this innovation freed women from the heavy weight of petticoats and was a much more hygienic option.<ref name=":4" /> Meanwhile, the invention of synthetic dyes made brighter colours more accessible and women experimented with gaudy or saturated colours.<ref name=":3" /> For evening, a wide, low neckline was popular, often with a [[Collar (clothing)|bertha]].<ref name="h608">{{cite book |last=Arnold |first=Janet |title=Patterns of fashion. 2: Englishwomen's dresses and their construction: 1860 - 1940 |date=1993 |publisher=MacMillan |isbn=978-0-89676-027-1 |publication-place=London |page=}}</ref> === 1860s dress style === [[File:Mrs_Ellinor_Guthrie_by_Frederic_Leighton.jpg|thumb|English dress in 1864, showcasing bishop sleeves and simple trim.]] The 1860s saw the shape of skirts change from bouffant and domelike to conical and somewhat elliptical, with more fullness in the back. Trims simplified and became more geometric with skirts simplifying from pleats to gored panels.<ref name="w586">{{cite book |last=Arnold |first=Janet |title=Patterns of fashion. 2: Englishwomen's dresses and their construction: 1860 - 1940 |date=1993 |publisher=MacMillan |isbn=0-333-13607-1 |publication-place=London |page=}}</ref> [[File:Woman's_silk_taffeta_dress_c._1865.jpg|left|thumb|An English silk morning dress from 1865, with machine-made lace.]] During the first half of the 1860s, crinolines began decreasing in size at the top, while retaining their volume at the bottom, creating a more pyramidal shape.<ref name=":2">{{Cite book|title=From Queen to Empress - Victorian Dress 1837-1877|last=Goldthorpe|first=Caroline|publisher=The Metropolitan Museum of Art|year=1988|location=New York|pages=26}}</ref> Bodices remained relatively unchanged, ending at the natural waistline with wide [[Sleeve|pagoda sleeves]] or bishop sleeves. By the middle of the decade, the shape of the crinoline became flatter in the front and more voluminous behind, often with a train, requiring an elliptical crinoline. In 1868, skirt widths diminished even further, while fullness and length remained at the back. In order to emphasize the back, the train was gathered together to form soft folds and [[Drapery|draperies]].<ref>{{Cite book|title=Making Victorian Costumes for Women|last=Audin|first=Heather|publisher=Crowood|year=2015|pages=45}}</ref><ref>{{Cite book |last=Goldthorpe |first=Caroline |title=From Queen to Empress - Victorian Dress 1837-1877 |publisher=The Metropolitan Museum of Art |year=1988 |location=New York |pages=45}}</ref> === 1870s dress style === [[File:1870's Dress.jpg|alt=Dresses featuring the Bustle & Polonaise|left|thumb|A fashion plate of early 1870s day and evening dress.]]The style of the 1870s was characterized by an abundance of draperies and trims, beginning the [[1775–1795 in Western fashion|rococo]] revival. The trend for broad skirts slowly disappeared during the 1870s, as women started to prefer a slimmer silhouette. The waistline of the early 1870s was high, necklines varied, while armscye remained off the shoulder. An [[overskirt]] was extremely popular, often tied up into an apron effect at the front with a [[Polonaise (clothing)|polonaise]] or puffed draperies at the back.<ref name="g4223">{{cite book |last=Cunnington |first=Cecil Willett |title=English Women's Clothing in the Nineteenth Century |date=1990-05-01 |publisher=Courier Corporation |isbn=0-486-26323-1 |publication-place=New York |page=}}</ref> [[File:Black_net_ball_dress_1874.png|thumb|A black net ball dress from 1874, with back draperies and an overskirt.]] Over time, the overskirt shortened into a detached [[Basque (clothing)|basque]], resulting in an elongation of the bodice over the hips. As the bodices grew longer in 1873, the [[Polonaise (clothing)|polonaise]] was thus introduced into the Victorian dress styles. A polonaise is a garment featuring both an overskirt and bodice together. The [[tournure]] was also introduced, and along with the polonaise, it created an illusion of an exaggerated rear end. By 1874, skirts began to taper in the front and were adorned with trimmings, while sleeves tightened around the wrist area. Towards 1875 to 1876, bodices featured long but even tighter laced waists, and converged at a sharp point in front. Bustles lengthened and slipped even lower, causing the fullness of the skirt to further diminish. Extra fabric was gathered together behind in pleats, thus creating a narrower but longer tiered, draped train too. Due to the longer trains, petticoats had to be worn underneath in order to keep the dress clean. [[File:Woman's_Polonaise_Dress_LACMA_M.2007.211.777a-f_(1_of_4).jpg|left|thumb|An English sheer summer dress with polonaise from around 1875.]] In 1877, dresses moulded to fit the figure,<ref name=":2" /> as increasingly slimmer silhouettes were favored. This was allowed by the invention of the cuirass bodice, which extends downwards to the hips and upper thighs. Although dress styles took on a more natural form, corsetry was still required and the train was often supported with a cage. The armscye, for the first time in the period, moved from a dropped position up to the shoulders and would remain there for the rest of the era. === 1880s dress style === [[File:1885 Bustle.jpg|alt=Horizontal protrusion at the back.|thumb|The lobster tail bustle of around 1885.]] The saw the growing popularity of austere, menswear inspired tailoring.<ref name=":4" /> Some credited the change in silhouette to the [[Victorian dress reform]], which consisted of a few movements including the [[Artistic Dress movement|Aesthetic Costume]] Movement and the [[Victorian dress reform|Rational Dress Movement]] in the mid-to-late Victorian Era advocating for a natural silhouette and lightweight underwear, and rejecting [[tightlacing]]. However, these movements did not gain widespread support. Others noted the growth in cycling and tennis as acceptable feminine pursuits that demanded a greater ease of movement in women's clothing.<ref name=":3" /> Still others argued that the growing popularity of tailored semi-masculine suits was simply a fashionable style, and indicated neither advanced views nor the need for practical clothes.<ref name=":4" /> [[File:Edward_Hughes_-_Juliette_Gordon_Low_-_Google_Art_Project.jpg|left|thumb|An 1887 portrait of English evening dress with higher shoulder placement, simple trims, and a V-shaped neckline.]] After a period of slim, train-less skirts with heavy decoration, the bustle made a re-appearance in 1883, and it featured a further exaggerated horizontal protrusion at the back. Due to the additional fullness, drapery moved towards the sides or front panel of the skirt instead. Bodices shortened, now ending above the hips. Skirts were much less full than the last time the bustle was in fashion in the 1870s and instead focused on a slim front with a shelf-like back protrusion. Sleeves of bodices were thinner and tighter, while necklines became higher again, with a high collar being ubiquitous for daytime, a trend that would continue into the 1890s. For the evening, the bertha fell out of favor, replaced by V-shaped necklines or draped styles due to the new higher shoulder.<ref name="g4223"/> Sleeves tightened again during the [[1880s in Western fashion|1880s]] and the armscye moved back up the shoulders.<ref name="y040">{{cite book |last=Severa |first=Joan L. |title=Dressed for the Photographer |date=1995 |publisher=Kent State University Press |isbn=0-87338-512-8 |publication-place=Kent, Ohio |page=}}</ref> === 1890s dress style === [[File:Lady_Beatrice_Pole-Carew.jpg|thumb|English socialite Lady Beatrice Pole-Carew in the mid-1890s, with puffed sleeves.]] By 1890, the crinoline and bustle were fully abandoned, and skirts flared in an A-line. Necklines were high, while sleeves of bodices initially peaked at the shoulders, but increased in size in the middle of the decade to a puffed [[Sleeve|leg-of-mutton]] style.The sleeves grew to a volume rivaling the 1830s and even sometimes required a cushion to retain their fullness. This sleeve style narrowed down towards the end of the decade. Women also adopted the style of the tailored jacket during this period, with menswear influences such as necktie inspired neckwear continuing from the previous decade. == Hats and headwear == [[File:Ford.madox.brown.last.emma.study.jpg|thumb|''Emma Hill'' by [[Ford Madox Brown]] (1853), a woman wearing a later version of the [[poke bonnet]]]] [[File:Hoed,_objectnr_KA_1237.tif|left|thumb|Perched bonnet style of the early 1870s.]] Hats were crucial to a respectable appearance for both men and women. To go bareheaded was simply not proper. The top hat, for example, was standard formal wear for upper- and middle-class men.<ref name=":4" /> For women, the styles of hats changed over time and were designed to match their outfits. During the early Victorian decades, hats were modest in size and design, straw and fabric bonnets being the popular choice. [[Poke bonnet]]s, which had been worn during the late [[Regency period]], had high, small crowns and brims that grew larger until the 1830s, when the face of a woman wearing a poke bonnet could only be seen directly from the front. They had rounded brims, echoing the rounded form of the bell-shaped hoop skirts. Bonnets shrunk at the end of the 1860s and moved to a perched position in the early 1870s as hairstyles grew in scale and intricacy. This led to the popularization of hats, which became the headwear of choice for the remainder of the Victorian era.<ref name="g4223"/> [[File:The_London_and_Paris_ladies'_magazine_(Apr_1885)_03.png|thumb|Flower pot style hat of 1885.]] The 1880s saw a hat inspired by the top hat for women known as the flowerpot hat, and the 1890s saw the popularity of the boater. The hats of the late Victorian era were covered with elaborate creations of silk flowers, ribbons, and above all, exotic plumes; hats sometimes included entire exotic birds that had been stuffed. Many of these plumes came from birds in the Florida everglades, which were nearly made entirely extinct by overhunting. By 1899, early environmentalists like [[Adeline Knapp]] were engaged in efforts to curtail the hunting for plumes. By 1900, more than five million birds a year were being slaughtered, and nearly 95 per cent of Florida's shore birds had been killed by [[Plume hunting|plume hunter]]s.<ref>{{cite web|title=Everglades National Park|url=https://www.pbs.org/nationalparks/parks/everglades/|archive-url=https://web.archive.org/web/20090927085907/http://www.pbs.org/nationalparks/parks/everglades/|url-status=dead|archive-date=27 September 2009|publisher=PBS|access-date=7 November 2011}}</ref> == Shoes == The women's shoes of the early Victorian period were narrow and heelless, in black or white satin. By 1850s and 1860s, they were slightly broader with a low heel and made of leather or cloth. Ankle-length laced or buttoned boots were also popular. From the 1870s to the twentieth century, heels grew higher and toes more pointed. Low-cut pumps were worn for the evening.<ref name=":4" /> == Cosmetics == [[Victorian-era cosmetics]] were typically minimal, as makeup was associated by the middle classes with promiscuity. However, small amounts of pale face powder or powdered blush were more widely used.<ref>{{Cite book |last=Goodman |first=Ruth |title=How to be a Victorian |date=2014 |publisher=Penguin Books |isbn=978-0-670-92136-2 |location=London}}</ref> Some cosmetics contained toxic or caustic ingredients like lead, mercury, ammonia, and arsenic {{Citation needed|date=October 2025}}. Hair color == Men's fashion == [[File:Mens Coats 1872 Fashion Plate.jpg|thumb|upright|Drawing of Victorian men 1870s]] During the [[1840s in fashion|1840s]], men wore tight-fitting, calf length [[frock coat]]s and a [[waistcoat]] or vest. Sleeves were full at the top and waists were tight, creating an hourglass form. Waistcoats were single- or double-breasted, with shawl or notched collars, and might be finished in double points at the lowered waist. For more formal occasions, a cutaway morning coat was worn with light trousers during the daytime, and a dark tail coat and trousers was worn in the evening. Shirts were made of linen or cotton with low collars, occasionally turned down, and were worn with wide [[Cravat (early)|cravat]]s or neck ties. Trousers had fly fronts, and [[breeches]] were used for formal functions and when horseback riding. Men wore [[top hat]]s, with wide brims in sunny weather. During the [[1850s in fashion|1850s]], men started wearing shirts with high upstanding or turnover [[collar (clothing)|collars]] and [[necktie#Four-in-hand|four-in-hand necktie]]s tied in a bow, or tied in a knot with the pointed ends sticking out like "wings". The upper-class continued to wear top hats, and [[bowler hat]]s were worn by the working class. In the [[1860s in fashion|1860s]], men started wearing wider neckties that were tied in a bow or looped into a loose knot and fastened with a stickpin. Frock coats were shortened to knee-length and were worn for business, while the mid-thigh length [[sack coat]] slowly displaced the frock coat for less-formal occasions, with the overall effect of a looser silhouette. Top hats briefly became the very tall "stovepipe" shape, but a variety of other hat shapes were popular. During the [[1870s in fashion|1870s]], three-piece suits grew in popularity along with patterned fabrics for shirts. Neckties were the four-in-hand and, later, the [[Ascot tie]]s. A narrow ribbon tie was an alternative for tropical climates, especially in the Americas. Both frock coats and sack coats became shorter and more form fitting. Flat straw boaters were worn when boating. During the [[1880s in fashion|1880s]], formal evening dress remained a dark tail coat and trousers with a dark waistcoat, a white bow tie, and a shirt with a winged collar. In mid-decade, the dinner jacket or [[tuxedo]], was used in more relaxed formal occasions. The [[Norfolk jacket]] and tweed or woolen breeches were used for rugged outdoor pursuits such as shooting. Knee-length topcoats, often with contrasting velvet or fur collars, and calf-length overcoats were worn in winter. Men's shoes had higher heels and a narrow toe. Starting from the [[1890s in fashion|1890s]], the [[blazer]] was introduced, and was worn for sports, sailing, and other casual activities.<ref>{{cite web|last=Landow|first=George|url=http://www.victorianweb.org/art/costume/90s/2.html|title=Men's informal sporting dress, late 1880s and '90s}}</ref> Throughout much of the Victorian era most men wore fairly short hair. This was often accompanied by various forms of facial hair including moustaches, side-burns, and full beards. A clean-shaven face did not come back into fashion until the end of the 1880s and early 1890s.<ref>{{cite web|url=http://www.victorianweb.org/art/costume/nunn21.html|title=Victorian Men's Fashions, 1850–1900: Hair}}</ref> Distinguishing what men really wore from what was marketed to them in periodicals and advertisements is difficult, as reliable records do not exist.<ref name="shannon597">{{cite journal|last=Shannon|first=Brent|title=Refashioning Men: Fashion, Masculinity, and the Cultivation of the Male Consumer in Britain, 1860–1914|journal=Victorian Studies|year=2004|volume=46|issue=4|pages=597–630|doi=10.1353/vic.2005.0022}}</ref> ==Mourning black== {{See also |Mourning stationery}} [[File:The royal children in mourning Mar 1862.jpg|thumb|Victoria's five daughters (Alice, Helena, Beatrice, Victoria and Louise), photographed wearing mourning black beneath a bust of their late father, Prince Albert (1862)]] [[File:Mourning dress MET 50.40.3a-b front CP4.jpg|alt=Black Victorian mourning dress|thumb|Mourning Dress, 1894–95]] In Britain, black is the colour traditionally associated with mourning for the dead. The customs and etiquette expected of men, and especially women, were rigid during much of the Victorian era. The expectations depended on a complex hierarchy of close or distant relationship with the deceased. The closer the relationship, the longer the mourning period and the wearing of black. The wearing of full black was known as First Mourning, which had its own expected attire, including fabrics, and an expected duration of 4 to 18 months. Following the initial period of First Mourning, the mourner would progress to Second Mourning, a transition period of wearing less black, which was followed by Ordinary Mourning, and then Half-mourning. Some of these stages of mourning were shortened or skipped completely if the mourner's relationship to the deceased was more distant. Half-mourning was a transition period when black was replaced by acceptable colours such as lavender and mauve, possibly considered acceptable transition colours because of the tradition of [[Church of England]] (and [[Catholic Church|Catholic]]) clergy wearing lavender or mauve [[Stole (vestment)|stoles]] for funeral services, to represent the [[Passion (Christianity)|Passion of Christ]].<ref>{{cite web|title=The Colors of the Church Year|url=http://fullhomelydivinity.org/articles/colors.htm|publisher=Consortium of Country Churches|access-date=6 November 2011|archive-date=13 November 2011|archive-url=https://web.archive.org/web/20111113075214/http://fullhomelydivinity.org/articles/colors.htm|url-status=dead}}</ref> The mourning dress on the right was worn by Queen Victoria, "it shows the traditional touches of mourning attire, which she wore from the death of her husband, Prince Albert (1819–1861), until her own death."<ref>{{Cite web|url=https://www.metmuseum.org/art/collection/search/155839?&searchField=All&sortBy=Relevance&deptids=8&ft=queen+victoria&offset=0&rpp=20&amp;pos=2|title=Mourning Dress, 1894–95|last=The Metropolitan Museum of Art|date=7 September 2019|website=The Metropolitan Museum of Art|access-date=7 September 2019}}</ref> === Norms for mourning=== ''Manners and Rules of Good Society, or, Solecisms to be Avoided'' (London, Frederick Warne & Co., 1887) gives clear instructions, such as the following:<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|pages=378–83}}</ref> {| class="wikitable" |- ! Relationship to deceased !! First mourning !! Second mourning !! Ordinary mourning !! Half-mourning |- | Wife for husband || 1-year, 1-month; [[bombazine]] fabric covered with [[Crape|crepe]]; [[widow's cap]], [[lawn cuff]]s, collars || 6 months: less crepe || 6 months: no crepe, silk or wool replaces bombazine; in last 3 months jet jewellery and ribbons can be added || 6 months: colours permitted are grey, lavender, mauve, and black-and-grey |- | Daughter for parent || 6 months: black with black or white crepe (for young girls); no linen cuffs and collars; no jewellery for first 2 months || 4 months: less crepe || – || 2 months as above |- | Wife for husband's parents || 18 months in black bombazine with crepe || – || 3 months in black || 3 months as above |- | Parent for son- or daughter-in-law's parent || – Black armband in representation of someone lost || – || 1-month black || – |- | Second wife for parent of a first wife || – || – || 3 months black || – |} The complexity of these etiquette rules extends to specific mourning periods and attire for siblings, step-parents, aunts and uncles distinguished by blood and by marriage, nieces, nephews, first and second cousins, children, infants, and "connections" (who were entitled to ordinary mourning for a period of "1–3 weeks, depending on level of intimacy"). Men were expected to wear mourning black to a lesser extent than women, and for a shorter mourning period. After the mid-19th century, men would wear a black hatband and black suit, but for only half the prescribed period of mourning expected of women. Widowers were expected to mourn for a mere three months, whereas the proper mourning period expected for widows was up to four years.<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|pages=378–9}}</ref> Women who mourned in black for longer periods were accorded great respect in public for their devotion to the departed, the most prominent example being Queen Victoria herself. Women with lesser financial means tried to keep up with the example being set by the middle and upper classes by dyeing their daily dress. Dyers made most of their income during the Victorian period by dyeing clothes black for mourning.<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|page=341}}</ref> == Technological advancement == Technological advancements not only influenced the economy but brought a major change in the fashion styles worn by men and women. As the Victorian era was based on the principles of gender, race and class.<ref>{{cite journal|last1=Graham|first1=P|title=The Victorian Era|url=https://archive.org/details/in.ernet.dli.2015.261548|journal=Digital Library of India}}</ref> Much advancement was in favor of the upper class as they were the ones who could afford the latest technology and change their fashion styles accordingly. In 1830s there was introduction of horse hair crinoline that became a symbol of status and wealth as only the upper-class women could wear it. In 1850s there were more fashion technological advancements hence 1850s could rightly be called a revolution in the Victorian fashion industry such as the innovation of artificial cage crinoline that gave women an artificial hourglass silhouette without layers of petticoats, which was lighter and more hygienic.<ref>{{cite book|last1=Shrimpton|first1=J|title=Victorian Fashion|publisher=Bloomsbury Shire Publications}}</ref> Synthetic dyes, such as [[mauveine]] (aniline purple), were introduced in 1856, adding bright colours to garments. In 1855's ''[[Haute couture]]'' was introduced as tailoring became more mainstream in years to follow.<ref>{{cite book|last1=Aspelund|first1=Karl|title=Fashioning Society|publisher=Fairchild Books}}</ref> Charles Frederick Worth, a prominent English designer, became popular amongst the upper class though its city of destiny always is Paris. Haute couture became popular at the same time that sewing machines were invented.<ref name="Haute Couture">{{cite book|last1=Martin|first1=Richard|last2=Koda|first2=Harold|title=Haute Couture|publisher=The Metropolitan Museum of Art}}</ref> Princess [[Eugénie de Montijo|Eugenie]] of France wore the Englishman dressmaker, Charles Frederick Worth's couture and he instantly became famous in France though he had just arrived in Paris a few years ago. In 1855, Queen Victoria and Prince Albert of Britain welcomed [[Napoleon III]] and Eugenie of France to a full state visit to England. Eugenie was considered a fashion icon in France. Queen Victoria, who had been the fashion icon for European high fashion, was inspired by Eugenie's style and the fashions she wore.{{Citation needed|date=October 2025}} Later, Queen Victoria also appointed Charles Frederick Worth as her dress maker and he became a prominent designer amongst the European upper class. Charles Frederick Worth is known as the father of the haute couture as later the concept of labels were also invented in the late 19th century as custom, made to fit tailoring became mainstream.<ref>{{cite book|last1=Saillard|first1=Olivier|last2=Zazzo|first2=Anne|title=Paris Haute Couture|publisher=Skira Flammarion}}</ref> By the 1860s, when made-to-fit tailoring was popular in Europe, crinolines were considered impractical. In the 1870s, women preferred more slimmer silhouettes, hence bodices grew longer and the polonaise, a skirt and bodice made together, was introduced. In 1870s the Cuirass Bodice, a piece of armour that covers the torso and functions like a corset, was invented. Towards the end of Victoria's reign, dresses were flared naturally as crinolines were rejected by middle-class women. Designers such as Charles Frederick Worth were also against them. All these inventions and changes in fashion led to women's liberation as tailored looks improved posture and were more practical.<ref name="Haute Couture"/> == Home decor == {{main|Victorian decorative arts}} Home decor started spare, veered into the elaborately draped and decorated style we today regard as Victorian, then embraced the retro-chic of [[William Morris]] as well as pseudo-[[Japonaiserie]]. == Myths and Oversimplifications == === Modesty === {{main|Victorian morality}} {{Original research|section|date=May 2008}} [[File:1868-skirt-lengths-girl-ages-Harpers-Bazar.gif|thumb|upright|"The proper length for little girls' skirts at various ages", from ''[[Harper's Bazaar]]'', showing a 1900 idea of how the hemline should descend towards the ankle as a girl got older]]Many myths and exaggerations about the period persist to the modern day. Examples include the idea of men's clothing is seen as formal and stiff, women's as elaborate and over-done; clothing covered the entire body, and even the glimpse of an ankle was scandalous. Critics contend that [[corset]]s constricted women's bodies and lives. Homes are described as gloomy, dark, cluttered with massive and over-ornate furniture and proliferating [[bric-a-brac]]. Myth has it that even piano legs were scandalous, and covered with tiny [[pantalette]]s. ==== Tight Lacing ==== Tight-lacing, which was not possible until the development of the grommet in 1828, was famously controversial in the Victorian age, generating many column inches of profitable newspaper copy, in part because it was (and still is) fetishistic and subversive in that adolescent girls used it as a means of rebellion and upper-working- or lower-middle-class shop girls saw it as a means of upward mobility.<ref>{{Cite book|title=Fashion and Fetishism: Corsets, Tight-Lacing and Other Forms of Body-sculpture|last=Kunzle|first=David|publisher=History Press|year=2013|isbn=978 0 7524 9545 3|location=Stroud, Gloucestershire|pages=71 [of 1182]}}</ref> No evidence exists that tight lacing was widespread or particularly dangerous. In truth, men's formal clothing may have been less colourful than it was in the previous century, but brilliant [[waistcoat]]s and [[cummerbund]]s provided a touch of colour, and [[smoking jacket]]s and [[robe|dressing gown]]s were often of rich Oriental [[brocade]]s. This phenomenon was the result of the growing textile manufacturing sector, developing mass production processes, and increasing attempts to market fashion to men.<ref name="shannon597"/> Corsets stressed a woman's sexuality, exaggerating hips and bust by contrast with a tiny waist. Women's [[evening gown]]s bared the shoulders and the tops of the breasts. The [[jersey dress]]es of the 1880s may have covered the body, but the stretchy novel fabric fit the body like a glove.<ref>{{cite book |last=Gernsheim |first=Alison |title=Victorian & Edwardian Fashion: A Photographic Survey |year=1981 |publisher=Dover Publications |location=New York |page=65|edition=New |isbn=0-486-24205-6}}</ref> Home furnishing was not necessarily ornate or overstuffed. However, those who could afford lavish draperies and expensive ornaments, and wanted to display their wealth, would often do so. Since the Victorian era was one of increased social mobility, there were ever more ''[[nouveaux riches]]'' making a rich show. The items used in decoration may also have been darker and heavier than those used today, simply as a matter of practicality. London was noisy and its air was full of [[soot]] from countless coal fires. Hence those who could afford it draped their windows in heavy, sound-muffling curtains, and chose colours that didn't show soot quickly. When all washing was done by hand, curtains were not washed as frequently as they might be today. There is no actual evidence that piano legs were considered scandalous. Pianos and tables were often draped with [[shawl]]s or cloths—but if the shawls hid anything, it was the cheapness of the furniture. There are references to lower-middle-class families covering up their [[pine]] tables rather than show that they couldn't afford [[mahogany]]. The piano leg story seems to have originated in the 1839 book, ''A Diary in America'' written by Captain [[Frederick Marryat]], as a satirical comment on American prissiness.<ref>{{cite book |last1=Marryat |first1=C.B. |title=A Diary in America: With Remarks on Its Institutions |date=1839 |publisher=Longman, Orme, Brown, Green, and Longmans |location=London, England |volume=2 |pages=246–247 |url=https://books.google.com/books?id=2-VEAAAAIAAJ&pg=PA246}} From pp. 246-247: "I was requested by a lady to escort her to a seminary for young ladies, and on being ushered into the reception-room, conceive my astonishment at beholding a square piano-forte with four ''limbs''. However, that the ladies who visited their daughters, might feel in its full force the extreme delicacy of the mistress of the establishment, and her care to preserve in their utmost purity the ideas of the young ladies under her charge, she had dressed all these four limbs in modest little trousers, with frills at the bottom of them!"</ref> Victorian manners may have been as strict as imagined—on the surface. One simply did not speak publicly about sex, childbirth, and such matters, at least in the respectable middle and upper classes. However, as is well known, discretion covered a multitude of sins. Prostitution flourished. Upper-class men and women indulged in [[adultery|adulterous]] liaisons. == Gallery == {{gallery |2=A mid-Victorian interior: ''Hide and Seek'' by [[James Tissot]], c. 1877 Image:Winterhalter Elisabeth.jpg|3=Dress designed by [[Charles Frederick Worth]] for [[Elisabeth of Bavaria|Elisabeth of Austria]] painted by [[Franz Xaver Winterhalter]].|4=File:Frith A Private View detail.jpg|5=[[William Powell Frith]]'s painting of 1883 contrasts women's [[Aesthetic dress]] (left and right) with fashionable attire (center).|6=File:Tissot lilacs 1875.jpg|7=Day dress, c. 1875 [[James Tissot]] painting.|8=File:James Abbot McNeill Whistler 011.jpg|9=[[James McNeill Whistler|Whistler]]'s [[Portrait of Lady Meux]], 1882 Image:Jeanna_Samary-Renoir.png|10=[[Pierre-Auguste Renoir|Renoir]]'s portrait of [[Jeanne Samary]] in an [[evening gown]], 1878|11=File:Melville_-_Queen_Victoria.jpg|12=Portrait by [[Alexander Melville (artist)|Alexander Melville]] of [[Victoria of the United Kingdom|Queen Victoria]], 1845|13=File:Henry Treffry Dunn Rossetti and Dunton at 16 Cheyne Walk.jpg|14=An artistic interior: [[Dante Gabriel Rossetti]] reading to [[Theodore Watts-Dunton]] in the drawing room at No. 16 [[Cheyne Walk]], 1882|15=File:Punch - Masculine beauty retouched1.png|16=Men's swimwear: Cartoon from ''[[Punch (magazine)|Punch]]'' by [[George du Maurier]]}} == See also == * [[Emily Clapham]] * [[Victorian decorative arts]] * [[Victorian dress reform]] * [[Victorian morality]] * [[Victoriana]] * [[Women in the Victorian Era]] * [[Charles Frederick Worth]] === Time periods === * [[1830s in fashion]] * [[1840s in fashion]] * [[1850s in fashion]] * [[1860s in fashion]] * [[1870s in fashion]] * [[1880s in fashion]] * [[1890s in fashion]] === Women's clothing === * [[Corset]] * [[Corset controversy]] * [[Tightlacing]] * [[Bloomers (clothing)|Bloomers]] * [[Bodice]] === Contemporary interpretations === * [[Steampunk]] * [[Neo-Victorian]] * [[Lolita Fashion|Lolita]] == References == {{Reflist}} == Further reading == *{{cite book |author=Phipps, Elena| title= ''From Queen to Empress: Victorian dress 1837-1877'' | location=New York | publisher=The Metropolitan Museum of Art | year=1988 | isbn=0870995340| url= http://libmma.contentdm.oclc.org/cdm/compoundobject/collection/p15324coll10/id/69547/rec/235 | display-authors=etal}} * Sweet, Matthew – ''Inventing the Victorians'', St. Martin's Press, 2001 {{ISBN|0-312-28326-1}} == External links == * [http://www.victorians.co.uk/victorian-fashion Victorian Fashion] {{Webarchive|url=https://web.archive.org/web/20180407223711/http://www.victorians.co.uk/victorian-fashion |date=7 April 2018 }} * [https://www.victorianvoices.net/topics/fashion/index.shtml VictorianVoices.net] – Fashion articles and illustrations from Victorian periodicals; extensive fashion image gallery * [http://www.cracked.com/article_19575_5-ridiculous-sex-myths-from-history-you-probably-believe.html Victorian myths] * [http://www.victorianstation.com/lifestylemenu.htm Victorian fashion, etiquette, and sports] {{Webarchive|url=https://web.archive.org/web/20180103162620/http://www.victorianstation.com/lifestylemenu.htm |date=3 January 2018 }} * [http://www.thesmartset.com/article/article12180701.aspx Background on "A Diary in America"] * [http://www.mccord-museum.qc.ca/en/keys/webtours/VQ_P2_17_EN.html Form and Fashion] — the evolution of women's dress during the 19th century (many photographs) * [http://www.mccord-museum.qc.ca/en/keys/games/jeu2/ Educational Game: Mix and Match] — build a 19th-century dress using a virtual mannequin * {{cite web |publisher= [[Victoria and Albert Museum]] |url= http://www.vam.ac.uk/content/articles/v/victorian-dress-at-v-and-a/ |title= Victorian Dress |work= Fashion, Jewellery & Accessories |date= 14 January 2011 |access-date= 2011-04-03}} *[http://cv.vic.gov.au/stories/creative-life/fashion-detective-fashion-fiction-and-forensics/ Fashion detective: Fashion, Fiction and Forensics in nineteenth century Australian fashion] on Culture Victoria {{Timeline of clothing and fashion|state=collapsed}}{{Victorian era|state=collapsed}} [[Category:Victorian fashion| ]] [[Category:19th-century fashion|*]] [[Category:1900s fashion]] [[Category:History of Western fashion]] [[Category:19th century in the arts]] =From ''Women in the Victorian era''= ===Victorian women's fashion=== {{Multiple issues|{{tone|date=March 2023}} {{more footnotes needed|date=March 2023}}|section=y}}{{Further|Victorian fashion}} The ideal Victorian woman was pure, chaste, refined, and modest. This ideal was supported by etiquette and manners. The etiquette extended to the pretension of never acknowledging the use of undergarments (sometimes generically referred to as "unmentionables"). The discussion of such a topic, it was feared, would gravitate towards unhealthy attention on anatomical details. As one Victorian lady expressed it: "[those] are not things, my dear, that we speak of; indeed, we try not even to think of them", in contrast to current norms.<ref>{{cite book |last=Cunnington |first=C. Willett |title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations |publisher=Dover Publications |year=1990 |isbn=978-0-486-26323-6 |pages=20}}</ref> The pretence of avoiding acknowledgement of anatomical realities met with embarrassing failure on occasion. In 1859, the Hon. Eleanor Stanley wrote about an incident where the [[Louisa Cavendish, Duchess of Devonshire|Duchess of Manchester]] moved too quickly while manoeuvring over a [[stile]], tripping over her large [[hoop skirt]]: {{blockquote|[the Duchess] caught a hoop of her cage in it and went regularly head over heels lighting on her feet with her cage and whole petticoats above, above her head. They say there was never such a thing seen – and the other ladies hardly knew whether to be thankful or not that a part of her undergarments consisted in a pair of scarlet tartan [[knickerbockers (clothing)|knickerbockers]] (the things Charlie shoots in) which were revealed to the view of all the world in general and the [[Aimable Pélissier|Duc de Malakoff]] in particular".<ref>{{cite book|last=Cunnington|first=C. Willett|title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations|year=1990|publisher=Dover Publications|isbn=978-0-486-26323-6|pages=20–1}}</ref>}} However, despite the fact that Victorians considered the mention of women's undergarments in mixed company unacceptable, men's entertainment made great comedic material out of the topic of ladies' [[bloomers (clothing)|bloomers]], including men's magazines and music hall skits.<ref>{{cite book |last=Cunnington |first=C. Willett |title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations |publisher=Dover Publications |year=1990 |isbn=978-0-486-26323-6 |pages=22}}</ref> Victorian women's clothing followed trends that emphasised elaborate dresses, skirts with wide volume created by the use of layered material such as [[crinoline]]s, hoop skirt frames, and heavy fabrics. Because of the impracticality and health impact of the era's fashions, a [[Victorian dress reform|dress reform movement]] began among women. The ideal silhouette of the time demanded a narrow waist, which was accomplished by constricting the abdomen with a laced [[corset]]. While the silhouette was striking, and the dresses themselves were often exquisitely detailed creations, the fashions were cumbersome. At best, they restricted women's movements and at worst, they had a harmful effect on women's health. Physicians turned their attention to the use of corsets and determined that they caused several medical problems: compression of the thorax, restricted breathing, organ displacement, poor circulation, and prolapsed uterus.<ref name="O'Connor"/> Articles advocating the reform of women's clothing by the British National Health Society, the Ladies' Dress Association, and the [[Rational Dress Society]] were reprinted in ''The Canada Lancet'', Canada's medical journal. In 1884, Dr J. Algernon Temple of Toronto even voiced concern that the fashions were having a negative impact on the health of young women from the working classes. He pointed out that a young working-class woman was likely to spend a large part of her earnings on fine hats and shawls, while "her feet are improperly protected, and she wears no flannel petticoat or woollen stockings".<ref name="O'Connor"/> [[File:Bloomers.jpg|thumb|1850s illustration of a woman wearing [[bloomers]]]] [[Florence Pomeroy]], Lady Haberton, was president of the Rational Dress movement in Britain. At a National Health Society exhibition held in 1882, Viscountess Haliburton presented her invention of a "[[divided skirt]]", which was a long skirt that cleared the ground, with separate halves at the bottom made with material attached to the bottom of the skirt. She hoped that her invention would become popular by supporting women's freedom of physical movement, but the British public was not impressed by the invention, perhaps because of the negative "unwomanly" association of the style with the American [[Bloomers]] movement.<ref>{{cite book|last=Murray|first=Janet Horowitz|title=Strong-Minded Women and Other Lost Voices from 19th Century England|year=1982|publisher=Pantheon Books|location=New York|isbn=0-394-71044-4|pages=[https://archive.org/details/strongmindedwome00jane/page/68 68–70]|url=https://archive.org/details/strongmindedwome00jane/page/68}}</ref> [[Amelia Jenks Bloomer]] had encouraged the wearing of visible bloomers by feminists to assert their right to wear comfortable and practical clothing, but it was no more than a passing fashion itself among radical feminists. The movement to reform women's dress would persist and have long-term success, however; by the 1920s, [[Coco Chanel]] was successful at selling a progressive, far less restrictive silhouette that abandoned the corset and raised hemlines. The new silhouette symbolised modernism for trendy young women and became the 20th century standard. Other Paris designers continued reintroducing pants for women and the trend was gradually adopted over the next century. Fashion trends, in one sense, travelled "full circle" over the course of the Victorian era. The popular women's styles during the [[Georgian era]], and at the very beginning of Victoria's reign, emphasized a simple style influenced by flowing gowns worn by women in [[Ancient Greek clothing|Ancient Greece]] and [[Clothing in ancient Rome|Rome]]. The [[Empire waist]] silhouette was replaced by a trend towards ornate styles and an artificial silhouette, with the restrictiveness of women's clothing reaching its low point during the mid-century passion for narrow corseted waists and hoop skirts. The iconic wide-brimmed women's hats of the later Victorian era also followed the trend towards ostentatious display. Hats began the Victorian era as simple [[Bonnet (headgear)|bonnets]]. By the 1880s, milliners were tested by the competition among women to top their outfits with the most creative (and extravagant) hats, designed with expensive materials such as silk flowers and exotic plumes such as ostrich and peacock. As the Victorian era drew to a close, however, fashions were showing indications of a popular backlash against excessive styles. Model, actress and socialite [[Lillie Langtry]] took London by storm in the 1870s, attracting notice for wearing simple black dresses to social events. Combined with her natural beauty, the style appeared dramatic. Fashions followed her example (as well as Queen Victoria's wearing of mourning black later in her reign). According to [[Harold Koda]], the former Curator-in-chief of the [[Costume Institute at The Met|Metropolitan Museum of Art's Costume Institute]],<ref>{{cite web|url=http://www.metmuseum.org/about-the-museum/press-room/exhibitions/2014/death-becomes-her|title=Death Becomes Her: A Century of Mourning Attire : October 21, 2014-February 1, 2015|website=Metmuseuim.org|access-date=7 November 2021}}</ref> "The predominantly black palette of [[mourning]] dramatizes the evolution of period silhouettes and the increasing absorption of fashion ideals into this most codified of etiquettes," said Koda, "The veiled widow could elicit sympathy as well as predatory male advances. As a woman of sexual experience without marital constraints, she was often imagined as a potential threat to the social order." ====Evolution of Victorian women's fashion==== <gallery> File:Fashion plate December 1844.jpg|Ladies' December Fashions (1844). Hand-coloured steel engraving from a women's magazine. File:Thegalleryofhmscalcutta james tissot 1876.jpg|''[[The Gallery of HMS Calcutta]]'' by [[James Tissot]] (1876). [[Bustle]]s were fashionable in the 1870s and 1880s. File:Mrs lillie langtry george frederic watts 1880.jpg|''Mrs. Lillie Langtry'' by [[George Frederic Watts]] (1880). File:Five-women-on-queenslander-steps-r.jpg|Fashionable women in [[Queensland]], Australia around 1900. </gallery> {{Short description|Irish writer (born 1963)}} {{Use Irish English|date=August 2025}} {{Use dmy dates|date=August 2025}} {{Infobox writer | name = Darach Ó Scolaí | image = Darach Ó Scolaí.JPG | alt = Man holding prize-winning book | caption = Ó Scolaí in 2019 | birth_name = Darach Ó Scolaí | birth_date = {{Birth date and age|1963|df=y}} | birth_place = [[County Galway]], The Republic of Ireland | death_date = | death_place = | occupation = Writer, artist, publisher | alma_mater = [[University of Galway]] | years_active = 1998–present | genre = Novel, retelling, translation, play, screenplay, illustrated book for children and adults | other_names = | spouse = | children = 3 | awards = [[Awards and Honors received by Darach Ó Scolaí|Awards and Honors]] | signature = | website = }}[[File:Darach Ó Scolaí.JPG|thumb|Darach Ó Scolaí, holding ''Oileán an Órchiste'' (his translation of Robert Louis Stevenson's ''Treasure Island'')]] == Darach Ó Scolaí == Darach Ó Scolaí (<small>Irish:</small> [/ˈda.rax/ /oː/ /sˠkˠoː/l̪ˠəi/]; born 1963<ref>{{Cite web|url=https://portraidi.ie/en/darach-o-scolai/|title=Darach Ó Scolaí|date=20 October 2017|website=Portráidí (Portraits of Irish-Language Writers)|access-date=1 August 2025}}</ref>) is an Irish author who works in a number of genres, from novels, plays and screenplays to illustrated books for children and adults. He began his literary career in 1998 writing screenplays, stage plays, retellings and translations; he began to publish novels in 2008. Ó Scolaí is widely recognized as a leading figure in contemporary Irish literature, known as “one of the most important Irish language writers of his generation”<ref>{{Cite journal|last=Poirtéir|first=Cathal|date=2022|title=? Suil an Daill: Constant Tensions and Shifting Allegiances|url=https://booksirelandmagazine.com/suil-an-daill-constant-tensions-and-shifting-allegiances/|journal=Books Ireland}}</ref> and "one of the great Irish language novelists [duine d’úrscéalaithe móra na Gaeilge]."<ref name=":17" /> His writing has been called “the high literature of the Irish language.”<ref>Ó Coimín, Maitiú. ''Nós'' 2 February 2018). Qtd. in "Táin Bó Cuailnge." ''Leabhar Breac''. Retrieved 25 August 2025.</ref> Much of his fiction is based on a knowledge of traditional Irish tales and narrative practices as well as Irish history. He specializes in literary and [[wikipedia:Historical_fiction|historical fiction]], or as novelist Alan Titley says, Ó Scolaí’s “peak (for now), or at least his greatest imaginative interest, is the historical novel [tá an chuma air gurb é a bhuaic (go fóill), nó ar a laghad, a mhórspéis samhlaíochta, an t-úrscéal staire].”<ref name=":11">{{Cite journal|last=Titley|first=Alan|date=Fall 2020|title=An Stíl Go Deo!: Soather Dharach Uí Scolaí (The style would be forever!: Worker Darach Ó Scolaí)|url=https://www.jstor.org/stable/27046090|journal=Comhar|volume=80, No. 10|pages=27|via=JSTOR}}</ref> His retellings of old stories and tales from their original Middle and Early-Modern Irish into Modern Irish ([[wikipedia:Irish_language|Gaeilge]]) are respected for their accessibility to students and language learners as well as for their artistry. Ó Scolaí also regularly reviews books and lectures and writes on literature and culture. Beyond his writing, Ó Scolaí is a publisher and has co-produced a number of film, television shows and stage plays. == Life == Ó Scolaí was born in Dublin and raised in the Galway [[wikipedia:Gaeltacht#Galway Gaeltacht|Gaeltacht]] (Irish-speaking) regions of Cois Fharraige on the north shore of Galway Bay, in the Republic of Ireland, where he lives now with his wife and children in Lochán Beag (Indreabhán).<ref name=":7">{{Cite journal|date=30 October 2024|title=Duais don úrscéal liteartha is fearr buaite ag Darach Ó Scolaí ag Oireachtas na Samhna|url=https://tuairisc.ie/duais-don-ursceal-liteartha-is-fearr-buaite-ag-darach-o-scolai-ag-oireachtas-na-samhna/|journal=Tuairisc}}</ref><ref>{{Cite journal|last=Ní Scolaí|first=Aifric|date=2024|title=Darach Ó Scolaí|url=https://www.taiscecf.ie/ealaiontoiri?category=Scr%C3%ADbhneoir|journal=Taisce Chois Fharraige}}</ref> He graduated the [[wikipedia:University_of_Galway|University of Galway]] (then University College Galway) with a B.A. in 1983.<ref>{{Cite web|url=https://www.linkedin.com/in/darach-ó-scolaí-20026920/|title=Darach Ó Scolaí|last=Ó Scolaí|first=Darach|date=August 2025|website=LinkedIn}}</ref> === Writing and Publishing === Ó Scolaí writes in Irish ([[wikipedia:Irish_language|Gaeilge]]), his native language, and lives in an area defined for the predominant presence of Irish as the vernacular language, the language spoken at home. Irish was the language of his parents' home and is the language of children as well. He is fluent in Irish and English and conversant in French. None of his works has been translated into English. ==== Leabhar Breac ==== In 1995 Darach Ó Scolaí and his brother Caomhán Ó Scolaí — a [[wikipedia:Typography|typographer]] and designer — founded the publishing house Leabhar Breac at Indreabhán (Inverin), County Galway. Their father “Séamas Ó Scolaí was an editor at An Gúm and worked on the Irish-English dictionary team [bhí a n-athair Séamas Ó Scolaí ina eagarthóir sa Ghúm agus d’oibrigh sé ar fhoireann an fhoclóra Gaeilge-Béarla].”<ref name=":0">{{Cite web|url=https://leabharbreac.com/en/about-us/|title=About Us|date=2024|website=Leabhar Breac|access-date=1 July 2025}}</ref> Darach Ó Scolaí has been publisher and literary editor at Leabhar Breac since its founding. Named for [[wikipedia:An_Leabhar_Breac|An Leabhar Breac (The Speckled Book)]], Leabhar Breac publishing house has more than 140 books in print.<ref name=":0" /> Leabhar Breac aims to publish Irish-language books that meet “a high literary and artistic standard.”<ref name=":0" /> Besides the content, Leabhar Breac is known for the typically "superb [thar cionn]" quality of the design and production of the "physical book [leabhar fisiciúil]."<ref name=":8">{{Cite journal|last=Ní Mhuilneoir|first=Gráinne|date=30 July 2024|title=‘Bláthnaid’ – leabhar álainn i sraithín álainn faoi mhná|url=https://tuairisc.ie/blathnaid-leabhar-alainn-i-sraithin-alainn-faoi-mhna/|journal=Tuairisc}}</ref> Its books regularly win awards for literary and artistic quality. Leabhar Breac also publishes translations for children and adults from various early versions of Irish as well as from French and English (and has published translations of books for young readers from Spanish, Catalan, and Italian as well). Leabhar Breac prints its books in Ireland. === Stage and Screen === ==== Rosg ==== In 1998 along with Ciarán Ó Cofaigh,<ref name=":1">{{Cite web|url=http://www.rosg.ie/en/about/History_6/|title=About Us: History|date=July 2025|website=Rosg|access-date=1 August 2025}}</ref> Ó Scolaí co-founded the film and television production company [http://www.rosg.ie/en/ Rosg] and was co-director until 2006. Rosg produced Ó ScolaÍ’s films ''Cosa Nite'' (1999), ''An Leabhar'' (2001) and ''Na Cloigne'' (2010). He left Rosg in 2006 to devote his time to other artistic activities. ==== Ealaín ar Oileán ==== In 2004, along with Val Balance, Ó Scolaí co-founded the annual artists' symposium Ealaín ar Oileán (trans., Art on an Island). The Irish-language symposium was held annually in the Áras Éanna arts and cultural center on Inis Oírr ([[wikipedia:Inisheer|Inisheer]], the smallest of the [[wikipedia:Aran_Islands|Aran Islands]]) from 2004 to 2013. Ó Scolaí was its co-director from its founding<ref>{{Cite web|url=https://ga.wikipedia.org/wiki/Darach_Ó_Scolaí.|title=Darach Ó Scolaí|date=3 February 2024|website=Vicipéid|access-date=1 July 2025}}</ref> until 2013. Besides being its co-director, Ó Scolaí has taken part in this conference as an artist<ref>{{Cite journal|date=16 January 2005|title=Darach Ó Scolaí|url=https://web.archive.org/web/20050116163252/http://bliainiris.com/authors/darach_oscolai.html|journal=Bliainiris}}</ref> and writer<ref name=":2">{{Cite web|url=http://ealainaroilean.ie/ealainaroilean.html|title=The Conference|date=7 September 2013|website=Ealaín ar Oileán|archive-url=https://web.archive.org/web/20130907083744/http://ealainaroilean.ie/ealainaroilean.html|archive-date=7 September 2013|access-date=1 August 2025}}</ref>. ==== Salamandar ==== In 2006 Ó Scolaí founded the stage production company Salamandar and directed his own play ''An Braon Aníos''. His plays ''An tSeanbhróg'' (2009) and ''Craos'' (2008) were also produced by Salamandar.<ref name=":19">{{Cite web|url=https://leabharbreac.com/en/product-category/darach-o-scolai/|title=Darach Ó Scolaí|date=2024|website=Leabhar Breac|access-date=1 July 2025}}</ref> == Works == === Novels === * [[wikipedia:An_Cléireach|''An Cléireach'' (trans., ''The Clerk'')]], Leabhar Breac, 2007. The Oireachtas Prize for Literary Fiction, 2007; The Ó Súilleabháin Award (Book of the Year) in 2008, and "named as ‘the best novel since the turn of the Century’ by Comhar."<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/an-cleireach/|title=An Cléireach - Leabhar Breac - Irish language novel|website=Leabhar Breac|language=en-US|access-date=2025-10-24}}</ref> * ''Na Comharthaí'' (trans., ''The Signs''), Leabhar Breac, 2014. * ''Súil an Daill'' (trans., ''The Eye of the Blind''), Leabhar Breac, 2021. The Oireachtas Prize for Literary Fiction, 2019.<ref name=":4">{{Cite web|url=https://leabharbreac.com/en/shop/fiction/suil-an-daill/|title=Súil an Daill|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Bódléar'', Leabhar Breac, 2024. The Oireachtas Prize for Literary Fiction, 2024<ref name=":7" />; The Ó Súilleabháin Award (Book of the Year) in 2025; featured in the 2025 Listen-Up Irish Summer Challenge for students of the Irish language.<ref>{{Cite news|url=https://connachttribune.ie/novel-approach-helps-people-learn-irish-in-a-creative-way/|title=Novel approach helps people learn Irish in a creative way|last=Murphy|first=Judy|date=3 October 2025|work=Connaught Tribune|access-date=24 October 2025}}</ref> === Retellings, Translations and Editions === The retellings and translations are into modern Irish. * ''Feis Tigh Chonáin'' (trans., ''The Feast of Conán's House''), Leabhar Breac, 2000; a retelling of a 15^th-century tale from the [[wikipedia:Fenian_Cycle|Fenian Cycle]].<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/feis-tigh-chonain/|title=Feis Tigh Chonáin|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''An Ceithearnach Caolriabhach'' (trans., ''The Narrow-Striped Kern''), Leabhar Breac, 2002; a retelling from c. 1500, also illustrated by Darach Ó ScolaÍ.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/an-ceithearnach-caolriabhach/|title=An Ceithearnach Caolriabhach|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Táin Bó Cuailnge'' (trans., ''The Cattle Raid of Cooley''), Leabhar Breac, 2017, both a modern edition of an 11th-century epic and an annotated edition.<ref name=":3">{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/tain-bo-cuailnge-2-2/|title=Táin Bó Cuailnge|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> "''Táin Bó Cuailnge'' won the Aodán Mac Poilín Memorial Prize 2017."<ref name=":19" /> * ''Deirdre'', Leabhar Breac, 2023, a “picture book for adults” with artist Anastasia Melnykova.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/deirdre/|title=Deirdre|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Part of the [[wikipedia:Ulster_Cycle|Ulster Cycle]], ''Deirdre'' is a retelling of the story of possibly the most widely known Irish figure from the early tales and sagas.<ref>{{Cite book|title=A Dictionary of Celtic Mythology|last=MacKillop|first=James|publisher=Oxford University Press|year=2004|isbn=9780198609674|pages=181}}</ref> * ''Bláthnaid'', Leabhar Breac, 2024, a “picture book for adults” with artist Anastasia Melnykova; “one of the great stories of the [[wikipedia:Ulster_Cycle|Ulster Cycle]].”<ref name=":4" /> * ''Sadhbh,'' Leabhar Breac, 2025, a picture book for adult readers, illustrated by Alé Mercado; a retelling of the medieval tale ''Ceasacht Inghine Ghuile (''trans., ''The Complaint of Guile's Daughter'').<ref name=":5">{{Cite web|url=https://leabharbreac.com/en/tales-of-wonder/|title=Tales of Wonder|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Eoghan Béal'', Leabhar Breac, 2025, a picture book for adult readers illustrated by Alé Mercado<ref name=":5" />; a retelling of the medieval tale ''[https://ga.wikipedia.org/wiki/Caithr%C3%A9im_Cellaig Cathréim Ceallaigh]'' from ''The Yellow Book of Leacan.''<ref name=":5" /> === For Young Readers === Ó Scolaí has written illustrated books for young readers (8–10 years old) in two series, the Fionn Series and the Scéalta Staire series, and translated a large number of classics and popular books for children of all ages. The number of these written and translated works suggests a commitment to children and their literacy in Irish. The Fionn Series “is a retelling ... of the great legends of the Fianna for the young Irish readers of today.”<ref name=":6">{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/8-9/doiteoir-na-samhna/|title=Dóiteoir na Samhna|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> [[wikipedia:The_Boyhood_Deeds_of_Fionn|Macgnímartha Finn (The Boyhood Deeds of Fionn)]] is a medieval story in the [[wikipedia:Fenian_Cycle|Fenian Cycle]]. * ''An Bradán Feasa'' (trans., ''The Salmon of Knowledge''), Leabhar Breac, 2010, “shortlisted for the Réics Carlo award 2010.”<ref name=":9">{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/8-9/an-bradan-feasa/|title=An Bradán Feasa|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Dóiteoir na Samhna'' (trans., ''The Halloween Burner''), 2010.<ref name=":6" /> * ''Bodach an Chóta Lachna'' (trans., ''The Churl in the Dun Coat''), 2011.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/7-8/bodach-an-chota-lachna/|title=Bodach an Chóta Lachna|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> The Scéalta Staire (Historical Stories) series<ref name=":9" /> * ''Mánas Ó Dónaill'', 2000. * ''Seán Ó Néill'', Leabhar Breac, 2000. * ''Gráinne Mhaol Ní Mháille'', Leabhar Breac, 2003. * ''Tadhg Dall Ó hUiginn'', Leabhar Breac, 2003. ==== Translations ==== * Robert Louis Stevenson, ''Oileán an Órchiste'' (trans. of ''Treasure Island''), Leabhar Breac, 2014.<ref>{{Cite journal|date=2025-06-19|title=Oireachtas na Gaeilge|url=https://en.wikipedia.org/w/index.php?title=Oireachtas_na_Gaeilge&oldid=1296394643|journal=Wikipedia|language=en}}</ref> * Robert Louis Stevenson, ''An Fuadach'' (trans. of ''Kidnapped''), Leabhar Breac, 2016. * Clement Clarke Moore, ''Cuairt San Nioclás'' (trans. of ''A Visit from St. Nicholas'', or "'Twas the Night Before Christmas"), Leabhar Breac, 2022. '''''The Corto Maltese Graphic Novels''''' Written in Italian by Hugo Pratt and translated by Ó Scolaí, both adults and teenagers read this series of Italian adventure graphic novels.<ref>{{Cite journal|date=2025-07-01|title=Corto Maltese|url=https://en.wikipedia.org/w/index.php?title=Corto_Maltese&oldid=1298285365|journal=Wikipedia|language=en}}</ref> Ó Scolaí's '''translation of ''Corto Maltese''''' was listed in 2017 among "The 30 Irish books that Irish people love."<ref>{{Cite journal|last=Ó Murchú|first=Eoin P.|date=09/06/2017|title=Na 30 leabhar Gaeilge is fearr leis na Gaeil [The 30 Irish books that Irish people love]|url=https://nos.ie/cultur/leabhair/an-30-leabhar-gaeilge-is-fearr-leis-na-gaeil/|journal=Nós}}</ref> * Hugo Pratt, ''Corto: Port na Farraige Goirt'', Leabhar Breac, 2013. * Hugo Pratt, ''Corto: The Golden House in Samarkand'', 2014. * Hugo Pratt, ''Corto: Na Liopard-Fhir ó Rufiji'' (trans. of ''Corto: The Leopard Men of Rufiji''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: In Ainm Dé Uilthrócairigh'' (trans. of ''Corto: In the Name of God All-Merciful''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: Tóraíocht Eile'' (trans. of ''Corto: Another Quest''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: Sa tSibéir'' (trans. of ''Corto: In Siberia''), Leabhar Breac, 2016. '''''Other Translations for Children''''' Ó Scolaí has translated into Irish six books from the ''Le Pavillon Noir'' (trans., ''Jolly Roger'') series by Alain Surget; four books from the ''Catalan First Steps'' series by Enric Lluch Girbés and the ''Caitlín & Cormac'' series by Joan Carles; three books from the ''Louisette le Taupe'' series by Bruno Heitz, and three books from the ''Loup'' series by Orianne Lallemand. === Plays and Screenplays === ==== Stage Plays ==== Ó Scolaí was writer and director of the original productions of two plays in the ''Trí Bhraon'' (trans., ''Three Drops'') trilogy; ''Coinneáil Orainn'' was directed by Darach Mac Con Iomaire and staged by An Taibhdhearc. All three plays have been published in book form by Leabhar Breac. * ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32553|title=Coinneáil Orainn|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904.|access-date=25 August 2025}}</ref> The first play in the ''Trí Bhraon'' (''Three Drops'') trilogy. [[wikipedia:Taibhdhearc_na_Gaillimhe|An Taibhdhearc]], the national Irish-language theatre of Ireland, toured the country in 2005 with ''Coinneáil Orainn''.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/coinneail-orainn/|title=Coinneáil Orainn|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Walter Macken Prize, 2005; BBC Stewart Parker Award, 2006.<ref>{{Cite web|url=https://irishplayography.com/person/darach-scola|title=Darach Ó Scolaí|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904.|access-date=25 August 2025}}</ref> * ''Branwen'', 2006, by Darach Ó Scolaí and Ifor ap Glyn, in Irish, Welsh and English, co-produced by Project Arts Centre and Llwyfan Gogledd Cymru, toured the Republic of Ireland and Wales.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32418|title=Branwen|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> * ''An Braon'' Aníos (trans., ''Rising Damp''), 2006, directed by Ó Scolaí.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32461|title=An Braon Aníos|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> The second play in the ''Trí Bhraon'' (''Three Drops'') trilogy. “The Salamandar company toured the country in 2006-07 with this play, and Salamandar also produced a radio version of the play for RTÉ Raidió na Gaeltachta in 2009.”<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/an-braon-anios/|title=An Braon Aníos|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Craos'' (trans., ''Gluttony''), 2008, directed by Ó Scolaí.<ref name=":13">{{Cite web|url=https://irishplayography.com/play?playid=32867|title=Craos|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> The third play in the ''Trí Bhraon'' (''Three Drops'') trilogy, it toured to Cork and Belfast.<ref name=":13" /> A review of the 2008 Salamander performance in the ''Irish Times'' says, “a humorous play which offers plenty to think about, fine acting, and sparklingly witty dialogue.”<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/craos-2/|title=Craos|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''A+E'', 2008, by Ríonach Ní Néill and Darach Ó Scolaí, "dance and music drama," co-produced by Ciotóg and Salamandar.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32962|title=A+E|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> * ''An tSeanbhróg'' (trans., ''The Old Shoe''), 2009, produced by Salamander<ref>{{Cite web|url=https://irishplayography.com/play?playid=33042|title=An tSeanbhróg|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> and staged in the Axis Arts Centre, Dublin, and the Letterkenny Arts Centre. * '''In ''Mhuir Fhíondorcha/The Wine-Dark Sea: The Homer Project'', Ó Scolaí's translation of Homer's Cyclops story, performed at the 2019 IMRAM festival'''.<ref>{{Cite news|url=https://www.irishtimes.com/culture/books/imram-a-festival-celebrating-the-irish-language-1.4047610|title=Imram: a festival celebrating the Irish language. Liam Carson reveals the myths and legends appearing in this year’s programme|last=Carson|first=Liam|date=11 October 2019|work=The Irish Times|access-date=15 October 2025}}</ref> ==== Screenplays ==== * ''Cosa Nite'' (trans., ''Washed Feet''), short film, 1998 (dir. Dearbhla Walsh, prod. Ciarán Ó Cofaigh, Rosg); "a prose version of ''Cosa Nite'' was published (Rosg 2000)."<ref name=":9" /> Nominated for an Irish Film and Television Award.<ref>{{Citation|title=Cosa Nite (Short 1998) - Awards - IMDb|url=https://www.imdb.com/title/tt0191917/awards/|accessdate=2025-08-25|language=en-US}}</ref> * ''Na Glúnta'' (trans., ''The Generations''), 2001<ref>{{Cite web|url=https://www.iftn.ie/production/production_companies/production_sub/feature/?act1=record&aid=70&rid=3917&tpl=filmography_dets&only=1&force=1|title=Na Glúnta {{!}} The Irish Film & Television Network|website=www.iftn.ie|access-date=2025-08-25}}</ref>, co-directors Ciarán Ó Cofaigh & Darach Ó Scolaí, prod. Ciarán Ó Cofaigh, Rosg. * ''An Leabhar'' (trans., ''The Book''), short film, 2000, (dir. Robert Quinn, prod. Ciarán Ó Cofaigh, Rosg) Rosg, 2000.<ref>{{Citation|title=An Leabhar|url=https://www.imdb.com/title/tt0963767/|publisher=Bord Scannán na hÉireann / The Irish Film Board, ROSG|accessdate=2025-08-25|first=Robert|last=Quinn|others=Colm O&apos;Maonlai, Peadar O&apos;Treasaigh, Diarmuid Mac an Adhastair}}</ref> * ''Na Cloigne'' [trans., The Heads], 3-episide series, 2010 (dir. Robert Quinn, prod. Ciarán Ó Cofaigh, Rosg), TG4.<ref>{{Cite web|url=https://www.imdb.com/title/tt1607924/|title=Na cloigne|date=2010|website=IMDb|access-date=25 August 2025}}</ref> === Nonfiction === Ó Scolaí's essays and lectures are published and his interviews are broadcast regularly, making for a large body of nonfiction critical and analytical work. Here are a few, almost all published in [https://comhar.ie/iris/scribhneoiri/darach-o-scolai/ Comhar]: * “Ceol Ciúin na nÉagmaise” (trans., “The Silent Music of Absence ['''the Fall?''']”), an essay on the 2014 Nobel Prize winner for literature, [[wikipedia:Patrick_Modiano|Patrick Modiano]], ''Comhar'', December 2014. * The Ó Cadhain Lecture: [https://leachtaiuichadhain.clo.ie/leachtai/2014 “Cuimhne agus Díchuimhne (trans., “Memory & Forgetfulness"]), 2014. * “Rithim agus Réim” ("Rhythm and Register"), a public lecture in the University College Dublin lecture series “Ó Thrácht go Twitter” (trans., "From Talk to Twitter"), 2014. * Review of Pádraig Ó Cíobháin’s ''Dréachta Chrích Fodla'', '''Comhar?, ??'''. * “Na Geilt i mBun an Tí” (trans., "The Madmen in Charge"), a talk at the Merriman Winter School, Comhar April 2012.<ref name=":18">{{Cite web|url=http://darachoscolai.ie/beathaisneis.html|title=Darach Ó Scolaí: Beathaisnéis|website=darachoscolai.ie|access-date=2025-09-26}}</ref> * The EFACIS podcast: Síle Ní Choincheannain talks to Darach Ó Scolaí about the historical novel. == Critical Reception == Ó Scolaí’s style has been called “crisp and elegant, and rich in language while being highly readable,”<ref>{{Cite journal|last=Heussaf|first=Anna|date=Summer 2025|title=Bláthnaid—A tale of love, violence and sorcery retold for readers today|url=https://booksirelandmagazine.com/blathnaid-a-tale-of-love-violence-and-sorcery/|journal=Books Ireland}}</ref> with “an unsurpassed richness and precision of language.”<ref name=":12">{{Cite journal|last=Ó Cróinín|first=Breandán|date=Summer 2025|title=unknown|journal=The Limerick Leader}}</ref> “Whimsical, hilarious, and subtly learned” is how Éilis Ní Dhuibhne described his writing.<ref name=":20" /> === Original Works === Ó Scolaí’s first novel, the 2007 ''An Cléireach'' (''The Clerk'') won two prizes and was described as “one of the great historical novels in the Irish language and among the best books written in the language since the beginning of this century.”<ref name=":12" /> Novelist Alan Titley says, “In ''An Cléireach'' Ó Scolaí creates the Ireland of war in the 17th century more fully than any other Irish writer on the subject of war since ''L’Attaque'' Eoghain Ó Thuairisc around 1798 [In ''An Cléireach'' cruthaíonn Ó Scolaí Éire an chogaidh san 17ú haois níos iomláine ná mar a dhein aon scríbhneoir Gaeilge eile ar ábhar cogaidh ó ''L’Attaque'' Eoghain Uí Thuairisc timpeall ar 1798].”<ref name=":11" />{{rp|25, Col. 1a}} Not all the reviews of this first novel were so positive, however; Proinsias O' Drisceoil says for the Irish Times says,<blockquote>This then is a novel in search of a plot, a story that attempts to attain a significance that eludes it.<ref>{{Cite news|url=https://www.irishtimes.com/news/a-disaffected-clerk-in-the-confederates-1.943070|title=A disaffected clerk in the confederates|last=O' Drisceoil|first=Proinsias|date=5 July 2008|work=The Irish Times|access-date=16 October 2025}}</ref></blockquote> In the ''Oxford Handbook of Modern Irish Fiction'' Pádraig Ó Siadhail analyzes rather than reviews ''An Cléireach'': <blockquote>In ''An Cléireach'', Ó Scolaí revisits the trauma of Cromwellian Ireland. The primary narrative device is once again the first-hand account, in this case by Tadhg Ó Dúbháin, a clerk and quartermaster in the Confederate Army in 1650. We sample the hardships, the friendships, the tensions, the rivalries, and the petty jealousies amongst comrades in arms, including remnants of the Gaelic literary class, as the Confederate soldiers, increasingly a rabble more than a cohesive unit, retreat in advance of Cromwell’s forces. ''An Cléireach'' concludes with the narrator and his family in exile in continental Europe. But along the retreat route, and central to the novel, members of the Confederate army camp, rest up, and tell versions of a story about the keeper of the treasured manuscript "Saltair an Easpaig" (The Bishop’s Psalter). Their versions raise issues about memory construction, the limitations of individual perspectives, personal agendas, and how minor changes in the telling of a story can alter our understanding of history, Thus, ''An Cléireach'' complements ''Fontenoy'' in moving beyond more realistic recreation of a historical event or period to interrogate the notion of history as construct.<ref>{{Cite book|title=The Oxford Handbook of Modern Irish Fiction|last=Ó Siadhail|first=Pádraig|publisher=Oxford University Press|year=2020|isbn=9780198754893|editor-last=Harte|editor-first=Liam|pages=598–99|chapter=Contemporary Irish Fiction}}</ref> </blockquote> Of ''Súil an Daill,'' in ''Nós'', Cathal Seoighe says, "The book deserves a significant place among the collection of high-quality books published in recent years that would make you feel sorry for someone who does not speak Irish [Tá áit shuntasach ag dul don leabhar i measc an chnuasaigh leabhair ar ardchaighdeán a foilsíodh le roinnt blianta anuas a d’fhágfadh trua agat don té atá gan Ghaeilge]."<ref>{{Cite journal|last=Seoighe|first=Cathal|date=09/26/2022|title=‘Dar leathmhagairle an diabhail, is leabhar den scoth é seo!’ ['According to the devil’s half-wit, this is a great book!’]|url=https://nos.ie/cultur/leabhair/dar-leathmhagairle-an-diabhail-is-leabhar-den-scoth-e-seo/|journal=Nós}}</ref> ''Bódléar'', Ó Scolaí's most recent book, is a “beautiful novel. There is magic and craftsmanship in it. A small miracle of a book and it is highly recommended.”<ref>{{Cite web|url=https://leabharbreac.com/bodlear-mioruilt-bheag-de-leabhar/|title=Bódléar: Míorúilt bheag de leabhar (Bódléar: A Small Miracle of a Book)|last=Ní Ghairbhí|first=Róisín|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Éilis Ní Dhuibhne in the ''Irish Times'' says,<blockquote>what a gem! An affectionately gentle satire of the Irish poetic scene during one creatively fluid 19th-century year, the story focuses on a Maigue poet and schoolteacher who goes on a trip to France and returns with camembert, a cafetiere, ‘Fleurs du Mal’, and a mission to convert the local traditionalists to la modernité. Whimsical, hilarious, and subtly learned, it’s absolutely delightful!<ref name=":20">{{Cite journal|last=Ní Dhuibhne|first=Éilis|date=30 June 2025|title=Éilís Ní Dhuibhne on the best Irish language books of 2025 so far: Including a history of the Gaeltacht Civil Rights Movements, a gem of a novel by Darach Ó Scolaí and Joe McHugh’s entertaining account of learning Irish|url=https://www.irishtimes.com/culture/books/review/2025/06/30/eilis-ni-dhuibhne-on-the-best-irish-language-books-of-2025-so-far/|journal=The Irish Times|pages=22}}</ref></blockquote> === Retellings and Translations === ==== ''Táin Bó Cuailnge'' ==== ''Táin Bó Cuailnge'' [''The Cattle Raid of Cooley''] is a modern edition of an 11th-century epic into modern Irish.<ref name=":3" /> Gearóid Denvir reviewed ''Táin Bó Cuailnge'' for ''Comhar'':<blockquote>Darach Ó Scolaí has ​​achieved a feat in this challenging reworking. He has found a high level of the Irish language to tell his story – as he has done before in his groundbreaking novel An Cléireach (2007, Leabhar Breac) and in his other prose works. This book is a decoration of the language, literature and culture of the Irish language, following the path of the old storytellers and writers and presenting material from the tradition to his own generation according to the understandings of his own time. The book will be a classic that will be of great interest to all readers of the Irish language, both ordinary readers, students, scholars and writers, and there should be a copy in every home in the country. [Tá éacht déanta ag Darach Ó Scolaí san athleagan dúshlánach seo. Tá réim ard den teanga Ghaeilge aimsithe aige lena scéal a inseacht – mar a rinne sé cheana ina úrscéal ceannródaíoch An Cléireach (2007, Leabhar Breac) agus i saothair eile phróis dá chuid. Is maisiú ar an teanga agus ar litríocht agus cultúr na Gaeilge an leabhar seo a leanas conair na seanscéalaithe agus na seanscríobhaithe agus ábhar de chuid an traidisiúin á chur i láthair a ghlúine féin aige de réir thuiscintí a linne féin. Clasaic a bheas sa leabhar a gcuirfidh léitheoirí uilig na Gaeilge, idir ghnáthléitheoirí, mhic léinn, scoláirí agus scríbhneoirí spéis thar na bearta ann, agus ba cheart cóip a bheith i chuile theach sa tír.]<ref name=":15">{{Cite journal|last=Denvir|first=Gearóid|date=April 2018|title=Táin Bó Cuailgne|url=https://comhar.ie/iris/78/4/leirmheas/|journal=Comhar|via=JSTOR}}</ref> </blockquote>Cathal Poirtéir says, "The freshness and richness of Ó Scolaí’s version are a joy …. The author delights us with the linguistic and stylistic richness of the ancient epic in a modern-Irish version that reflects the original’s spirit and language."<ref>{{Cite journal|last=Poirtéir|first=Cathal|date=May/June 2018|title=Leabhair Idir Lámha|url=https://www.jstor.org/stable/26564180|journal=Books Ireland|pages=46–47|via=JSTOR}}</ref>{{rp|47}} Novelist and academic Alan Titley calls Ó Scolaí's "a wonderful gutsy telling" of ''Táin Bó Cuailnge''.<ref>{{Cite news|url=https://www.irishtimes.com/culture/2023/03/11/the-tain-retold-maeve-and-ailills-spat-could-be-out-of-a-soap-opera/|title=The Táin retold: ‘Maeve and Ailill’s spat could be out of a soap opera’|last=Titley|first=Alan|date=11 March 2023|work=The Irish Times|access-date=16 October 2025}}</ref> ==== ''Deirdre'' ==== Marie Whelton, in "Léann Teanga" ("Language Studies"), in the 2024 ''An Reiviú'' says,<blockquote>this version [of ''Deirdre''] by Darach Ó Scolaí succeeds in skillfully capturing and portraying the complexity of gender and power issues in the ‘Deirdre’ tradition [éiríonn leis an leagan seo le Darach Ó Scolaí castacht cheisteanna na hinscne agus na cumhachta i dtraidisiún scéal Dheirdre a ghabháil agus a léiriú go sciliúil]. … There is no doubt that this new version greatly contributes to the legacy of the story and that it revives that legacy thoughtfully and artistically [Níl amhras faoi ach go gcuireann an leagan úr seo go mór le hoidhreacht an scéil agus go ndéanann sé an oidhreacht sin a athbheochan go tuisceanach agus go healaíonta.].<ref name=":16">{{Cite web|url=https://www.tara.tcd.ie/tara8/server/api/core/bitstreams/3c20175a-7631-44b2-8b0f-f454edd712b4/content|title=An Artistic Retelling of Deirdre's Tale and the Defeat of Conor Review of Deirdre or the Ship of Mac Uisnigh by Darach Ó Scolaí [Athinsint Ealaíonta ar Oidhe Dheirdre agus ar Ansmacht Chonchúir Léirmheas ar Deirdre nó Loingeas Mhac Uisnigh le Darach Ó Scolaí]|last=Whelton|first=Marie|date=2024|website=The Review [An Reiviú], Language Studies [Léann Teanga]|access-date=25 September 2025}}</ref></blockquote> === Works for Young Readers === Meadhbh Ní Eadhra said of ''Bodach an Chóta Lachna'' that it was "Beautiful Irish, but easy to understand for young readers."<ref>Ní Eadhra, Meadhbh. In ''Gaelscéal'', qtd. in "Bodach an Chóta Lachna" https://leabharbreac.com/en/shop/oige-en/7-8/bodach-an-chota-lachna/.</ref> == Awards and Honors == Ó Scolaí's works are regularly nominated and make the short list for prizes, an honor in itself, but they are generally not listed here unless they are named as the first-place winner in their category. === Oireachtas Prize === The Oireachtas Prize is the literary prize awarded by [[wikipedia:Oireachtas_na_Gaeilge|Oireachtas na Gaeilge]], the annual arts festival dedicated to Irish language, arts and culture. Darach Ó Scolaí has won the Oireachtas Prize for Literary Fiction three times, once for ''An Cléireach'' (''The Clerk'') in 2007, for ''Súil an Daill'' (''The Eye of the Blind'') in 2021 and for ''Bódléar'' in 2024. * 2007, for ''An Cléireach'' (trans., ''The Clerk'') — “(a special prize commemorating the 400th anniversary of the foundation of Coláiste na nGael in Louvain, awarded under the auspices of the Franciscan Province of Ireland). The prize of €10,000 was the largest prize ever awarded to an Irish language novel [(duais speisialta chomórtha 400 bliain bhunú Choláiste na nGael i Lobháin a bronnadh faoi urraíocht Phroibhinse Phroinsiasach na hÉireann). Ba é an duais €10,000 sin an duais ba mhó a bronnadh riamh ar úrscéal Gaeilge].”<ref name=":18" /> * 2021, for ''Súil an Daill'' (''The Eye of the Blind'') * 2024, for ''Bódléar'' === Ó Shúilleabháin Award, Irish language “Book of the Year” === The first prize of this award includes €5,000 to the publisher and €2,500 to the author of the winning work.<ref name=":10">{{Cite journal|date=15 August 2023|title=20 saothar san iomaíocht do ‘Leabhair Ghaeilge na Bliana 2023’|url=https://tuairisc.ie/20-saothar-san-iomaiocht-do-leabhair-ghaeilge-na-bliana-2023/|journal=Tuairisc}}</ref> * ''An Cléireach'' (''The Clerk'').<ref>{{Cite web|url=http:/www.gaelport.com/uploads/documents/edition19.html|title=Eagrán / Edition 19 - 04 11 2008|date=4/11/2008|website=Internet Archive|archive-url=https://web.archive.org/web/20130525011340/http:/www.gaelport.com/uploads/documents/edition19.html|archive-date=25 May 2013|access-date=25 August 2025}}</ref> * ''Táin Bó Cuailnge'', 2018. * ''Bódléar'', 2025. ==== De Bhaldraithe Award ==== The Gradam de Bhaldraithe is awarded to the best work in translation.<ref name=":10" /> * ''Cuairt San Nioclás,'' a translation of Clement Clarke Moore's ''A Visit from St. Nicholas'', or "'Twas the Night Before Christmas."<ref name=":10" /> ==== Other ==== * Walter Macken Prize, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005 * Bháiteir Uí Mhaicín Memorial Award, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005<ref>{{Cite news|url=https://www.irishtimes.com/gaeilge/tuarascail/duais-oireachtais-1.501571|title=Oireachtas Prize: Over €50,000 was awarded to writers in the Oireachtas Literary Competitions at an event in Dublin last night. Winners… [Duais Oireachtais: Bronnadh breis agus €50,000 ar scríbhneoirí i gComórtais Liteartha an Oireachtais ar ócáid i mBaile Átha Cliath aréir. Bhuaigh…]|work=5 October 2005|access-date=15 October 2025}}</ref> * BBC Stewart Parker Award, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2006 * The Aodán Mac Póilín Commemorative Prize, for ''Táin Bó Cuailnge'' (trans., ''The Cattle Raid of Cooley''), 2017 == External Links == * Leabhar Breac website: https://leabharbreac.com/en/ * Leabhar Breac Facebook pages: * Rosg website: [http://www.rosg.ie/en/ <nowiki>http://ww</nowiki>w.rosg.ie/en/] * Art on the Island (Ealaín ar Oileán) website, archived at the Wayback Machine: https://web.archive.org/web/20130601000520/http://ealainaroilean.ie/ 31 March 2012, 1 June 2013 and 8 January 2014 * Darach Ó Scolaí's website Archived 25 September 2015 at the Wayback Machine: https://web.archive.org/web/20150925103456/http://darachoscolai.ie/ * Youtube video of [https://www.youtube.com/watch?v=OlP2AmSBzXc Breandán Ó Cróinin introducing Deirdre at the book launch] in the pub Tigh Mholly (Molly’s House). == Primordial Ooze == * Known for his sensitivity to language and voices. * Finish scanning through JSTOR * Scan through Irish Times, 56 hits * Check Goodreads * Check YouTube (In the spring of 2013, the arts programme Imeall interviewed the author on TG4.) * Check both Wikipedias for pages on the origins of the retold tales (like Deirdre) and link to this article * Propose link from University of Galway page once Darach’s is up * Write Irish National Biography (<nowiki>https://www.dib.ie</nowiki>) to propose an article about Darach once the Wikip article is done? See what they say. * Link to Ó Scolaí from the Wikipedia * Make sure links '''to''' Wikipedia in the actual encyclopedia work right === Not Placed Yet === * "So here are the books that Irish people love the most! [Mar sin seo iad na leabhair is gile leis na Gaeil!]" — "32. An Cléireach – Darach Ó Scolaí (2)" [18 books got 2 votes, and then they're alphabetized by author's last name, so the 32 of 34 doesn't signify the specificity it seems to]<ref name=":14">{{Cite journal|last=Ó Murchú|first=Eoin P.|date=9 June 2017|title=Na 30 leabhar Gaeilge is fearr leis na Gaeil. [The 30 best Irish books for Irish people]|url=https://nos.ie/cultur/leabhair/an-30-leabhar-gaeilge-is-fearr-leis-na-gaeil/|journal=Nós}}</ref> * "Below is a list of those 111 works – a list that shows a great deal of diversity in the reading habits of Irish speakers.Here is a list of those 111 works – a list that shows a great deal of diversity in the reading habits of Irish speakers [Anseo thíos tá liosta den 111 saothar sin – liosta a léiríonn éagsúlacht an-mhór i nósanna léitheoireachta Gaeilgeoirí.Anseo thíos tá liosta den 111 saothar sin – liosta a léiríonn éagsúlacht an-mhór i nósanna léitheoireachta Gaeilgeoirí]." "Corto Maltese – Hugo Pratt (aistrithe ag Darach Ó Scolaí)"<ref name=":14" /> * "Ceann eile de bhuaicphointí na hÉigse a bheidh sa seisiún le Darach Ó Scolaí, duine d’úrscéalaithe móra na Gaeilge, agus duine de chomhbhunaitheoirí teach foilsitheoireachta Leabhar Breac. [Another highlight of the Éigse will be the session with Darach Ó Scolaí, one of the great Irish language novelists, and one of the co-founders of the publishing house Leabhar Breac.]"<ref name=":17">{{Cite journal|last=Nós|date=4 May 2023|title=Éigse na Bruiséile le filleadh i mí na Bealtaine. [Éigse na Bruséile to return in May]|url=https://nos.ie/cultur/eigse-na-bruiseile-le-filleadh-i-mi-na-bealtaine/|journal=Nós}}</ref> === Things Taken Out for Now === “’The play is a comedy about language, lies, bureaucracy and Gaeltacht grants, in the tradition of Myles na Gcopaleen,’ according to Norma-Jean Kenny in the ''Galway Advertizer'', ‘in which the author comments and criticizes the institutions of the Irish language in Ireland without ceasing.’" Supposedly a quotation by Gearóid Denvir reviewing ''Táin Bó Cuailnge'' for ''Comhar'' (but I don't find it in the article): This book has long been needed by Irish language readers and there is no doubt that it will become a classic in time and surpass Thomas Kinsella’s English version. This version remains faithful to the language of the original while at the same time finding an appropriate language in today’s Irish. Ó Scolaí masterfully overcomes the difficulties of the original’s rhetorical difficulties and the versions of the original poetic texts are extremely effective.[supposedly <ref name=":15" />] “The biggest prize ever awarded for a novel in Irish was presented at a special ceremony in the National Concert Hall in Dublin, today (Thursday, 4 October 2007). Darach Ó Scolaí, writer, artist & playwright from Casla, Co. Galway, was awarded €10,000 for his literary novel, ‘An Ardscoil’. This work, under the new title ‘An Cléireach’, will be launched at Oireachtas na Samhna in Westport in November. This is the first novel from his pen, a story set in the late seventeenth century. This competition was sponsored by the Franciscan Province of Ireland.” (archive, Oireachtas na Gaeilge site, 04 October, 2007) ''Súil an Daill'' (trans., ''The Eye of the Blind''), Leabhar Breac, 2021. number 2 in ''Comhar'' literary magazine’s list of best books of 2021. '''{6}.''' *William Shakespeare, ''Romeo agus Juliet'' (trans. of ''Romeo and Juliet''), Leabhar Breac, 2016. *Jonathan Swift, ''Camchuairt Ghuilivéir'' (trans. of ''Gulliver's Travels''), Leabhar Breac, 2016. *Hugo Pratt, ''Corto Maltese'' '''''Flag of Bones (Bratach na gCnámh) Series''''' Leabhar Breac published the Bratach na gCnámh series of books for young readers. Written in French by Alain Surget, illustrated by Annette Marnat and translated by Darach Ó Scolaí, this series uses the history of Caribbean Sea pirates<ref>{{Cite web|url=https://leabharbreac.com/en/product-category/alain-surget/|title=Alain Surget Archives|website=Leabhar Breac|language=en-US|access-date=2025-09-30}}</ref>: *Alain Surget, ''Éalú as Páras'' (''Escape from Paris''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''Oilean na Siorcanna'' (''Shark Island''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''Long na dTaibhsi'' (''Ship of the Ghosts''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''San Ochtapas Dubh'' (''In the Black Octopus''), Annette Marnat (Illustr.), Leabhar Breac, 2013. * Alain Surget, ''San Ionsai ar Veracruz'' (''The Attack on Veracruz''), Annette Marnat (Illustr.), Leabhar Breac, 2013. '''''For "First Readers" (children to 6 years old or so)''''' These books were written originally in Catalan by Spanish author Enric Lluch Girbés and translated into Irish by Ó ScolaÍ: *Enric Lluch, ''Ag Péinteáil an Tí'' (''Painting the House''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''An Colúr Bacach'' (''The Lazy Dove''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''An Phluais'' (''The Cave''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''Madra Dhaideo'' (''Grandpa's Dog''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''Fiacail Mháire'' (''Mary's Tooth''), Anna Clariana (Illustr.), Leabhar Breac, 2017. '''''Bruno Heitz''''' Leabhar Breac published a series of 3 Heitz books for small children. Published originally in French, this series of three comic books is about a blind mole named Cáitín Chaoch in Irish (and ''Louisette la taupe'' in French).<ref>{{Cite web|url=https://leabharbreac.com/en/product-category/bruno-heitz-en/|title=Bruno Heitz Archives|website=Leabhar Breac|language=en-US|access-date=2025-10-02}}</ref> Ó Scolaí translated these: *Bruno Heitz (author and illustr.), ''Práinneach'' (''Urgent''), Leabhar Breac, 2020 *Bruno Heitz (author and illustr.), ''Preab san Aer'' (''Bounce in the Air''), Leabhar Breac, 2020. '''''Books for Toddlers''''' Leabhar Breac has published 14 books written by French author Orianne Lallemand's and illustrated by Eleonore Thuillier, about Lallemmand's popular character Loup, Wolf. These are translated by Ó Scolaí: *Orianne Lallemand, ''An Mac Tire a Raibh Faitios an Domhain Air'' (trans. of ''The Son Who Saw the World in His Eyes''), Eleonore Thuillier  Illustr.), Leabhar Breac, 2018. *Orianne Lallemand, ''Macan agus an Goban'' (trans. of ''Macan and the Goblin''), Eleonore Thuillier (Illustr.), Leabhar Breac, 2018. * Orianne Lallemand, ''A Mac Tíre a Chuaigh go Tóin na Farraige'' (trans. of ''The Wolf Who Went to the Bottom of the Sea''), Éléanore Thuillier  (Illustr.), Leabhar Breac, 2019. '''''Board Books (for babies)''''' J. C. (Joan Carles) Girbés Aparisi is a Catalan author and editor. These books were written in Catalan and translated by Ó Scolai. *J. C. Girbés, ''An Phicnic'' (''The Picnic''), Silvia Ortega (Illustr.), Leabhar Breac, 2013. * J. C. Girbés, ''An Chóisir'' (''The Party''), Silvia Ortega (Illustr.), Leabhar Breac, 2013. *J. C. Girbés, ''Lá Mór Fada'' (''A Long Day''), Silvia Ortega (Illustr.), Leabhar Breac, 2014. *J. C. Girbés, ''Tabhair Leat do Leabhar'' (''Bring Your Book''), Silvia Ortega (Illustr.), Leabhar Breac, 2014. ==== Gradam Réics Carló ==== The Réics Carló prize is awarded for the best book in the Irish language for young readers. It is named for one of the characters of 20th-century writer [[wikipedia:Cathal_Ó_Sándair|Cathal Ó Sándair (Charles Saunders)]]. * ''An Bradán Feasa'' was “shortlisted for the Réics Carlo award 2010.”<ref name=":9" /> == References == {{reflist}} auw0c648rtd3oz6uzn7ysopaqrye462 2822568 2822564 2026-08-17T20:26:25Z Scogdill 1331941 2822568 wikitext text/x-wiki {{Short description|Dress worn by Queen Victoria at her wedding to Prince Albert in 1840}} = Sandbox = Page to draft revisions for Wikipedia articles. For Gwladys Robinson, see Gwladys Lowther Robinson, [[Social Victorians/People/Ripon|Marchioness of Ripon]] and, earlier, [[Social Victorians/People/Lowther|Countess of Lonsdale]] ==References== {{reflist|2}} [[Category:1840 works]] [[Category:Royal wedding dresses|Victoria Queen]] [[Category:1840s fashion]] [[Category:British royal attire]] [[Category:Dresses in the Royal Collection of the United Kingdom|Victoria, Wedding]] [[Category:Diamond Jubilee of Queen Victoria]] = Victorian fashion = '''Victorian fashion''' consists of the various fashions and trends in [[Culture of the United Kingdom|British culture]] that emerged and developed in the [[United Kingdom of Great Britain and Ireland|United Kingdom]] and the [[British Empire]] throughout the [[Victorian era]], roughly from the 1830s through the 1890s. The period saw many changes in fashion, including changes in styles, fashion technology and the methods of distribution. Various movements in architecture, literature, and the [[decorative arts|decorative]] and [[visual arts]] as well as a changing perception of [[gender roles]] also influenced fashion. Under [[Queen Victoria]]'s reign, England enjoyed a period of growth along with technological advancement. [[Mass production]] of sewing machines in the 1850s as well as the advent of synthetic dyes introduced major changes in fashion.<ref name=":3">{{Cite book|title=The Culture of Fashion|last=Breward|first=Christopher|publisher=Manchester University Press|year=1995|pages=145–180}}</ref> Clothing could be made more quickly and cheaply. Fashion made more extreme and more rapid changes than it had in prior centuries. Advancement in printing and proliferation of fashion magazines allowed the masses to participate in the evolving trends of high fashion, opening the market of mass consumption and advertising. By 1905, clothing was increasingly factory made and often sold in large, fixed-price department stores, spurring an age of consumerism with the rising middle classes, who benefited from the [[Industrial Revolution|industrial revolution]].<ref name=":3" /> ==Women's fashions== [[File:Fashions.jpg|thumb|upright|Illustration depicting fashions throughout the 19th century]]During the [[Victorian era|Victorian Era]], women generally inhabited the private, domestic sphere.<ref>{{Cite web|url=https://www.bl.uk/romantics-and-victorians/articles/gender-roles-in-the-19th-century|title=Gender roles in the 19th century|website=The British Library|access-date=2016-10-21|archive-date=8 July 2022|archive-url=https://web.archive.org/web/20220708075142/https://www.bl.uk/romantics-and-victorians/articles/gender-roles-in-the-19th-century|url-status=dead}}</ref> Unlike in earlier centuries when women labored with their husbands and brothers or worked in family businesses, during the nineteenth century, gender roles became more rigidly defined. Farm labourers was no longer in such a high demand after the [[Industrial Revolution]], and women were more likely to perform domestic work or, if married, give up paid work entirely. Dress reflected these new lifestyles, and was, for the middle and upper classes, less utilitarian.<p> Clothes were seen as an expression of women's place in society<ref>{{Cite book|title=Victorian and Edwardian Fashion - A Photographic Survey|last=Gernsheim|first=Alison|publisher=Dover Publications Inc.|year=1963|location=New York|pages=26}}</ref> and were differentiated by [[social class]]. Most women wore a [[corset]] over a [[chemise]], followed by a gown or [[skirt]] paired with a [[bodice]], [[blouse]], or [[chemisette]]. The shape of the skirt would be supported by layers of petticoats or, later in the period, structured support such as cage crinolines or bustles. The clothing of [[Upper class|upper-class women]], who generally did not do paid labor, was often elaborately decorated with more layers and [[Trim (sewing)|trims]]. [[Middle class|Middle-class women]] wore less complex dress styles with less expensive trim. [[Working class|Working-class]] clothing was simpler still, with less expensive fabric, fewer layers still and little trim. Including the undergarments, the amount of fabric in women's clothing made it much heavier and the construction made it much more restrictive than ours, especially in the waist (due to the boning in the corset) and the shoulders (due to the popularity of dropped shoulder seams). The amount, quality and type of fabric were displays of wealth and status.[[File:1837 Dress.jpg|alt=This dress features a low waistline, and the bodice is worn over the hips to further emphasise the silhouette|thumb|upright|An undressed woman In 1837, featuring a fashionable hairstyle, busked corset, and layers of petticoats.]]It is important not to oversimplify the fashion of the Victorian age. The rate of change in fashion accelerated in the 19th century to the point that styles were distinctly different from one decade to the next (see "When Was That Dress in Fashion?", above right). The styles of Elizabethan England, in contrast, changed much less extremely over the course of a century. The most important characteristics for the analysis of 19th-century fashion include silhouette or line, corsets or stays, the neckline and the sleeves.[[File:The Engageants sleeves.jpg|thumb|Engageants, worn to fill open sleeves, were made of light fabrics like lace, linen, lawn or cambric.]] * '''Silhouette''': Silhouette changed over time supported by the evolution of the foundation garments. In fact the line or silhouette of garments changed about every ten years. Just as outer clothing changed, foundation garments were also modified to give the wearer a different silhouette. Over the course of the century most Europeans and some in their colonies wore the same kinds of undergarments and similar outer garments. For example, wide skirts were supported by layers of petticoats that used woven horsehair to stiffen them.<ref>{{Cite web |title=Corsets, crinolines and bustles: fashionable Victorian underwear · V&A |url=https://www.vam.ac.uk/articles/corsets-crinolines-and-bustles-fashionable-victorian-underwear |access-date=2025-10-27 |website=Victoria and Albert Museum |language=en}}</ref> By 1856 the [[Crinoline|cage crinoline]] (a domed structure using steel bands and wires) replaced the petticoats, making the skirts lighter in weight and easier to walk in. The line of the outer garments was influenced by how full the skirt was, how small the waist was and its location relative to the natural waistline, how the sleeves were shaped, and how deep the neckline went. * '''Corsets''': [[Corset]]s or stays were ubiquitous, providing adjustable bust and posture support, helping to shape the body into the fashionable silhouette and preventing horizontal creasing in the bodice. Foundation garments were constantly evolving throughout the century. Over the course of the century, almost all women and some men wore corsets. After the late 1850s, an individual could lace a corset without help.<ref name=":24">{{Cite book|title=Victorian Fashions for Women|last=Kay|first=Fiona|last2=Storey|first2=Neil R.|publisher=Pen & Sword History|year=2022|isbn=978 1 39900 416 9|location=Yorkshire and Philadelphia|pages=30-31}}</ref> Most corsets were constructed with a busk, "(a flat length of whalebone, wood or steel) inserted in a channel down the centre to smooth out the front of the dress."<ref>{{Cite book|title=Victorian Fashions for Women|last=Kay|first=Fiona|publisher=Storey|year=Neil R.|isbn=978 1 39900 416 9|location=Yorkshire and Philadelphia|pages=13}}</ref> The drawing of an undressed woman (above right) shows a self-laced corset with what may be a split busk. * '''Neckline''': Necklines changed over the course of the century as bodices and sleeves evolved. The less formal daywear had a higher neckline, regardless of class and decade. For formal wear, which varied widely by class and kind of event, the neckline was often lower and off the shoulder and finished with a [[Collar (clothing)|bertha]] (lace collar or flounce) or multiple bands of fabric pleats. This [[décolletage|décolleté evening style]] popularized shawls or [[cape]]lets and required a [[Corsets|corset]] without shoulder straps. The fashion was for dressmakers to produce two bodices with each skirt, one closed décolletage for day and one décolleté for evening. * '''Sleeves''': Over the course of the century, styles in sleeves changed radically and more than one sleeve style was fashionable at the same time. Some of the most popular styles included gigot, pagoda, ''engageants'' (see right), bishop and leg-of-mutton sleeves. The changes were in the [[armscye]], the wrist treatment, and the fullness at the shoulder, elbow and wrist. For example, as [[crinoline]]s began to appear in the 1850s, sleeves were shaped like large bells known as pagoda sleeves. [[Engageante]]s, or false sleeves, were stitched inside full or open sleeves like pagoda sleeves. They were easy to remove, launder and restitch into position. Even though the changes in fashion over the century were rapid and extreme, they were also evolutionary.[[File:Princess Victoria and Dash by George Hayter.jpg|alt=Old portrait of a teenage girl in a white formal dress, with a dog|thumb|Princess Victoria and her dog Dash, 1833]] === 1830s dress style === [[File:Dress - MET 1971.47.3a–e.jpg|left|thumb|English day dress of around the time of Victoria's ascendancy, with bow details and puffed sleeves.]] During the beginning of Queen Victoria's reign in 1837, the fashionable silhouette was an hourglass shape with wide shoulders, emphasized by puffed [[gigot sleeves]], a full skirt, and a slim waist. Corsets were extended over the abdomen and down towards the hips, worn with a busk.<ref name=":0">{{Cite book|title=From Queen to Empress - Victorian Dress 1837-1877|last=Goldthorpe|first=Caroline|publisher=The Metropolitan Museum of Art|year=1988|location=New York|pages=23–24}}</ref> A chemise was worn under the corset, and cut relatively low in the neck so that it could not be seen. Over the corset was a tight-fitting bodice featuring a high, straight waistline. Under the ankle-length skirt were layers of petticoats<ref name=":0" /> stiffened with horsehair. Skirts would not be extremely full for another two decades. To contrast with the narrow waist, necklines were low and wide. Queen Victoria's 1833 white dress (right) shows the off-the-shoulder neckline, the higher waist and the ankle-length skirt held out by horsehair. The yellow day dress (left) shows gigot sleeves, the higher neckline and a skirt with a drape similar to Victoria's. === 1840s dress style === [[File:Magasin för konst, nyheter och moder 1844, illustration nr 8.jpg|thumb|1844 [[fashion plate]] depicting fashionable clothing for men and women, including illustrations of a [[glove]], a fanchon, and [[Bonnet (headgear)|bonnets]]]][[File:Woman's_Dress_LACMA_M.2007.211.744_(1_of_7).jpg|left|thumb|English silk day dress of the second half of the 1840s, with dropped shoulder seams, tight sleeves, and a pointed waist.]] The key elements of 1830s styles evolved in the 1840s. The silhouette of the skirts widened as they were held out by horsehair petticoats (see, for example, the English silk day dress, below left). The waist of the bodice and the corset was lowered with a longer point in front. Small waists were, as always, admired. The neckline didn't begin to change yet, but the sleeves narrowed to the wrist and, for formal dress, were short, above the elbow. In the 1840s, narrower sleeves, elongated V-shaped bodices, and fuller skirts characterized the dress styles of women. * transitional, evolutionary * skirts a little fuller than the 1830s * bodices became longer and remained tight-fitting * decoration in the fabric of the dress (tucks and pleats, flounces, ruffles * shoulder sleeve dropped even further off the shouler, lowering the bertha even further. The 1840s style was perceived as conservative and "Gothic" compared to the '''flamboyance''' of the 1830s, with the silhouette tightening and lengthening, and with the trim simplifying.<ref name=":4">{{Cite book |last=Steele |first=Valerie |url=https://archive.org/details/fashioneroticism0000stee |title=Victorian Fashion. Fashion and Eroticism: Ideals of Feminine Beauty from the Victorian Era to the Jazz Age |publisher=Oxford University Press |year=1985 |isbn=978-0-19-503530-8 |pages=[https://archive.org/details/fashioneroticism0000stee/page/51 51]–84 |url-access=registration}}</ref> At the start of the decade, bodices lengthened to the natural waist, and met at a point in the front. The popular low and narrow waist was accentuated by the shape of the corset and [[Seam (sewing)|seam]] lines on the bodice. At the start of the decade, sleeves of bodices were tight at the top, but puffed around the area between the elbow and before the wrist because of the [[wikt:mancheron|mancheron]] or gigot.<ref name=":1">{{Cite book |last=Goldthorpe |first=Caroline |title=From Queen to Empress - Victorian Dress 1837-1877 |publisher=The Metropolitan Museum of Art |year=1988 |location=New York |pages=32}}</ref> This soon disappeared and was replaced with a tight line. The second half of the decade saw sleeves flaring out from the elbow into a funnel shape; requiring [https://janeaustensworld.wordpress.com/tag/undersleeves/ undersleeves] to be worn in order to cover the lower arms.<ref>{{Cite book|title=From Queen to Empress - Victorian Dress 1837-1877|last=Goldthorpe|first=Caroline|publisher=The Metropolitan Museum of Art|year=1988|location=New York|pages=39}}</ref> Skirts lengthened, while widths increased due to the introduction of the [http://3.bp.blogspot.com/-bOuPyjWzwT8/TuKx-x1R12I/AAAAAAAAAF0/oRs6AyGH0gw/s1600/CI53.51.15_B1870Amer.Horsehair.jpg horsehair crinoline] in 1847; becoming a status symbol of wealth. Extra layers of [[Ruffle (sewing)|flounces]] and petticoats also further emphasised the fullness of these wide skirts. To achieve the narrow waist, skirts were attached to bodices using very tight organ [[pleat]]s secured at each fold.<ref name=":1" /> [[File:1850's Evening Dress.jpg|thumb|Picture of 1850s evening dress with a bertha neckline]] === 1850s dress style === [[File:Ensemble_MET_DT6845.jpg|left|thumb|A day ensemble ca. 1855, featuring tiers of ruffles and pagoda style sleeves.]] The hourglass silhouette further was exaggerated in the 1850s. Necklines of day dresses were sometimes cut into a V-shape, causing a need to cover the bust area with a chemisette. In contrast, evening dresses were cut low across the shoulder, often featuring a [[Collar (clothing)|bertha collar]]. Bodices began to extend over the hips, while the sleeves opened further and increased in fullness. Skirts were domelike, with increasing volume as tiers of flounces became popular decorations.[[File:1856 Cage Crinoline.jpg|alt=1st patented cage crinoline.Fullness of the skirt is even further emphasised.|thumb|A print displaying the fashionable silhouette of the 1850s and then the cage crinoline needed to support it.]] In 1856, the invention of the first [[Crinoline|cage crinoline]] allowed for even wider skirts. The cage crinoline was constructed by joining thin metal strips together to form a circular structure that could support the large width of the skirt. This was made possible by technology which allowed iron to be turned into steel, which could then be drawn into fine wires.<ref name=":3" /> Although often ridiculed by journalists and cartoonists of the time as the crinoline swelled in size, this innovation freed women from the heavy weight of petticoats and was a much more hygienic option.<ref name=":4" /> Meanwhile, the invention of synthetic dyes made brighter colours more accessible and women experimented with gaudy or saturated colours.<ref name=":3" /> For evening, a wide, low neckline was popular, often with a [[Collar (clothing)|bertha]].<ref name="h608">{{cite book |last=Arnold |first=Janet |title=Patterns of fashion. 2: Englishwomen's dresses and their construction: 1860 - 1940 |date=1993 |publisher=MacMillan |isbn=978-0-89676-027-1 |publication-place=London |page=}}</ref> === 1860s dress style === [[File:Mrs_Ellinor_Guthrie_by_Frederic_Leighton.jpg|thumb|English dress in 1864, showcasing bishop sleeves and simple trim.]] The 1860s saw the shape of skirts change from bouffant and domelike to conical and somewhat elliptical, with more fullness in the back. Trims simplified and became more geometric with skirts simplifying from pleats to gored panels.<ref name="w586">{{cite book |last=Arnold |first=Janet |title=Patterns of fashion. 2: Englishwomen's dresses and their construction: 1860 - 1940 |date=1993 |publisher=MacMillan |isbn=0-333-13607-1 |publication-place=London |page=}}</ref> [[File:Woman's_silk_taffeta_dress_c._1865.jpg|left|thumb|An English silk morning dress from 1865, with machine-made lace.]] During the first half of the 1860s, crinolines began decreasing in size at the top, while retaining their volume at the bottom, creating a more pyramidal shape.<ref name=":2">{{Cite book|title=From Queen to Empress - Victorian Dress 1837-1877|last=Goldthorpe|first=Caroline|publisher=The Metropolitan Museum of Art|year=1988|location=New York|pages=26}}</ref> Bodices remained relatively unchanged, ending at the natural waistline with wide [[Sleeve|pagoda sleeves]] or bishop sleeves. By the middle of the decade, the shape of the crinoline became flatter in the front and more voluminous behind, often with a train, requiring an elliptical crinoline. In 1868, skirt widths diminished even further, while fullness and length remained at the back. In order to emphasize the back, the train was gathered together to form soft folds and [[Drapery|draperies]].<ref>{{Cite book|title=Making Victorian Costumes for Women|last=Audin|first=Heather|publisher=Crowood|year=2015|pages=45}}</ref><ref>{{Cite book |last=Goldthorpe |first=Caroline |title=From Queen to Empress - Victorian Dress 1837-1877 |publisher=The Metropolitan Museum of Art |year=1988 |location=New York |pages=45}}</ref> === 1870s dress style === [[File:1870's Dress.jpg|alt=Dresses featuring the Bustle & Polonaise|left|thumb|A fashion plate of early 1870s day and evening dress.]]The style of the 1870s was characterized by an abundance of draperies and trims, beginning the [[1775–1795 in Western fashion|rococo]] revival. The trend for broad skirts slowly disappeared during the 1870s, as women started to prefer a slimmer silhouette. The waistline of the early 1870s was high, necklines varied, while armscye remained off the shoulder. An [[overskirt]] was extremely popular, often tied up into an apron effect at the front with a [[Polonaise (clothing)|polonaise]] or puffed draperies at the back.<ref name="g4223">{{cite book |last=Cunnington |first=Cecil Willett |title=English Women's Clothing in the Nineteenth Century |date=1990-05-01 |publisher=Courier Corporation |isbn=0-486-26323-1 |publication-place=New York |page=}}</ref> [[File:Black_net_ball_dress_1874.png|thumb|A black net ball dress from 1874, with back draperies and an overskirt.]] Over time, the overskirt shortened into a detached [[Basque (clothing)|basque]], resulting in an elongation of the bodice over the hips. As the bodices grew longer in 1873, the [[Polonaise (clothing)|polonaise]] was thus introduced into the Victorian dress styles. A polonaise is a garment featuring both an overskirt and bodice together. The [[tournure]] was also introduced, and along with the polonaise, it created an illusion of an exaggerated rear end. By 1874, skirts began to taper in the front and were adorned with trimmings, while sleeves tightened around the wrist area. Towards 1875 to 1876, bodices featured long but even tighter laced waists, and converged at a sharp point in front. Bustles lengthened and slipped even lower, causing the fullness of the skirt to further diminish. Extra fabric was gathered together behind in pleats, thus creating a narrower but longer tiered, draped train too. Due to the longer trains, petticoats had to be worn underneath in order to keep the dress clean. [[File:Woman's_Polonaise_Dress_LACMA_M.2007.211.777a-f_(1_of_4).jpg|left|thumb|An English sheer summer dress with polonaise from around 1875.]] In 1877, dresses moulded to fit the figure,<ref name=":2" /> as increasingly slimmer silhouettes were favored. This was allowed by the invention of the cuirass bodice, which extends downwards to the hips and upper thighs. Although dress styles took on a more natural form, corsetry was still required and the train was often supported with a cage. The armscye, for the first time in the period, moved from a dropped position up to the shoulders and would remain there for the rest of the era. === 1880s dress style === [[File:1885 Bustle.jpg|alt=Horizontal protrusion at the back.|thumb|The lobster tail bustle of around 1885.]] The saw the growing popularity of austere, menswear inspired tailoring.<ref name=":4" /> Some credited the change in silhouette to the [[Victorian dress reform]], which consisted of a few movements including the [[Artistic Dress movement|Aesthetic Costume]] Movement and the [[Victorian dress reform|Rational Dress Movement]] in the mid-to-late Victorian Era advocating for a natural silhouette and lightweight underwear, and rejecting [[tightlacing]]. However, these movements did not gain widespread support. Others noted the growth in cycling and tennis as acceptable feminine pursuits that demanded a greater ease of movement in women's clothing.<ref name=":3" /> Still others argued that the growing popularity of tailored semi-masculine suits was simply a fashionable style, and indicated neither advanced views nor the need for practical clothes.<ref name=":4" /> [[File:Edward_Hughes_-_Juliette_Gordon_Low_-_Google_Art_Project.jpg|left|thumb|An 1887 portrait of English evening dress with higher shoulder placement, simple trims, and a V-shaped neckline.]] After a period of slim, train-less skirts with heavy decoration, the bustle made a re-appearance in 1883, and it featured a further exaggerated horizontal protrusion at the back. Due to the additional fullness, drapery moved towards the sides or front panel of the skirt instead. Bodices shortened, now ending above the hips. Skirts were much less full than the last time the bustle was in fashion in the 1870s and instead focused on a slim front with a shelf-like back protrusion. Sleeves of bodices were thinner and tighter, while necklines became higher again, with a high collar being ubiquitous for daytime, a trend that would continue into the 1890s. For the evening, the bertha fell out of favor, replaced by V-shaped necklines or draped styles due to the new higher shoulder.<ref name="g4223"/> Sleeves tightened again during the [[1880s in Western fashion|1880s]] and the armscye moved back up the shoulders.<ref name="y040">{{cite book |last=Severa |first=Joan L. |title=Dressed for the Photographer |date=1995 |publisher=Kent State University Press |isbn=0-87338-512-8 |publication-place=Kent, Ohio |page=}}</ref> === 1890s dress style === [[File:Lady_Beatrice_Pole-Carew.jpg|thumb|English socialite Lady Beatrice Pole-Carew in the mid-1890s, with puffed sleeves.]] By 1890, the crinoline and bustle were fully abandoned, and skirts flared in an A-line. Necklines were high, while sleeves of bodices initially peaked at the shoulders, but increased in size in the middle of the decade to a puffed [[Sleeve|leg-of-mutton]] style.The sleeves grew to a volume rivaling the 1830s and even sometimes required a cushion to retain their fullness. This sleeve style narrowed down towards the end of the decade. Women also adopted the style of the tailored jacket during this period, with menswear influences such as necktie inspired neckwear continuing from the previous decade. == Hats and headwear == [[File:Ford.madox.brown.last.emma.study.jpg|thumb|''Emma Hill'' by [[Ford Madox Brown]] (1853), a woman wearing a later version of the [[poke bonnet]]]] [[File:Hoed,_objectnr_KA_1237.tif|left|thumb|Perched bonnet style of the early 1870s.]] Hats were crucial to a respectable appearance for both men and women. To go bareheaded was simply not proper. The top hat, for example, was standard formal wear for upper- and middle-class men.<ref name=":4" /> For women, the styles of hats changed over time and were designed to match their outfits. During the early Victorian decades, hats were modest in size and design, straw and fabric bonnets being the popular choice. [[Poke bonnet]]s, which had been worn during the late [[Regency period]], had high, small crowns and brims that grew larger until the 1830s, when the face of a woman wearing a poke bonnet could only be seen directly from the front. They had rounded brims, echoing the rounded form of the bell-shaped hoop skirts. Bonnets shrunk at the end of the 1860s and moved to a perched position in the early 1870s as hairstyles grew in scale and intricacy. This led to the popularization of hats, which became the headwear of choice for the remainder of the Victorian era.<ref name="g4223"/> [[File:The_London_and_Paris_ladies'_magazine_(Apr_1885)_03.png|thumb|Flower pot style hat of 1885.]] The 1880s saw a hat inspired by the top hat for women known as the flowerpot hat, and the 1890s saw the popularity of the boater. The hats of the late Victorian era were covered with elaborate creations of silk flowers, ribbons, and above all, exotic plumes; hats sometimes included entire exotic birds that had been stuffed. Many of these plumes came from birds in the Florida everglades, which were nearly made entirely extinct by overhunting. By 1899, early environmentalists like [[Adeline Knapp]] were engaged in efforts to curtail the hunting for plumes. By 1900, more than five million birds a year were being slaughtered, and nearly 95 per cent of Florida's shore birds had been killed by [[Plume hunting|plume hunter]]s.<ref>{{cite web|title=Everglades National Park|url=https://www.pbs.org/nationalparks/parks/everglades/|archive-url=https://web.archive.org/web/20090927085907/http://www.pbs.org/nationalparks/parks/everglades/|url-status=dead|archive-date=27 September 2009|publisher=PBS|access-date=7 November 2011}}</ref> == Shoes == The women's shoes of the early Victorian period were narrow and heelless, in black or white satin. By 1850s and 1860s, they were slightly broader with a low heel and made of leather or cloth. Ankle-length laced or buttoned boots were also popular. From the 1870s to the twentieth century, heels grew higher and toes more pointed. Low-cut pumps were worn for the evening.<ref name=":4" /> == Cosmetics == [[Victorian-era cosmetics]] were typically minimal, as makeup was associated by the middle classes with promiscuity. However, small amounts of pale face powder or powdered blush were more widely used.<ref>{{Cite book |last=Goodman |first=Ruth |title=How to be a Victorian |date=2014 |publisher=Penguin Books |isbn=978-0-670-92136-2 |location=London}}</ref> Some cosmetics contained toxic or caustic ingredients like lead, mercury, ammonia, and arsenic {{Citation needed|date=October 2025}}. Hair color == Men's fashion == [[File:Mens Coats 1872 Fashion Plate.jpg|thumb|upright|Drawing of Victorian men 1870s]] During the [[1840s in fashion|1840s]], men wore tight-fitting, calf length [[frock coat]]s and a [[waistcoat]] or vest. Sleeves were full at the top and waists were tight, creating an hourglass form. Waistcoats were single- or double-breasted, with shawl or notched collars, and might be finished in double points at the lowered waist. For more formal occasions, a cutaway morning coat was worn with light trousers during the daytime, and a dark tail coat and trousers was worn in the evening. Shirts were made of linen or cotton with low collars, occasionally turned down, and were worn with wide [[Cravat (early)|cravat]]s or neck ties. Trousers had fly fronts, and [[breeches]] were used for formal functions and when horseback riding. Men wore [[top hat]]s, with wide brims in sunny weather. During the [[1850s in fashion|1850s]], men started wearing shirts with high upstanding or turnover [[collar (clothing)|collars]] and [[necktie#Four-in-hand|four-in-hand necktie]]s tied in a bow, or tied in a knot with the pointed ends sticking out like "wings". The upper-class continued to wear top hats, and [[bowler hat]]s were worn by the working class. In the [[1860s in fashion|1860s]], men started wearing wider neckties that were tied in a bow or looped into a loose knot and fastened with a stickpin. Frock coats were shortened to knee-length and were worn for business, while the mid-thigh length [[sack coat]] slowly displaced the frock coat for less-formal occasions, with the overall effect of a looser silhouette. Top hats briefly became the very tall "stovepipe" shape, but a variety of other hat shapes were popular. During the [[1870s in fashion|1870s]], three-piece suits grew in popularity along with patterned fabrics for shirts. Neckties were the four-in-hand and, later, the [[Ascot tie]]s. A narrow ribbon tie was an alternative for tropical climates, especially in the Americas. Both frock coats and sack coats became shorter and more form fitting. Flat straw boaters were worn when boating. During the [[1880s in fashion|1880s]], formal evening dress remained a dark tail coat and trousers with a dark waistcoat, a white bow tie, and a shirt with a winged collar. In mid-decade, the dinner jacket or [[tuxedo]], was used in more relaxed formal occasions. The [[Norfolk jacket]] and tweed or woolen breeches were used for rugged outdoor pursuits such as shooting. Knee-length topcoats, often with contrasting velvet or fur collars, and calf-length overcoats were worn in winter. Men's shoes had higher heels and a narrow toe. Starting from the [[1890s in fashion|1890s]], the [[blazer]] was introduced, and was worn for sports, sailing, and other casual activities.<ref>{{cite web|last=Landow|first=George|url=http://www.victorianweb.org/art/costume/90s/2.html|title=Men's informal sporting dress, late 1880s and '90s}}</ref> Throughout much of the Victorian era most men wore fairly short hair. This was often accompanied by various forms of facial hair including moustaches, side-burns, and full beards. A clean-shaven face did not come back into fashion until the end of the 1880s and early 1890s.<ref>{{cite web|url=http://www.victorianweb.org/art/costume/nunn21.html|title=Victorian Men's Fashions, 1850–1900: Hair}}</ref> Distinguishing what men really wore from what was marketed to them in periodicals and advertisements is difficult, as reliable records do not exist.<ref name="shannon597">{{cite journal|last=Shannon|first=Brent|title=Refashioning Men: Fashion, Masculinity, and the Cultivation of the Male Consumer in Britain, 1860–1914|journal=Victorian Studies|year=2004|volume=46|issue=4|pages=597–630|doi=10.1353/vic.2005.0022}}</ref> Influence of Bertie, Albert Edward, Prince of Wales ==Mourning black== {{See also |Mourning stationery}} [[File:The royal children in mourning Mar 1862.jpg|thumb|Victoria's five daughters (Alice, Helena, Beatrice, Victoria and Louise), photographed wearing mourning black beneath a bust of their late father, Prince Albert (1862)]] [[File:Mourning dress MET 50.40.3a-b front CP4.jpg|alt=Black Victorian mourning dress|thumb|Mourning Dress, 1894–95]] In Britain, black is the colour traditionally associated with mourning for the dead. The customs and etiquette expected of men, and especially women, were rigid during much of the Victorian era. The expectations depended on a complex hierarchy of close or distant relationship with the deceased. The closer the relationship, the longer the mourning period and the wearing of black. The wearing of full black was known as First Mourning, which had its own expected attire, including fabrics, and an expected duration of 4 to 18 months. Following the initial period of First Mourning, the mourner would progress to Second Mourning, a transition period of wearing less black, which was followed by Ordinary Mourning, and then Half-mourning. Some of these stages of mourning were shortened or skipped completely if the mourner's relationship to the deceased was more distant. Half-mourning was a transition period when black was replaced by acceptable colours such as lavender and mauve, possibly considered acceptable transition colours because of the tradition of [[Church of England]] (and [[Catholic Church|Catholic]]) clergy wearing lavender or mauve [[Stole (vestment)|stoles]] for funeral services, to represent the [[Passion (Christianity)|Passion of Christ]].<ref>{{cite web|title=The Colors of the Church Year|url=http://fullhomelydivinity.org/articles/colors.htm|publisher=Consortium of Country Churches|access-date=6 November 2011|archive-date=13 November 2011|archive-url=https://web.archive.org/web/20111113075214/http://fullhomelydivinity.org/articles/colors.htm|url-status=dead}}</ref> The mourning dress on the right was worn by Queen Victoria, "it shows the traditional touches of mourning attire, which she wore from the death of her husband, Prince Albert (1819–1861), until her own death."<ref>{{Cite web|url=https://www.metmuseum.org/art/collection/search/155839?&searchField=All&sortBy=Relevance&deptids=8&ft=queen+victoria&offset=0&rpp=20&amp;pos=2|title=Mourning Dress, 1894–95|last=The Metropolitan Museum of Art|date=7 September 2019|website=The Metropolitan Museum of Art|access-date=7 September 2019}}</ref> === Norms for mourning=== ''Manners and Rules of Good Society, or, Solecisms to be Avoided'' (London, Frederick Warne & Co., 1887) gives clear instructions, such as the following:<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|pages=378–83}}</ref> {| class="wikitable" |- ! Relationship to deceased !! First mourning !! Second mourning !! Ordinary mourning !! Half-mourning |- | Wife for husband || 1-year, 1-month; [[bombazine]] fabric covered with [[Crape|crepe]]; [[widow's cap]], [[lawn cuff]]s, collars || 6 months: less crepe || 6 months: no crepe, silk or wool replaces bombazine; in last 3 months jet jewellery and ribbons can be added || 6 months: colours permitted are grey, lavender, mauve, and black-and-grey |- | Daughter for parent || 6 months: black with black or white crepe (for young girls); no linen cuffs and collars; no jewellery for first 2 months || 4 months: less crepe || – || 2 months as above |- | Wife for husband's parents || 18 months in black bombazine with crepe || – || 3 months in black || 3 months as above |- | Parent for son- or daughter-in-law's parent || – Black armband in representation of someone lost || – || 1-month black || – |- | Second wife for parent of a first wife || – || – || 3 months black || – |} The complexity of these etiquette rules extends to specific mourning periods and attire for siblings, step-parents, aunts and uncles distinguished by blood and by marriage, nieces, nephews, first and second cousins, children, infants, and "connections" (who were entitled to ordinary mourning for a period of "1–3 weeks, depending on level of intimacy"). Men were expected to wear mourning black to a lesser extent than women, and for a shorter mourning period. After the mid-19th century, men would wear a black hatband and black suit, but for only half the prescribed period of mourning expected of women. Widowers were expected to mourn for a mere three months, whereas the proper mourning period expected for widows was up to four years.<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|pages=378–9}}</ref> Women who mourned in black for longer periods were accorded great respect in public for their devotion to the departed, the most prominent example being Queen Victoria herself. Women with lesser financial means tried to keep up with the example being set by the middle and upper classes by dyeing their daily dress. Dyers made most of their income during the Victorian period by dyeing clothes black for mourning.<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|page=341}}</ref> == Technological advancement == Technological advancements not only influenced the economy but brought a major change in the fashion styles worn by men and women. As the Victorian era was based on the principles of gender, race and class.<ref>{{cite journal|last1=Graham|first1=P|title=The Victorian Era|url=https://archive.org/details/in.ernet.dli.2015.261548|journal=Digital Library of India}}</ref> Much advancement was in favor of the upper class as they were the ones who could afford the latest technology and change their fashion styles accordingly. In 1830s there was introduction of horse hair crinoline that became a symbol of status and wealth as only the upper-class women could wear it. In 1850s there were more fashion technological advancements hence 1850s could rightly be called a revolution in the Victorian fashion industry such as the innovation of artificial cage crinoline that gave women an artificial hourglass silhouette without layers of petticoats, which was lighter and more hygienic.<ref>{{cite book|last1=Shrimpton|first1=J|title=Victorian Fashion|publisher=Bloomsbury Shire Publications}}</ref> Synthetic dyes, such as [[mauveine]] (aniline purple), were introduced in 1856, adding bright colours to garments. In 1855's ''[[Haute couture]]'' was introduced as tailoring became more mainstream in years to follow.<ref>{{cite book|last1=Aspelund|first1=Karl|title=Fashioning Society|publisher=Fairchild Books}}</ref> Charles Frederick Worth, a prominent English designer, became popular amongst the upper class though its city of destiny always is Paris. Haute couture became popular at the same time that sewing machines were invented.<ref name="Haute Couture">{{cite book|last1=Martin|first1=Richard|last2=Koda|first2=Harold|title=Haute Couture|publisher=The Metropolitan Museum of Art}}</ref> Princess [[Eugénie de Montijo|Eugenie]] of France wore the Englishman dressmaker, Charles Frederick Worth's couture and he instantly became famous in France though he had just arrived in Paris a few years ago. In 1855, Queen Victoria and Prince Albert of Britain welcomed [[Napoleon III]] and Eugenie of France to a full state visit to England. Eugenie was considered a fashion icon in France. Queen Victoria, who had been the fashion icon for European high fashion, was inspired by Eugenie's style and the fashions she wore.{{Citation needed|date=October 2025}} Later, Queen Victoria also appointed Charles Frederick Worth as her dress maker and he became a prominent designer amongst the European upper class. Charles Frederick Worth is known as the father of the haute couture as later the concept of labels were also invented in the late 19th century as custom, made to fit tailoring became mainstream.<ref>{{cite book|last1=Saillard|first1=Olivier|last2=Zazzo|first2=Anne|title=Paris Haute Couture|publisher=Skira Flammarion}}</ref> By the 1860s, when made-to-fit tailoring was popular in Europe, crinolines were considered impractical. In the 1870s, women preferred more slimmer silhouettes, hence bodices grew longer and the polonaise, a skirt and bodice made together, was introduced. In 1870s the Cuirass Bodice, a piece of armour that covers the torso and functions like a corset, was invented. Towards the end of Victoria's reign, dresses were flared naturally as crinolines were rejected by middle-class women. Designers such as Charles Frederick Worth were also against them. All these inventions and changes in fashion led to women's liberation as tailored looks improved posture and were more practical.<ref name="Haute Couture"/> dressmakers, couturiers, modistes == Home decor == {{main|Victorian decorative arts}} Home decor started spare, veered into the elaborately draped and decorated style we today regard as Victorian, then embraced the retro-chic of [[William Morris]] as well as pseudo-[[Japonaiserie]]. == Myths and Oversimplifications == === Modesty === {{main|Victorian morality}} {{Original research|section|date=May 2008}} [[File:1868-skirt-lengths-girl-ages-Harpers-Bazar.gif|thumb|upright|"The proper length for little girls' skirts at various ages", from ''[[Harper's Bazaar]]'', showing a 1900 idea of how the hemline should descend towards the ankle as a girl got older]]Many myths and exaggerations about the period persist to the modern day. Examples include the idea of men's clothing is seen as formal and stiff, women's as elaborate and over-done; clothing covered the entire body, and even the glimpse of an ankle was scandalous. Critics contend that [[corset]]s constricted women's bodies and lives. Homes are described as gloomy, dark, cluttered with massive and over-ornate furniture and proliferating [[bric-a-brac]]. Myth has it that even piano legs were scandalous, and covered with tiny [[pantalette]]s. ==== Tight Lacing ==== Tight-lacing, which was not possible until the development of the grommet in 1828, was famously controversial in the Victorian age, generating many column inches of profitable newspaper copy, in part because it was (and still is) fetishistic and subversive in that adolescent girls used it as a means of rebellion and upper-working- or lower-middle-class shop girls saw it as a means of upward mobility.<ref>{{Cite book|title=Fashion and Fetishism: Corsets, Tight-Lacing and Other Forms of Body-sculpture|last=Kunzle|first=David|publisher=History Press|year=2013|isbn=978 0 7524 9545 3|location=Stroud, Gloucestershire|pages=71 [of 1182]}}</ref> No evidence exists that tight lacing was widespread or particularly dangerous. In truth, men's formal clothing may have been less colourful than it was in the previous century, but brilliant [[waistcoat]]s and [[cummerbund]]s provided a touch of colour, and [[smoking jacket]]s and [[robe|dressing gown]]s were often of rich Oriental [[brocade]]s. This phenomenon was the result of the growing textile manufacturing sector, developing mass production processes, and increasing attempts to market fashion to men.<ref name="shannon597"/> Corsets stressed a woman's sexuality, exaggerating hips and bust by contrast with a tiny waist. Women's [[evening gown]]s bared the shoulders and the tops of the breasts. The [[jersey dress]]es of the 1880s may have covered the body, but the stretchy novel fabric fit the body like a glove.<ref>{{cite book |last=Gernsheim |first=Alison |title=Victorian & Edwardian Fashion: A Photographic Survey |year=1981 |publisher=Dover Publications |location=New York |page=65|edition=New |isbn=0-486-24205-6}}</ref> Home furnishing was not necessarily ornate or overstuffed. However, those who could afford lavish draperies and expensive ornaments, and wanted to display their wealth, would often do so. Since the Victorian era was one of increased social mobility, there were ever more ''[[nouveaux riches]]'' making a rich show. The items used in decoration may also have been darker and heavier than those used today, simply as a matter of practicality. London was noisy and its air was full of [[soot]] from countless coal fires. Hence those who could afford it draped their windows in heavy, sound-muffling curtains, and chose colours that didn't show soot quickly. When all washing was done by hand, curtains were not washed as frequently as they might be today. There is no actual evidence that piano legs were considered scandalous. Pianos and tables were often draped with [[shawl]]s or cloths—but if the shawls hid anything, it was the cheapness of the furniture. There are references to lower-middle-class families covering up their [[pine]] tables rather than show that they couldn't afford [[mahogany]]. The piano leg story seems to have originated in the 1839 book, ''A Diary in America'' written by Captain [[Frederick Marryat]], as a satirical comment on American prissiness.<ref>{{cite book |last1=Marryat |first1=C.B. |title=A Diary in America: With Remarks on Its Institutions |date=1839 |publisher=Longman, Orme, Brown, Green, and Longmans |location=London, England |volume=2 |pages=246–247 |url=https://books.google.com/books?id=2-VEAAAAIAAJ&pg=PA246}} From pp. 246-247: "I was requested by a lady to escort her to a seminary for young ladies, and on being ushered into the reception-room, conceive my astonishment at beholding a square piano-forte with four ''limbs''. However, that the ladies who visited their daughters, might feel in its full force the extreme delicacy of the mistress of the establishment, and her care to preserve in their utmost purity the ideas of the young ladies under her charge, she had dressed all these four limbs in modest little trousers, with frills at the bottom of them!"</ref> Victorian manners may have been as strict as imagined—on the surface. One simply did not speak publicly about sex, childbirth, and such matters, at least in the respectable middle and upper classes. However, as is well known, discretion covered a multitude of sins. Prostitution flourished. Upper-class men and women indulged in [[adultery|adulterous]] liaisons. == Gallery == {{gallery |2=A mid-Victorian interior: ''Hide and Seek'' by [[James Tissot]], c. 1877 Image:Winterhalter Elisabeth.jpg|3=Dress designed by [[Charles Frederick Worth]] for [[Elisabeth of Bavaria|Elisabeth of Austria]] painted by [[Franz Xaver Winterhalter]].|4=File:Frith A Private View detail.jpg|5=[[William Powell Frith]]'s painting of 1883 contrasts women's [[Aesthetic dress]] (left and right) with fashionable attire (center).|6=File:Tissot lilacs 1875.jpg|7=Day dress, c. 1875 [[James Tissot]] painting.|8=File:James Abbot McNeill Whistler 011.jpg|9=[[James McNeill Whistler|Whistler]]'s [[Portrait of Lady Meux]], 1882 Image:Jeanna_Samary-Renoir.png|10=[[Pierre-Auguste Renoir|Renoir]]'s portrait of [[Jeanne Samary]] in an [[evening gown]], 1878|11=File:Melville_-_Queen_Victoria.jpg|12=Portrait by [[Alexander Melville (artist)|Alexander Melville]] of [[Victoria of the United Kingdom|Queen Victoria]], 1845|13=File:Henry Treffry Dunn Rossetti and Dunton at 16 Cheyne Walk.jpg|14=An artistic interior: [[Dante Gabriel Rossetti]] reading to [[Theodore Watts-Dunton]] in the drawing room at No. 16 [[Cheyne Walk]], 1882|15=File:Punch - Masculine beauty retouched1.png|16=Men's swimwear: Cartoon from ''[[Punch (magazine)|Punch]]'' by [[George du Maurier]]}} == See also == * [[Emily Clapham]] * [[Victorian decorative arts]] * [[Victorian dress reform]] * [[Victorian morality]] * [[Victoriana]] * [[Women in the Victorian Era]] * [[Charles Frederick Worth]] === Time periods === * [[1830s in fashion]] * [[1840s in fashion]] * [[1850s in fashion]] * [[1860s in fashion]] * [[1870s in fashion]] * [[1880s in fashion]] * [[1890s in fashion]] === Women's clothing === * [[Corset]] * [[Corset controversy]] * [[Tightlacing]] * [[Bloomers (clothing)|Bloomers]] * [[Bodice]] === Contemporary interpretations === * [[Steampunk]] * [[Neo-Victorian]] * [[Lolita Fashion|Lolita]] == References == {{Reflist}} == Further reading == *{{cite book |author=Phipps, Elena| title= ''From Queen to Empress: Victorian dress 1837-1877'' | location=New York | publisher=The Metropolitan Museum of Art | year=1988 | isbn=0870995340| url= http://libmma.contentdm.oclc.org/cdm/compoundobject/collection/p15324coll10/id/69547/rec/235 | display-authors=etal}} * Sweet, Matthew – ''Inventing the Victorians'', St. Martin's Press, 2001 {{ISBN|0-312-28326-1}} == External links == * [http://www.victorians.co.uk/victorian-fashion Victorian Fashion] {{Webarchive|url=https://web.archive.org/web/20180407223711/http://www.victorians.co.uk/victorian-fashion |date=7 April 2018 }} * [https://www.victorianvoices.net/topics/fashion/index.shtml VictorianVoices.net] – Fashion articles and illustrations from Victorian periodicals; extensive fashion image gallery * [http://www.cracked.com/article_19575_5-ridiculous-sex-myths-from-history-you-probably-believe.html Victorian myths] * [http://www.victorianstation.com/lifestylemenu.htm Victorian fashion, etiquette, and sports] {{Webarchive|url=https://web.archive.org/web/20180103162620/http://www.victorianstation.com/lifestylemenu.htm |date=3 January 2018 }} * [http://www.thesmartset.com/article/article12180701.aspx Background on "A Diary in America"] * [http://www.mccord-museum.qc.ca/en/keys/webtours/VQ_P2_17_EN.html Form and Fashion] — the evolution of women's dress during the 19th century (many photographs) * [http://www.mccord-museum.qc.ca/en/keys/games/jeu2/ Educational Game: Mix and Match] — build a 19th-century dress using a virtual mannequin * {{cite web |publisher= [[Victoria and Albert Museum]] |url= http://www.vam.ac.uk/content/articles/v/victorian-dress-at-v-and-a/ |title= Victorian Dress |work= Fashion, Jewellery & Accessories |date= 14 January 2011 |access-date= 2011-04-03}} *[http://cv.vic.gov.au/stories/creative-life/fashion-detective-fashion-fiction-and-forensics/ Fashion detective: Fashion, Fiction and Forensics in nineteenth century Australian fashion] on Culture Victoria {{Timeline of clothing and fashion|state=collapsed}}{{Victorian era|state=collapsed}} [[Category:Victorian fashion| ]] [[Category:19th-century fashion|*]] [[Category:1900s fashion]] [[Category:History of Western fashion]] [[Category:19th century in the arts]] =From ''Women in the Victorian era''= ===Victorian women's fashion=== {{Multiple issues|{{tone|date=March 2023}} {{more footnotes needed|date=March 2023}}|section=y}}{{Further|Victorian fashion}} The ideal Victorian woman was pure, chaste, refined, and modest. This ideal was supported by etiquette and manners. The etiquette extended to the pretension of never acknowledging the use of undergarments (sometimes generically referred to as "unmentionables"). The discussion of such a topic, it was feared, would gravitate towards unhealthy attention on anatomical details. As one Victorian lady expressed it: "[those] are not things, my dear, that we speak of; indeed, we try not even to think of them", in contrast to current norms.<ref>{{cite book |last=Cunnington |first=C. Willett |title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations |publisher=Dover Publications |year=1990 |isbn=978-0-486-26323-6 |pages=20}}</ref> The pretence of avoiding acknowledgement of anatomical realities met with embarrassing failure on occasion. In 1859, the Hon. Eleanor Stanley wrote about an incident where the [[Louisa Cavendish, Duchess of Devonshire|Duchess of Manchester]] moved too quickly while manoeuvring over a [[stile]], tripping over her large [[hoop skirt]]: {{blockquote|[the Duchess] caught a hoop of her cage in it and went regularly head over heels lighting on her feet with her cage and whole petticoats above, above her head. They say there was never such a thing seen – and the other ladies hardly knew whether to be thankful or not that a part of her undergarments consisted in a pair of scarlet tartan [[knickerbockers (clothing)|knickerbockers]] (the things Charlie shoots in) which were revealed to the view of all the world in general and the [[Aimable Pélissier|Duc de Malakoff]] in particular".<ref>{{cite book|last=Cunnington|first=C. Willett|title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations|year=1990|publisher=Dover Publications|isbn=978-0-486-26323-6|pages=20–1}}</ref>}} However, despite the fact that Victorians considered the mention of women's undergarments in mixed company unacceptable, men's entertainment made great comedic material out of the topic of ladies' [[bloomers (clothing)|bloomers]], including men's magazines and music hall skits.<ref>{{cite book |last=Cunnington |first=C. Willett |title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations |publisher=Dover Publications |year=1990 |isbn=978-0-486-26323-6 |pages=22}}</ref> Victorian women's clothing followed trends that emphasised elaborate dresses, skirts with wide volume created by the use of layered material such as [[crinoline]]s, hoop skirt frames, and heavy fabrics. Because of the impracticality and health impact of the era's fashions, a [[Victorian dress reform|dress reform movement]] began among women. The ideal silhouette of the time demanded a narrow waist, which was accomplished by constricting the abdomen with a laced [[corset]]. While the silhouette was striking, and the dresses themselves were often exquisitely detailed creations, the fashions were cumbersome. At best, they restricted women's movements and at worst, they had a harmful effect on women's health. Physicians turned their attention to the use of corsets and determined that they caused several medical problems: compression of the thorax, restricted breathing, organ displacement, poor circulation, and prolapsed uterus.<ref name="O'Connor"/> Articles advocating the reform of women's clothing by the British National Health Society, the Ladies' Dress Association, and the [[Rational Dress Society]] were reprinted in ''The Canada Lancet'', Canada's medical journal. In 1884, Dr J. Algernon Temple of Toronto even voiced concern that the fashions were having a negative impact on the health of young women from the working classes. He pointed out that a young working-class woman was likely to spend a large part of her earnings on fine hats and shawls, while "her feet are improperly protected, and she wears no flannel petticoat or woollen stockings".<ref name="O'Connor"/> [[File:Bloomers.jpg|thumb|1850s illustration of a woman wearing [[bloomers]]]] [[Florence Pomeroy]], Lady Haberton, was president of the Rational Dress movement in Britain. At a National Health Society exhibition held in 1882, Viscountess Haliburton presented her invention of a "[[divided skirt]]", which was a long skirt that cleared the ground, with separate halves at the bottom made with material attached to the bottom of the skirt. She hoped that her invention would become popular by supporting women's freedom of physical movement, but the British public was not impressed by the invention, perhaps because of the negative "unwomanly" association of the style with the American [[Bloomers]] movement.<ref>{{cite book|last=Murray|first=Janet Horowitz|title=Strong-Minded Women and Other Lost Voices from 19th Century England|year=1982|publisher=Pantheon Books|location=New York|isbn=0-394-71044-4|pages=[https://archive.org/details/strongmindedwome00jane/page/68 68–70]|url=https://archive.org/details/strongmindedwome00jane/page/68}}</ref> [[Amelia Jenks Bloomer]] had encouraged the wearing of visible bloomers by feminists to assert their right to wear comfortable and practical clothing, but it was no more than a passing fashion itself among radical feminists. The movement to reform women's dress would persist and have long-term success, however; by the 1920s, [[Coco Chanel]] was successful at selling a progressive, far less restrictive silhouette that abandoned the corset and raised hemlines. The new silhouette symbolised modernism for trendy young women and became the 20th century standard. Other Paris designers continued reintroducing pants for women and the trend was gradually adopted over the next century. Fashion trends, in one sense, travelled "full circle" over the course of the Victorian era. The popular women's styles during the [[Georgian era]], and at the very beginning of Victoria's reign, emphasized a simple style influenced by flowing gowns worn by women in [[Ancient Greek clothing|Ancient Greece]] and [[Clothing in ancient Rome|Rome]]. The [[Empire waist]] silhouette was replaced by a trend towards ornate styles and an artificial silhouette, with the restrictiveness of women's clothing reaching its low point during the mid-century passion for narrow corseted waists and hoop skirts. The iconic wide-brimmed women's hats of the later Victorian era also followed the trend towards ostentatious display. Hats began the Victorian era as simple [[Bonnet (headgear)|bonnets]]. By the 1880s, milliners were tested by the competition among women to top their outfits with the most creative (and extravagant) hats, designed with expensive materials such as silk flowers and exotic plumes such as ostrich and peacock. As the Victorian era drew to a close, however, fashions were showing indications of a popular backlash against excessive styles. Model, actress and socialite [[Lillie Langtry]] took London by storm in the 1870s, attracting notice for wearing simple black dresses to social events. Combined with her natural beauty, the style appeared dramatic. Fashions followed her example (as well as Queen Victoria's wearing of mourning black later in her reign). According to [[Harold Koda]], the former Curator-in-chief of the [[Costume Institute at The Met|Metropolitan Museum of Art's Costume Institute]],<ref>{{cite web|url=http://www.metmuseum.org/about-the-museum/press-room/exhibitions/2014/death-becomes-her|title=Death Becomes Her: A Century of Mourning Attire : October 21, 2014-February 1, 2015|website=Metmuseuim.org|access-date=7 November 2021}}</ref> "The predominantly black palette of [[mourning]] dramatizes the evolution of period silhouettes and the increasing absorption of fashion ideals into this most codified of etiquettes," said Koda, "The veiled widow could elicit sympathy as well as predatory male advances. As a woman of sexual experience without marital constraints, she was often imagined as a potential threat to the social order." ====Evolution of Victorian women's fashion==== <gallery> File:Fashion plate December 1844.jpg|Ladies' December Fashions (1844). Hand-coloured steel engraving from a women's magazine. File:Thegalleryofhmscalcutta james tissot 1876.jpg|''[[The Gallery of HMS Calcutta]]'' by [[James Tissot]] (1876). [[Bustle]]s were fashionable in the 1870s and 1880s. File:Mrs lillie langtry george frederic watts 1880.jpg|''Mrs. Lillie Langtry'' by [[George Frederic Watts]] (1880). File:Five-women-on-queenslander-steps-r.jpg|Fashionable women in [[Queensland]], Australia around 1900. </gallery> {{Short description|Irish writer (born 1963)}} {{Use Irish English|date=August 2025}} {{Use dmy dates|date=August 2025}} {{Infobox writer | name = Darach Ó Scolaí | image = Darach Ó Scolaí.JPG | alt = Man holding prize-winning book | caption = Ó Scolaí in 2019 | birth_name = Darach Ó Scolaí | birth_date = {{Birth date and age|1963|df=y}} | birth_place = [[County Galway]], The Republic of Ireland | death_date = | death_place = | occupation = Writer, artist, publisher | alma_mater = [[University of Galway]] | years_active = 1998–present | genre = Novel, retelling, translation, play, screenplay, illustrated book for children and adults | other_names = | spouse = | children = 3 | awards = [[Awards and Honors received by Darach Ó Scolaí|Awards and Honors]] | signature = | website = }}[[File:Darach Ó Scolaí.JPG|thumb|Darach Ó Scolaí, holding ''Oileán an Órchiste'' (his translation of Robert Louis Stevenson's ''Treasure Island'')]] == Darach Ó Scolaí == Darach Ó Scolaí (<small>Irish:</small> [/ˈda.rax/ /oː/ /sˠkˠoː/l̪ˠəi/]; born 1963<ref>{{Cite web|url=https://portraidi.ie/en/darach-o-scolai/|title=Darach Ó Scolaí|date=20 October 2017|website=Portráidí (Portraits of Irish-Language Writers)|access-date=1 August 2025}}</ref>) is an Irish author who works in a number of genres, from novels, plays and screenplays to illustrated books for children and adults. He began his literary career in 1998 writing screenplays, stage plays, retellings and translations; he began to publish novels in 2008. Ó Scolaí is widely recognized as a leading figure in contemporary Irish literature, known as “one of the most important Irish language writers of his generation”<ref>{{Cite journal|last=Poirtéir|first=Cathal|date=2022|title=? Suil an Daill: Constant Tensions and Shifting Allegiances|url=https://booksirelandmagazine.com/suil-an-daill-constant-tensions-and-shifting-allegiances/|journal=Books Ireland}}</ref> and "one of the great Irish language novelists [duine d’úrscéalaithe móra na Gaeilge]."<ref name=":17" /> His writing has been called “the high literature of the Irish language.”<ref>Ó Coimín, Maitiú. ''Nós'' 2 February 2018). Qtd. in "Táin Bó Cuailnge." ''Leabhar Breac''. Retrieved 25 August 2025.</ref> Much of his fiction is based on a knowledge of traditional Irish tales and narrative practices as well as Irish history. He specializes in literary and [[wikipedia:Historical_fiction|historical fiction]], or as novelist Alan Titley says, Ó Scolaí’s “peak (for now), or at least his greatest imaginative interest, is the historical novel [tá an chuma air gurb é a bhuaic (go fóill), nó ar a laghad, a mhórspéis samhlaíochta, an t-úrscéal staire].”<ref name=":11">{{Cite journal|last=Titley|first=Alan|date=Fall 2020|title=An Stíl Go Deo!: Soather Dharach Uí Scolaí (The style would be forever!: Worker Darach Ó Scolaí)|url=https://www.jstor.org/stable/27046090|journal=Comhar|volume=80, No. 10|pages=27|via=JSTOR}}</ref> His retellings of old stories and tales from their original Middle and Early-Modern Irish into Modern Irish ([[wikipedia:Irish_language|Gaeilge]]) are respected for their accessibility to students and language learners as well as for their artistry. Ó Scolaí also regularly reviews books and lectures and writes on literature and culture. Beyond his writing, Ó Scolaí is a publisher and has co-produced a number of film, television shows and stage plays. == Life == Ó Scolaí was born in Dublin and raised in the Galway [[wikipedia:Gaeltacht#Galway Gaeltacht|Gaeltacht]] (Irish-speaking) regions of Cois Fharraige on the north shore of Galway Bay, in the Republic of Ireland, where he lives now with his wife and children in Lochán Beag (Indreabhán).<ref name=":7">{{Cite journal|date=30 October 2024|title=Duais don úrscéal liteartha is fearr buaite ag Darach Ó Scolaí ag Oireachtas na Samhna|url=https://tuairisc.ie/duais-don-ursceal-liteartha-is-fearr-buaite-ag-darach-o-scolai-ag-oireachtas-na-samhna/|journal=Tuairisc}}</ref><ref>{{Cite journal|last=Ní Scolaí|first=Aifric|date=2024|title=Darach Ó Scolaí|url=https://www.taiscecf.ie/ealaiontoiri?category=Scr%C3%ADbhneoir|journal=Taisce Chois Fharraige}}</ref> He graduated the [[wikipedia:University_of_Galway|University of Galway]] (then University College Galway) with a B.A. in 1983.<ref>{{Cite web|url=https://www.linkedin.com/in/darach-ó-scolaí-20026920/|title=Darach Ó Scolaí|last=Ó Scolaí|first=Darach|date=August 2025|website=LinkedIn}}</ref> === Writing and Publishing === Ó Scolaí writes in Irish ([[wikipedia:Irish_language|Gaeilge]]), his native language, and lives in an area defined for the predominant presence of Irish as the vernacular language, the language spoken at home. Irish was the language of his parents' home and is the language of children as well. He is fluent in Irish and English and conversant in French. None of his works has been translated into English. ==== Leabhar Breac ==== In 1995 Darach Ó Scolaí and his brother Caomhán Ó Scolaí — a [[wikipedia:Typography|typographer]] and designer — founded the publishing house Leabhar Breac at Indreabhán (Inverin), County Galway. Their father “Séamas Ó Scolaí was an editor at An Gúm and worked on the Irish-English dictionary team [bhí a n-athair Séamas Ó Scolaí ina eagarthóir sa Ghúm agus d’oibrigh sé ar fhoireann an fhoclóra Gaeilge-Béarla].”<ref name=":0">{{Cite web|url=https://leabharbreac.com/en/about-us/|title=About Us|date=2024|website=Leabhar Breac|access-date=1 July 2025}}</ref> Darach Ó Scolaí has been publisher and literary editor at Leabhar Breac since its founding. Named for [[wikipedia:An_Leabhar_Breac|An Leabhar Breac (The Speckled Book)]], Leabhar Breac publishing house has more than 140 books in print.<ref name=":0" /> Leabhar Breac aims to publish Irish-language books that meet “a high literary and artistic standard.”<ref name=":0" /> Besides the content, Leabhar Breac is known for the typically "superb [thar cionn]" quality of the design and production of the "physical book [leabhar fisiciúil]."<ref name=":8">{{Cite journal|last=Ní Mhuilneoir|first=Gráinne|date=30 July 2024|title=‘Bláthnaid’ – leabhar álainn i sraithín álainn faoi mhná|url=https://tuairisc.ie/blathnaid-leabhar-alainn-i-sraithin-alainn-faoi-mhna/|journal=Tuairisc}}</ref> Its books regularly win awards for literary and artistic quality. Leabhar Breac also publishes translations for children and adults from various early versions of Irish as well as from French and English (and has published translations of books for young readers from Spanish, Catalan, and Italian as well). Leabhar Breac prints its books in Ireland. === Stage and Screen === ==== Rosg ==== In 1998 along with Ciarán Ó Cofaigh,<ref name=":1">{{Cite web|url=http://www.rosg.ie/en/about/History_6/|title=About Us: History|date=July 2025|website=Rosg|access-date=1 August 2025}}</ref> Ó Scolaí co-founded the film and television production company [http://www.rosg.ie/en/ Rosg] and was co-director until 2006. Rosg produced Ó ScolaÍ’s films ''Cosa Nite'' (1999), ''An Leabhar'' (2001) and ''Na Cloigne'' (2010). He left Rosg in 2006 to devote his time to other artistic activities. ==== Ealaín ar Oileán ==== In 2004, along with Val Balance, Ó Scolaí co-founded the annual artists' symposium Ealaín ar Oileán (trans., Art on an Island). The Irish-language symposium was held annually in the Áras Éanna arts and cultural center on Inis Oírr ([[wikipedia:Inisheer|Inisheer]], the smallest of the [[wikipedia:Aran_Islands|Aran Islands]]) from 2004 to 2013. Ó Scolaí was its co-director from its founding<ref>{{Cite web|url=https://ga.wikipedia.org/wiki/Darach_Ó_Scolaí.|title=Darach Ó Scolaí|date=3 February 2024|website=Vicipéid|access-date=1 July 2025}}</ref> until 2013. Besides being its co-director, Ó Scolaí has taken part in this conference as an artist<ref>{{Cite journal|date=16 January 2005|title=Darach Ó Scolaí|url=https://web.archive.org/web/20050116163252/http://bliainiris.com/authors/darach_oscolai.html|journal=Bliainiris}}</ref> and writer<ref name=":2">{{Cite web|url=http://ealainaroilean.ie/ealainaroilean.html|title=The Conference|date=7 September 2013|website=Ealaín ar Oileán|archive-url=https://web.archive.org/web/20130907083744/http://ealainaroilean.ie/ealainaroilean.html|archive-date=7 September 2013|access-date=1 August 2025}}</ref>. ==== Salamandar ==== In 2006 Ó Scolaí founded the stage production company Salamandar and directed his own play ''An Braon Aníos''. His plays ''An tSeanbhróg'' (2009) and ''Craos'' (2008) were also produced by Salamandar.<ref name=":19">{{Cite web|url=https://leabharbreac.com/en/product-category/darach-o-scolai/|title=Darach Ó Scolaí|date=2024|website=Leabhar Breac|access-date=1 July 2025}}</ref> == Works == === Novels === * [[wikipedia:An_Cléireach|''An Cléireach'' (trans., ''The Clerk'')]], Leabhar Breac, 2007. The Oireachtas Prize for Literary Fiction, 2007; The Ó Súilleabháin Award (Book of the Year) in 2008, and "named as ‘the best novel since the turn of the Century’ by Comhar."<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/an-cleireach/|title=An Cléireach - Leabhar Breac - Irish language novel|website=Leabhar Breac|language=en-US|access-date=2025-10-24}}</ref> * ''Na Comharthaí'' (trans., ''The Signs''), Leabhar Breac, 2014. * ''Súil an Daill'' (trans., ''The Eye of the Blind''), Leabhar Breac, 2021. The Oireachtas Prize for Literary Fiction, 2019.<ref name=":4">{{Cite web|url=https://leabharbreac.com/en/shop/fiction/suil-an-daill/|title=Súil an Daill|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Bódléar'', Leabhar Breac, 2024. The Oireachtas Prize for Literary Fiction, 2024<ref name=":7" />; The Ó Súilleabháin Award (Book of the Year) in 2025; featured in the 2025 Listen-Up Irish Summer Challenge for students of the Irish language.<ref>{{Cite news|url=https://connachttribune.ie/novel-approach-helps-people-learn-irish-in-a-creative-way/|title=Novel approach helps people learn Irish in a creative way|last=Murphy|first=Judy|date=3 October 2025|work=Connaught Tribune|access-date=24 October 2025}}</ref> === Retellings, Translations and Editions === The retellings and translations are into modern Irish. * ''Feis Tigh Chonáin'' (trans., ''The Feast of Conán's House''), Leabhar Breac, 2000; a retelling of a 15^th-century tale from the [[wikipedia:Fenian_Cycle|Fenian Cycle]].<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/feis-tigh-chonain/|title=Feis Tigh Chonáin|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''An Ceithearnach Caolriabhach'' (trans., ''The Narrow-Striped Kern''), Leabhar Breac, 2002; a retelling from c. 1500, also illustrated by Darach Ó ScolaÍ.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/an-ceithearnach-caolriabhach/|title=An Ceithearnach Caolriabhach|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Táin Bó Cuailnge'' (trans., ''The Cattle Raid of Cooley''), Leabhar Breac, 2017, both a modern edition of an 11th-century epic and an annotated edition.<ref name=":3">{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/tain-bo-cuailnge-2-2/|title=Táin Bó Cuailnge|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> "''Táin Bó Cuailnge'' won the Aodán Mac Poilín Memorial Prize 2017."<ref name=":19" /> * ''Deirdre'', Leabhar Breac, 2023, a “picture book for adults” with artist Anastasia Melnykova.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/deirdre/|title=Deirdre|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Part of the [[wikipedia:Ulster_Cycle|Ulster Cycle]], ''Deirdre'' is a retelling of the story of possibly the most widely known Irish figure from the early tales and sagas.<ref>{{Cite book|title=A Dictionary of Celtic Mythology|last=MacKillop|first=James|publisher=Oxford University Press|year=2004|isbn=9780198609674|pages=181}}</ref> * ''Bláthnaid'', Leabhar Breac, 2024, a “picture book for adults” with artist Anastasia Melnykova; “one of the great stories of the [[wikipedia:Ulster_Cycle|Ulster Cycle]].”<ref name=":4" /> * ''Sadhbh,'' Leabhar Breac, 2025, a picture book for adult readers, illustrated by Alé Mercado; a retelling of the medieval tale ''Ceasacht Inghine Ghuile (''trans., ''The Complaint of Guile's Daughter'').<ref name=":5">{{Cite web|url=https://leabharbreac.com/en/tales-of-wonder/|title=Tales of Wonder|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Eoghan Béal'', Leabhar Breac, 2025, a picture book for adult readers illustrated by Alé Mercado<ref name=":5" />; a retelling of the medieval tale ''[https://ga.wikipedia.org/wiki/Caithr%C3%A9im_Cellaig Cathréim Ceallaigh]'' from ''The Yellow Book of Leacan.''<ref name=":5" /> === For Young Readers === Ó Scolaí has written illustrated books for young readers (8–10 years old) in two series, the Fionn Series and the Scéalta Staire series, and translated a large number of classics and popular books for children of all ages. The number of these written and translated works suggests a commitment to children and their literacy in Irish. The Fionn Series “is a retelling ... of the great legends of the Fianna for the young Irish readers of today.”<ref name=":6">{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/8-9/doiteoir-na-samhna/|title=Dóiteoir na Samhna|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> [[wikipedia:The_Boyhood_Deeds_of_Fionn|Macgnímartha Finn (The Boyhood Deeds of Fionn)]] is a medieval story in the [[wikipedia:Fenian_Cycle|Fenian Cycle]]. * ''An Bradán Feasa'' (trans., ''The Salmon of Knowledge''), Leabhar Breac, 2010, “shortlisted for the Réics Carlo award 2010.”<ref name=":9">{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/8-9/an-bradan-feasa/|title=An Bradán Feasa|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Dóiteoir na Samhna'' (trans., ''The Halloween Burner''), 2010.<ref name=":6" /> * ''Bodach an Chóta Lachna'' (trans., ''The Churl in the Dun Coat''), 2011.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/7-8/bodach-an-chota-lachna/|title=Bodach an Chóta Lachna|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> The Scéalta Staire (Historical Stories) series<ref name=":9" /> * ''Mánas Ó Dónaill'', 2000. * ''Seán Ó Néill'', Leabhar Breac, 2000. * ''Gráinne Mhaol Ní Mháille'', Leabhar Breac, 2003. * ''Tadhg Dall Ó hUiginn'', Leabhar Breac, 2003. ==== Translations ==== * Robert Louis Stevenson, ''Oileán an Órchiste'' (trans. of ''Treasure Island''), Leabhar Breac, 2014.<ref>{{Cite journal|date=2025-06-19|title=Oireachtas na Gaeilge|url=https://en.wikipedia.org/w/index.php?title=Oireachtas_na_Gaeilge&oldid=1296394643|journal=Wikipedia|language=en}}</ref> * Robert Louis Stevenson, ''An Fuadach'' (trans. of ''Kidnapped''), Leabhar Breac, 2016. * Clement Clarke Moore, ''Cuairt San Nioclás'' (trans. of ''A Visit from St. Nicholas'', or "'Twas the Night Before Christmas"), Leabhar Breac, 2022. '''''The Corto Maltese Graphic Novels''''' Written in Italian by Hugo Pratt and translated by Ó Scolaí, both adults and teenagers read this series of Italian adventure graphic novels.<ref>{{Cite journal|date=2025-07-01|title=Corto Maltese|url=https://en.wikipedia.org/w/index.php?title=Corto_Maltese&oldid=1298285365|journal=Wikipedia|language=en}}</ref> Ó Scolaí's '''translation of ''Corto Maltese''''' was listed in 2017 among "The 30 Irish books that Irish people love."<ref>{{Cite journal|last=Ó Murchú|first=Eoin P.|date=09/06/2017|title=Na 30 leabhar Gaeilge is fearr leis na Gaeil [The 30 Irish books that Irish people love]|url=https://nos.ie/cultur/leabhair/an-30-leabhar-gaeilge-is-fearr-leis-na-gaeil/|journal=Nós}}</ref> * Hugo Pratt, ''Corto: Port na Farraige Goirt'', Leabhar Breac, 2013. * Hugo Pratt, ''Corto: The Golden House in Samarkand'', 2014. * Hugo Pratt, ''Corto: Na Liopard-Fhir ó Rufiji'' (trans. of ''Corto: The Leopard Men of Rufiji''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: In Ainm Dé Uilthrócairigh'' (trans. of ''Corto: In the Name of God All-Merciful''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: Tóraíocht Eile'' (trans. of ''Corto: Another Quest''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: Sa tSibéir'' (trans. of ''Corto: In Siberia''), Leabhar Breac, 2016. '''''Other Translations for Children''''' Ó Scolaí has translated into Irish six books from the ''Le Pavillon Noir'' (trans., ''Jolly Roger'') series by Alain Surget; four books from the ''Catalan First Steps'' series by Enric Lluch Girbés and the ''Caitlín & Cormac'' series by Joan Carles; three books from the ''Louisette le Taupe'' series by Bruno Heitz, and three books from the ''Loup'' series by Orianne Lallemand. === Plays and Screenplays === ==== Stage Plays ==== Ó Scolaí was writer and director of the original productions of two plays in the ''Trí Bhraon'' (trans., ''Three Drops'') trilogy; ''Coinneáil Orainn'' was directed by Darach Mac Con Iomaire and staged by An Taibhdhearc. All three plays have been published in book form by Leabhar Breac. * ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32553|title=Coinneáil Orainn|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904.|access-date=25 August 2025}}</ref> The first play in the ''Trí Bhraon'' (''Three Drops'') trilogy. [[wikipedia:Taibhdhearc_na_Gaillimhe|An Taibhdhearc]], the national Irish-language theatre of Ireland, toured the country in 2005 with ''Coinneáil Orainn''.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/coinneail-orainn/|title=Coinneáil Orainn|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Walter Macken Prize, 2005; BBC Stewart Parker Award, 2006.<ref>{{Cite web|url=https://irishplayography.com/person/darach-scola|title=Darach Ó Scolaí|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904.|access-date=25 August 2025}}</ref> * ''Branwen'', 2006, by Darach Ó Scolaí and Ifor ap Glyn, in Irish, Welsh and English, co-produced by Project Arts Centre and Llwyfan Gogledd Cymru, toured the Republic of Ireland and Wales.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32418|title=Branwen|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> * ''An Braon'' Aníos (trans., ''Rising Damp''), 2006, directed by Ó Scolaí.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32461|title=An Braon Aníos|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> The second play in the ''Trí Bhraon'' (''Three Drops'') trilogy. “The Salamandar company toured the country in 2006-07 with this play, and Salamandar also produced a radio version of the play for RTÉ Raidió na Gaeltachta in 2009.”<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/an-braon-anios/|title=An Braon Aníos|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Craos'' (trans., ''Gluttony''), 2008, directed by Ó Scolaí.<ref name=":13">{{Cite web|url=https://irishplayography.com/play?playid=32867|title=Craos|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> The third play in the ''Trí Bhraon'' (''Three Drops'') trilogy, it toured to Cork and Belfast.<ref name=":13" /> A review of the 2008 Salamander performance in the ''Irish Times'' says, “a humorous play which offers plenty to think about, fine acting, and sparklingly witty dialogue.”<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/craos-2/|title=Craos|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''A+E'', 2008, by Ríonach Ní Néill and Darach Ó Scolaí, "dance and music drama," co-produced by Ciotóg and Salamandar.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32962|title=A+E|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> * ''An tSeanbhróg'' (trans., ''The Old Shoe''), 2009, produced by Salamander<ref>{{Cite web|url=https://irishplayography.com/play?playid=33042|title=An tSeanbhróg|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> and staged in the Axis Arts Centre, Dublin, and the Letterkenny Arts Centre. * '''In ''Mhuir Fhíondorcha/The Wine-Dark Sea: The Homer Project'', Ó Scolaí's translation of Homer's Cyclops story, performed at the 2019 IMRAM festival'''.<ref>{{Cite news|url=https://www.irishtimes.com/culture/books/imram-a-festival-celebrating-the-irish-language-1.4047610|title=Imram: a festival celebrating the Irish language. Liam Carson reveals the myths and legends appearing in this year’s programme|last=Carson|first=Liam|date=11 October 2019|work=The Irish Times|access-date=15 October 2025}}</ref> ==== Screenplays ==== * ''Cosa Nite'' (trans., ''Washed Feet''), short film, 1998 (dir. Dearbhla Walsh, prod. Ciarán Ó Cofaigh, Rosg); "a prose version of ''Cosa Nite'' was published (Rosg 2000)."<ref name=":9" /> Nominated for an Irish Film and Television Award.<ref>{{Citation|title=Cosa Nite (Short 1998) - Awards - IMDb|url=https://www.imdb.com/title/tt0191917/awards/|accessdate=2025-08-25|language=en-US}}</ref> * ''Na Glúnta'' (trans., ''The Generations''), 2001<ref>{{Cite web|url=https://www.iftn.ie/production/production_companies/production_sub/feature/?act1=record&aid=70&rid=3917&tpl=filmography_dets&only=1&force=1|title=Na Glúnta {{!}} The Irish Film & Television Network|website=www.iftn.ie|access-date=2025-08-25}}</ref>, co-directors Ciarán Ó Cofaigh & Darach Ó Scolaí, prod. Ciarán Ó Cofaigh, Rosg. * ''An Leabhar'' (trans., ''The Book''), short film, 2000, (dir. Robert Quinn, prod. Ciarán Ó Cofaigh, Rosg) Rosg, 2000.<ref>{{Citation|title=An Leabhar|url=https://www.imdb.com/title/tt0963767/|publisher=Bord Scannán na hÉireann / The Irish Film Board, ROSG|accessdate=2025-08-25|first=Robert|last=Quinn|others=Colm O&apos;Maonlai, Peadar O&apos;Treasaigh, Diarmuid Mac an Adhastair}}</ref> * ''Na Cloigne'' [trans., The Heads], 3-episide series, 2010 (dir. Robert Quinn, prod. Ciarán Ó Cofaigh, Rosg), TG4.<ref>{{Cite web|url=https://www.imdb.com/title/tt1607924/|title=Na cloigne|date=2010|website=IMDb|access-date=25 August 2025}}</ref> === Nonfiction === Ó Scolaí's essays and lectures are published and his interviews are broadcast regularly, making for a large body of nonfiction critical and analytical work. Here are a few, almost all published in [https://comhar.ie/iris/scribhneoiri/darach-o-scolai/ Comhar]: * “Ceol Ciúin na nÉagmaise” (trans., “The Silent Music of Absence ['''the Fall?''']”), an essay on the 2014 Nobel Prize winner for literature, [[wikipedia:Patrick_Modiano|Patrick Modiano]], ''Comhar'', December 2014. * The Ó Cadhain Lecture: [https://leachtaiuichadhain.clo.ie/leachtai/2014 “Cuimhne agus Díchuimhne (trans., “Memory & Forgetfulness"]), 2014. * “Rithim agus Réim” ("Rhythm and Register"), a public lecture in the University College Dublin lecture series “Ó Thrácht go Twitter” (trans., "From Talk to Twitter"), 2014. * Review of Pádraig Ó Cíobháin’s ''Dréachta Chrích Fodla'', '''Comhar?, ??'''. * “Na Geilt i mBun an Tí” (trans., "The Madmen in Charge"), a talk at the Merriman Winter School, Comhar April 2012.<ref name=":18">{{Cite web|url=http://darachoscolai.ie/beathaisneis.html|title=Darach Ó Scolaí: Beathaisnéis|website=darachoscolai.ie|access-date=2025-09-26}}</ref> * The EFACIS podcast: Síle Ní Choincheannain talks to Darach Ó Scolaí about the historical novel. == Critical Reception == Ó Scolaí’s style has been called “crisp and elegant, and rich in language while being highly readable,”<ref>{{Cite journal|last=Heussaf|first=Anna|date=Summer 2025|title=Bláthnaid—A tale of love, violence and sorcery retold for readers today|url=https://booksirelandmagazine.com/blathnaid-a-tale-of-love-violence-and-sorcery/|journal=Books Ireland}}</ref> with “an unsurpassed richness and precision of language.”<ref name=":12">{{Cite journal|last=Ó Cróinín|first=Breandán|date=Summer 2025|title=unknown|journal=The Limerick Leader}}</ref> “Whimsical, hilarious, and subtly learned” is how Éilis Ní Dhuibhne described his writing.<ref name=":20" /> === Original Works === Ó Scolaí’s first novel, the 2007 ''An Cléireach'' (''The Clerk'') won two prizes and was described as “one of the great historical novels in the Irish language and among the best books written in the language since the beginning of this century.”<ref name=":12" /> Novelist Alan Titley says, “In ''An Cléireach'' Ó Scolaí creates the Ireland of war in the 17th century more fully than any other Irish writer on the subject of war since ''L’Attaque'' Eoghain Ó Thuairisc around 1798 [In ''An Cléireach'' cruthaíonn Ó Scolaí Éire an chogaidh san 17ú haois níos iomláine ná mar a dhein aon scríbhneoir Gaeilge eile ar ábhar cogaidh ó ''L’Attaque'' Eoghain Uí Thuairisc timpeall ar 1798].”<ref name=":11" />{{rp|25, Col. 1a}} Not all the reviews of this first novel were so positive, however; Proinsias O' Drisceoil says for the Irish Times says,<blockquote>This then is a novel in search of a plot, a story that attempts to attain a significance that eludes it.<ref>{{Cite news|url=https://www.irishtimes.com/news/a-disaffected-clerk-in-the-confederates-1.943070|title=A disaffected clerk in the confederates|last=O' Drisceoil|first=Proinsias|date=5 July 2008|work=The Irish Times|access-date=16 October 2025}}</ref></blockquote> In the ''Oxford Handbook of Modern Irish Fiction'' Pádraig Ó Siadhail analyzes rather than reviews ''An Cléireach'': <blockquote>In ''An Cléireach'', Ó Scolaí revisits the trauma of Cromwellian Ireland. The primary narrative device is once again the first-hand account, in this case by Tadhg Ó Dúbháin, a clerk and quartermaster in the Confederate Army in 1650. We sample the hardships, the friendships, the tensions, the rivalries, and the petty jealousies amongst comrades in arms, including remnants of the Gaelic literary class, as the Confederate soldiers, increasingly a rabble more than a cohesive unit, retreat in advance of Cromwell’s forces. ''An Cléireach'' concludes with the narrator and his family in exile in continental Europe. But along the retreat route, and central to the novel, members of the Confederate army camp, rest up, and tell versions of a story about the keeper of the treasured manuscript "Saltair an Easpaig" (The Bishop’s Psalter). Their versions raise issues about memory construction, the limitations of individual perspectives, personal agendas, and how minor changes in the telling of a story can alter our understanding of history, Thus, ''An Cléireach'' complements ''Fontenoy'' in moving beyond more realistic recreation of a historical event or period to interrogate the notion of history as construct.<ref>{{Cite book|title=The Oxford Handbook of Modern Irish Fiction|last=Ó Siadhail|first=Pádraig|publisher=Oxford University Press|year=2020|isbn=9780198754893|editor-last=Harte|editor-first=Liam|pages=598–99|chapter=Contemporary Irish Fiction}}</ref> </blockquote> Of ''Súil an Daill,'' in ''Nós'', Cathal Seoighe says, "The book deserves a significant place among the collection of high-quality books published in recent years that would make you feel sorry for someone who does not speak Irish [Tá áit shuntasach ag dul don leabhar i measc an chnuasaigh leabhair ar ardchaighdeán a foilsíodh le roinnt blianta anuas a d’fhágfadh trua agat don té atá gan Ghaeilge]."<ref>{{Cite journal|last=Seoighe|first=Cathal|date=09/26/2022|title=‘Dar leathmhagairle an diabhail, is leabhar den scoth é seo!’ ['According to the devil’s half-wit, this is a great book!’]|url=https://nos.ie/cultur/leabhair/dar-leathmhagairle-an-diabhail-is-leabhar-den-scoth-e-seo/|journal=Nós}}</ref> ''Bódléar'', Ó Scolaí's most recent book, is a “beautiful novel. There is magic and craftsmanship in it. A small miracle of a book and it is highly recommended.”<ref>{{Cite web|url=https://leabharbreac.com/bodlear-mioruilt-bheag-de-leabhar/|title=Bódléar: Míorúilt bheag de leabhar (Bódléar: A Small Miracle of a Book)|last=Ní Ghairbhí|first=Róisín|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Éilis Ní Dhuibhne in the ''Irish Times'' says,<blockquote>what a gem! An affectionately gentle satire of the Irish poetic scene during one creatively fluid 19th-century year, the story focuses on a Maigue poet and schoolteacher who goes on a trip to France and returns with camembert, a cafetiere, ‘Fleurs du Mal’, and a mission to convert the local traditionalists to la modernité. Whimsical, hilarious, and subtly learned, it’s absolutely delightful!<ref name=":20">{{Cite journal|last=Ní Dhuibhne|first=Éilis|date=30 June 2025|title=Éilís Ní Dhuibhne on the best Irish language books of 2025 so far: Including a history of the Gaeltacht Civil Rights Movements, a gem of a novel by Darach Ó Scolaí and Joe McHugh’s entertaining account of learning Irish|url=https://www.irishtimes.com/culture/books/review/2025/06/30/eilis-ni-dhuibhne-on-the-best-irish-language-books-of-2025-so-far/|journal=The Irish Times|pages=22}}</ref></blockquote> === Retellings and Translations === ==== ''Táin Bó Cuailnge'' ==== ''Táin Bó Cuailnge'' [''The Cattle Raid of Cooley''] is a modern edition of an 11th-century epic into modern Irish.<ref name=":3" /> Gearóid Denvir reviewed ''Táin Bó Cuailnge'' for ''Comhar'':<blockquote>Darach Ó Scolaí has ​​achieved a feat in this challenging reworking. He has found a high level of the Irish language to tell his story – as he has done before in his groundbreaking novel An Cléireach (2007, Leabhar Breac) and in his other prose works. This book is a decoration of the language, literature and culture of the Irish language, following the path of the old storytellers and writers and presenting material from the tradition to his own generation according to the understandings of his own time. The book will be a classic that will be of great interest to all readers of the Irish language, both ordinary readers, students, scholars and writers, and there should be a copy in every home in the country. [Tá éacht déanta ag Darach Ó Scolaí san athleagan dúshlánach seo. Tá réim ard den teanga Ghaeilge aimsithe aige lena scéal a inseacht – mar a rinne sé cheana ina úrscéal ceannródaíoch An Cléireach (2007, Leabhar Breac) agus i saothair eile phróis dá chuid. Is maisiú ar an teanga agus ar litríocht agus cultúr na Gaeilge an leabhar seo a leanas conair na seanscéalaithe agus na seanscríobhaithe agus ábhar de chuid an traidisiúin á chur i láthair a ghlúine féin aige de réir thuiscintí a linne féin. Clasaic a bheas sa leabhar a gcuirfidh léitheoirí uilig na Gaeilge, idir ghnáthléitheoirí, mhic léinn, scoláirí agus scríbhneoirí spéis thar na bearta ann, agus ba cheart cóip a bheith i chuile theach sa tír.]<ref name=":15">{{Cite journal|last=Denvir|first=Gearóid|date=April 2018|title=Táin Bó Cuailgne|url=https://comhar.ie/iris/78/4/leirmheas/|journal=Comhar|via=JSTOR}}</ref> </blockquote>Cathal Poirtéir says, "The freshness and richness of Ó Scolaí’s version are a joy …. The author delights us with the linguistic and stylistic richness of the ancient epic in a modern-Irish version that reflects the original’s spirit and language."<ref>{{Cite journal|last=Poirtéir|first=Cathal|date=May/June 2018|title=Leabhair Idir Lámha|url=https://www.jstor.org/stable/26564180|journal=Books Ireland|pages=46–47|via=JSTOR}}</ref>{{rp|47}} Novelist and academic Alan Titley calls Ó Scolaí's "a wonderful gutsy telling" of ''Táin Bó Cuailnge''.<ref>{{Cite news|url=https://www.irishtimes.com/culture/2023/03/11/the-tain-retold-maeve-and-ailills-spat-could-be-out-of-a-soap-opera/|title=The Táin retold: ‘Maeve and Ailill’s spat could be out of a soap opera’|last=Titley|first=Alan|date=11 March 2023|work=The Irish Times|access-date=16 October 2025}}</ref> ==== ''Deirdre'' ==== Marie Whelton, in "Léann Teanga" ("Language Studies"), in the 2024 ''An Reiviú'' says,<blockquote>this version [of ''Deirdre''] by Darach Ó Scolaí succeeds in skillfully capturing and portraying the complexity of gender and power issues in the ‘Deirdre’ tradition [éiríonn leis an leagan seo le Darach Ó Scolaí castacht cheisteanna na hinscne agus na cumhachta i dtraidisiún scéal Dheirdre a ghabháil agus a léiriú go sciliúil]. … There is no doubt that this new version greatly contributes to the legacy of the story and that it revives that legacy thoughtfully and artistically [Níl amhras faoi ach go gcuireann an leagan úr seo go mór le hoidhreacht an scéil agus go ndéanann sé an oidhreacht sin a athbheochan go tuisceanach agus go healaíonta.].<ref name=":16">{{Cite web|url=https://www.tara.tcd.ie/tara8/server/api/core/bitstreams/3c20175a-7631-44b2-8b0f-f454edd712b4/content|title=An Artistic Retelling of Deirdre's Tale and the Defeat of Conor Review of Deirdre or the Ship of Mac Uisnigh by Darach Ó Scolaí [Athinsint Ealaíonta ar Oidhe Dheirdre agus ar Ansmacht Chonchúir Léirmheas ar Deirdre nó Loingeas Mhac Uisnigh le Darach Ó Scolaí]|last=Whelton|first=Marie|date=2024|website=The Review [An Reiviú], Language Studies [Léann Teanga]|access-date=25 September 2025}}</ref></blockquote> === Works for Young Readers === Meadhbh Ní Eadhra said of ''Bodach an Chóta Lachna'' that it was "Beautiful Irish, but easy to understand for young readers."<ref>Ní Eadhra, Meadhbh. In ''Gaelscéal'', qtd. in "Bodach an Chóta Lachna" https://leabharbreac.com/en/shop/oige-en/7-8/bodach-an-chota-lachna/.</ref> == Awards and Honors == Ó Scolaí's works are regularly nominated and make the short list for prizes, an honor in itself, but they are generally not listed here unless they are named as the first-place winner in their category. === Oireachtas Prize === The Oireachtas Prize is the literary prize awarded by [[wikipedia:Oireachtas_na_Gaeilge|Oireachtas na Gaeilge]], the annual arts festival dedicated to Irish language, arts and culture. Darach Ó Scolaí has won the Oireachtas Prize for Literary Fiction three times, once for ''An Cléireach'' (''The Clerk'') in 2007, for ''Súil an Daill'' (''The Eye of the Blind'') in 2021 and for ''Bódléar'' in 2024. * 2007, for ''An Cléireach'' (trans., ''The Clerk'') — “(a special prize commemorating the 400th anniversary of the foundation of Coláiste na nGael in Louvain, awarded under the auspices of the Franciscan Province of Ireland). The prize of €10,000 was the largest prize ever awarded to an Irish language novel [(duais speisialta chomórtha 400 bliain bhunú Choláiste na nGael i Lobháin a bronnadh faoi urraíocht Phroibhinse Phroinsiasach na hÉireann). Ba é an duais €10,000 sin an duais ba mhó a bronnadh riamh ar úrscéal Gaeilge].”<ref name=":18" /> * 2021, for ''Súil an Daill'' (''The Eye of the Blind'') * 2024, for ''Bódléar'' === Ó Shúilleabháin Award, Irish language “Book of the Year” === The first prize of this award includes €5,000 to the publisher and €2,500 to the author of the winning work.<ref name=":10">{{Cite journal|date=15 August 2023|title=20 saothar san iomaíocht do ‘Leabhair Ghaeilge na Bliana 2023’|url=https://tuairisc.ie/20-saothar-san-iomaiocht-do-leabhair-ghaeilge-na-bliana-2023/|journal=Tuairisc}}</ref> * ''An Cléireach'' (''The Clerk'').<ref>{{Cite web|url=http:/www.gaelport.com/uploads/documents/edition19.html|title=Eagrán / Edition 19 - 04 11 2008|date=4/11/2008|website=Internet Archive|archive-url=https://web.archive.org/web/20130525011340/http:/www.gaelport.com/uploads/documents/edition19.html|archive-date=25 May 2013|access-date=25 August 2025}}</ref> * ''Táin Bó Cuailnge'', 2018. * ''Bódléar'', 2025. ==== De Bhaldraithe Award ==== The Gradam de Bhaldraithe is awarded to the best work in translation.<ref name=":10" /> * ''Cuairt San Nioclás,'' a translation of Clement Clarke Moore's ''A Visit from St. Nicholas'', or "'Twas the Night Before Christmas."<ref name=":10" /> ==== Other ==== * Walter Macken Prize, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005 * Bháiteir Uí Mhaicín Memorial Award, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005<ref>{{Cite news|url=https://www.irishtimes.com/gaeilge/tuarascail/duais-oireachtais-1.501571|title=Oireachtas Prize: Over €50,000 was awarded to writers in the Oireachtas Literary Competitions at an event in Dublin last night. Winners… [Duais Oireachtais: Bronnadh breis agus €50,000 ar scríbhneoirí i gComórtais Liteartha an Oireachtais ar ócáid i mBaile Átha Cliath aréir. Bhuaigh…]|work=5 October 2005|access-date=15 October 2025}}</ref> * BBC Stewart Parker Award, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2006 * The Aodán Mac Póilín Commemorative Prize, for ''Táin Bó Cuailnge'' (trans., ''The Cattle Raid of Cooley''), 2017 == External Links == * Leabhar Breac website: https://leabharbreac.com/en/ * Leabhar Breac Facebook pages: * Rosg website: [http://www.rosg.ie/en/ <nowiki>http://ww</nowiki>w.rosg.ie/en/] * Art on the Island (Ealaín ar Oileán) website, archived at the Wayback Machine: https://web.archive.org/web/20130601000520/http://ealainaroilean.ie/ 31 March 2012, 1 June 2013 and 8 January 2014 * Darach Ó Scolaí's website Archived 25 September 2015 at the Wayback Machine: https://web.archive.org/web/20150925103456/http://darachoscolai.ie/ * Youtube video of [https://www.youtube.com/watch?v=OlP2AmSBzXc Breandán Ó Cróinin introducing Deirdre at the book launch] in the pub Tigh Mholly (Molly’s House). == Primordial Ooze == * Known for his sensitivity to language and voices. * Finish scanning through JSTOR * Scan through Irish Times, 56 hits * Check Goodreads * Check YouTube (In the spring of 2013, the arts programme Imeall interviewed the author on TG4.) * Check both Wikipedias for pages on the origins of the retold tales (like Deirdre) and link to this article * Propose link from University of Galway page once Darach’s is up * Write Irish National Biography (<nowiki>https://www.dib.ie</nowiki>) to propose an article about Darach once the Wikip article is done? See what they say. * Link to Ó Scolaí from the Wikipedia * Make sure links '''to''' Wikipedia in the actual encyclopedia work right === Not Placed Yet === * "So here are the books that Irish people love the most! [Mar sin seo iad na leabhair is gile leis na Gaeil!]" — "32. An Cléireach – Darach Ó Scolaí (2)" [18 books got 2 votes, and then they're alphabetized by author's last name, so the 32 of 34 doesn't signify the specificity it seems to]<ref name=":14">{{Cite journal|last=Ó Murchú|first=Eoin P.|date=9 June 2017|title=Na 30 leabhar Gaeilge is fearr leis na Gaeil. [The 30 best Irish books for Irish people]|url=https://nos.ie/cultur/leabhair/an-30-leabhar-gaeilge-is-fearr-leis-na-gaeil/|journal=Nós}}</ref> * "Below is a list of those 111 works – a list that shows a great deal of diversity in the reading habits of Irish speakers.Here is a list of those 111 works – a list that shows a great deal of diversity in the reading habits of Irish speakers [Anseo thíos tá liosta den 111 saothar sin – liosta a léiríonn éagsúlacht an-mhór i nósanna léitheoireachta Gaeilgeoirí.Anseo thíos tá liosta den 111 saothar sin – liosta a léiríonn éagsúlacht an-mhór i nósanna léitheoireachta Gaeilgeoirí]." "Corto Maltese – Hugo Pratt (aistrithe ag Darach Ó Scolaí)"<ref name=":14" /> * "Ceann eile de bhuaicphointí na hÉigse a bheidh sa seisiún le Darach Ó Scolaí, duine d’úrscéalaithe móra na Gaeilge, agus duine de chomhbhunaitheoirí teach foilsitheoireachta Leabhar Breac. [Another highlight of the Éigse will be the session with Darach Ó Scolaí, one of the great Irish language novelists, and one of the co-founders of the publishing house Leabhar Breac.]"<ref name=":17">{{Cite journal|last=Nós|date=4 May 2023|title=Éigse na Bruiséile le filleadh i mí na Bealtaine. [Éigse na Bruséile to return in May]|url=https://nos.ie/cultur/eigse-na-bruiseile-le-filleadh-i-mi-na-bealtaine/|journal=Nós}}</ref> === Things Taken Out for Now === “’The play is a comedy about language, lies, bureaucracy and Gaeltacht grants, in the tradition of Myles na Gcopaleen,’ according to Norma-Jean Kenny in the ''Galway Advertizer'', ‘in which the author comments and criticizes the institutions of the Irish language in Ireland without ceasing.’" Supposedly a quotation by Gearóid Denvir reviewing ''Táin Bó Cuailnge'' for ''Comhar'' (but I don't find it in the article): This book has long been needed by Irish language readers and there is no doubt that it will become a classic in time and surpass Thomas Kinsella’s English version. This version remains faithful to the language of the original while at the same time finding an appropriate language in today’s Irish. Ó Scolaí masterfully overcomes the difficulties of the original’s rhetorical difficulties and the versions of the original poetic texts are extremely effective.[supposedly <ref name=":15" />] “The biggest prize ever awarded for a novel in Irish was presented at a special ceremony in the National Concert Hall in Dublin, today (Thursday, 4 October 2007). Darach Ó Scolaí, writer, artist & playwright from Casla, Co. Galway, was awarded €10,000 for his literary novel, ‘An Ardscoil’. This work, under the new title ‘An Cléireach’, will be launched at Oireachtas na Samhna in Westport in November. This is the first novel from his pen, a story set in the late seventeenth century. This competition was sponsored by the Franciscan Province of Ireland.” (archive, Oireachtas na Gaeilge site, 04 October, 2007) ''Súil an Daill'' (trans., ''The Eye of the Blind''), Leabhar Breac, 2021. number 2 in ''Comhar'' literary magazine’s list of best books of 2021. '''{6}.''' *William Shakespeare, ''Romeo agus Juliet'' (trans. of ''Romeo and Juliet''), Leabhar Breac, 2016. *Jonathan Swift, ''Camchuairt Ghuilivéir'' (trans. of ''Gulliver's Travels''), Leabhar Breac, 2016. *Hugo Pratt, ''Corto Maltese'' '''''Flag of Bones (Bratach na gCnámh) Series''''' Leabhar Breac published the Bratach na gCnámh series of books for young readers. Written in French by Alain Surget, illustrated by Annette Marnat and translated by Darach Ó Scolaí, this series uses the history of Caribbean Sea pirates<ref>{{Cite web|url=https://leabharbreac.com/en/product-category/alain-surget/|title=Alain Surget Archives|website=Leabhar Breac|language=en-US|access-date=2025-09-30}}</ref>: *Alain Surget, ''Éalú as Páras'' (''Escape from Paris''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''Oilean na Siorcanna'' (''Shark Island''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''Long na dTaibhsi'' (''Ship of the Ghosts''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''San Ochtapas Dubh'' (''In the Black Octopus''), Annette Marnat (Illustr.), Leabhar Breac, 2013. * Alain Surget, ''San Ionsai ar Veracruz'' (''The Attack on Veracruz''), Annette Marnat (Illustr.), Leabhar Breac, 2013. '''''For "First Readers" (children to 6 years old or so)''''' These books were written originally in Catalan by Spanish author Enric Lluch Girbés and translated into Irish by Ó ScolaÍ: *Enric Lluch, ''Ag Péinteáil an Tí'' (''Painting the House''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''An Colúr Bacach'' (''The Lazy Dove''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''An Phluais'' (''The Cave''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''Madra Dhaideo'' (''Grandpa's Dog''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''Fiacail Mháire'' (''Mary's Tooth''), Anna Clariana (Illustr.), Leabhar Breac, 2017. '''''Bruno Heitz''''' Leabhar Breac published a series of 3 Heitz books for small children. Published originally in French, this series of three comic books is about a blind mole named Cáitín Chaoch in Irish (and ''Louisette la taupe'' in French).<ref>{{Cite web|url=https://leabharbreac.com/en/product-category/bruno-heitz-en/|title=Bruno Heitz Archives|website=Leabhar Breac|language=en-US|access-date=2025-10-02}}</ref> Ó Scolaí translated these: *Bruno Heitz (author and illustr.), ''Práinneach'' (''Urgent''), Leabhar Breac, 2020 *Bruno Heitz (author and illustr.), ''Preab san Aer'' (''Bounce in the Air''), Leabhar Breac, 2020. '''''Books for Toddlers''''' Leabhar Breac has published 14 books written by French author Orianne Lallemand's and illustrated by Eleonore Thuillier, about Lallemmand's popular character Loup, Wolf. These are translated by Ó Scolaí: *Orianne Lallemand, ''An Mac Tire a Raibh Faitios an Domhain Air'' (trans. of ''The Son Who Saw the World in His Eyes''), Eleonore Thuillier  Illustr.), Leabhar Breac, 2018. *Orianne Lallemand, ''Macan agus an Goban'' (trans. of ''Macan and the Goblin''), Eleonore Thuillier (Illustr.), Leabhar Breac, 2018. * Orianne Lallemand, ''A Mac Tíre a Chuaigh go Tóin na Farraige'' (trans. of ''The Wolf Who Went to the Bottom of the Sea''), Éléanore Thuillier  (Illustr.), Leabhar Breac, 2019. '''''Board Books (for babies)''''' J. C. (Joan Carles) Girbés Aparisi is a Catalan author and editor. These books were written in Catalan and translated by Ó Scolai. *J. C. Girbés, ''An Phicnic'' (''The Picnic''), Silvia Ortega (Illustr.), Leabhar Breac, 2013. * J. C. Girbés, ''An Chóisir'' (''The Party''), Silvia Ortega (Illustr.), Leabhar Breac, 2013. *J. C. Girbés, ''Lá Mór Fada'' (''A Long Day''), Silvia Ortega (Illustr.), Leabhar Breac, 2014. *J. C. Girbés, ''Tabhair Leat do Leabhar'' (''Bring Your Book''), Silvia Ortega (Illustr.), Leabhar Breac, 2014. ==== Gradam Réics Carló ==== The Réics Carló prize is awarded for the best book in the Irish language for young readers. It is named for one of the characters of 20th-century writer [[wikipedia:Cathal_Ó_Sándair|Cathal Ó Sándair (Charles Saunders)]]. * ''An Bradán Feasa'' was “shortlisted for the Réics Carlo award 2010.”<ref name=":9" /> == References == {{reflist}} lieea16i6tys2wn6u1ksn2tpvvnunsy 2822613 2822568 2026-08-18T01:38:47Z Scogdill 1331941 2822613 wikitext text/x-wiki {{Short description|Dress worn by Queen Victoria at her wedding to Prince Albert in 1840}} = Sandbox = Page to draft revisions for Wikipedia articles. For Gwladys Robinson, see Gwladys Lowther Robinson, [[Social Victorians/People/Ripon|Marchioness of Ripon]] and, earlier, [[Social Victorians/People/Lowther|Countess of Lonsdale]] ==References== {{reflist|2}} [[Category:1840 works]] [[Category:Royal wedding dresses|Victoria Queen]] [[Category:1840s fashion]] [[Category:British royal attire]] [[Category:Dresses in the Royal Collection of the United Kingdom|Victoria, Wedding]] [[Category:Diamond Jubilee of Queen Victoria]] = Victorian fashion = '''Victorian fashion''' consists of the various fashions and trends in [[Culture of the United Kingdom|British culture]] that emerged and developed in the [[United Kingdom of Great Britain and Ireland|United Kingdom]] and the [[British Empire]] throughout the [[Victorian era]], roughly from the 1830s through the 1890s. The period saw many changes in fashion, including changes in styles, fashion technology and the methods of distribution. Various movements in architecture, literature, and the [[decorative arts|decorative]] and [[visual arts]] as well as a changing perception of [[gender roles]] also influenced fashion. Under [[Queen Victoria]]'s reign, England enjoyed a period of growth along with technological advancement. [[Mass production]] of sewing machines in the 1850s as well as the advent of synthetic dyes introduced major changes in fashion.<ref name=":3">{{Cite book|title=The Culture of Fashion|last=Breward|first=Christopher|publisher=Manchester University Press|year=1995|pages=145–180}}</ref> Clothing could be made more quickly and cheaply. Fashion made more extreme and more rapid changes than it had in prior centuries. Advancement in printing and proliferation of fashion magazines allowed the masses to participate in the evolving trends of high fashion, opening the market of mass consumption and advertising. By 1905, clothing was increasingly factory made and often sold in large, fixed-price department stores, spurring an age of consumerism with the rising middle classes, who benefited from the [[Industrial Revolution|industrial revolution]].<ref name=":3" /> ==Women's fashions== [[File:Fashions.jpg|thumb|upright|Illustration depicting fashions throughout the 19th century]]During the [[Victorian era|Victorian Era]], women generally inhabited the private, domestic sphere.<ref>{{Cite web|url=https://www.bl.uk/romantics-and-victorians/articles/gender-roles-in-the-19th-century|title=Gender roles in the 19th century|website=The British Library|access-date=2016-10-21|archive-date=8 July 2022|archive-url=https://web.archive.org/web/20220708075142/https://www.bl.uk/romantics-and-victorians/articles/gender-roles-in-the-19th-century|url-status=dead}}</ref> Unlike in earlier centuries when women labored with their husbands and brothers or worked in family businesses, during the nineteenth century, gender roles became more rigidly defined. Farm labourers was no longer in such a high demand after the [[Industrial Revolution]], and women were more likely to perform domestic work or, if married, give up paid work entirely. Dress reflected these new lifestyles, and was, for the middle and upper classes, less utilitarian.<p> Clothes were seen as an expression of women's place in society<ref>{{Cite book|title=Victorian and Edwardian Fashion - A Photographic Survey|last=Gernsheim|first=Alison|publisher=Dover Publications Inc.|year=1963|location=New York|pages=26}}</ref> and were differentiated by [[social class]]. Most women wore a [[corset]] over a [[chemise]], followed by a gown or [[skirt]] paired with a [[bodice]], [[blouse]], or [[chemisette]]. The shape of the skirt would be supported by layers of petticoats or, later in the period, structured support such as cage crinolines or bustles. The clothing of [[Upper class|upper-class women]], who generally did not do paid labor, was often elaborately decorated with more layers and [[Trim (sewing)|trims]]. [[Middle class|Middle-class women]] wore less complex dress styles with less expensive trim. [[Working class|Working-class]] clothing was simpler still, with less expensive fabric, fewer layers still and little trim. Including the undergarments, the amount of fabric in women's clothing made it much heavier and the construction made it much more restrictive than ours, especially in the waist (due to the boning in the corset) and the shoulders (due to the popularity of dropped shoulder seams). The amount, quality and type of fabric were displays of wealth and status.[[File:1837 Dress.jpg|alt=This dress features a low waistline, and the bodice is worn over the hips to further emphasise the silhouette|thumb|upright|An undressed woman In 1837, featuring a fashionable hairstyle, busked corset, and layers of petticoats.]]It is important not to oversimplify the fashion of the Victorian age. The rate of change in fashion accelerated in the 19th century to the point that styles were distinctly different from one decade to the next (see "When Was That Dress in Fashion?", above right). The styles of Elizabethan England, in contrast, changed much less extremely over the course of a century. The most important characteristics for the analysis of 19th-century fashion include silhouette or line, corsets or stays, the neckline and the sleeves.[[File:The Engageants sleeves.jpg|thumb|Engageants, worn to fill open sleeves, were made of light fabrics like lace, linen, lawn or cambric.]] * '''Silhouette''': Silhouette changed over time supported by the evolution of the foundation garments. In fact the line or silhouette of garments changed about every ten years. Just as outer clothing changed, foundation garments were also modified to give the wearer a different silhouette. Over the course of the century most Europeans and some in their colonies wore the same kinds of undergarments and similar outer garments. For example, wide skirts were supported by layers of petticoats that used woven horsehair to stiffen them.<ref>{{Cite web |title=Corsets, crinolines and bustles: fashionable Victorian underwear · V&A |url=https://www.vam.ac.uk/articles/corsets-crinolines-and-bustles-fashionable-victorian-underwear |access-date=2025-10-27 |website=Victoria and Albert Museum |language=en}}</ref> By 1856 the [[Crinoline|cage crinoline]] (a domed structure using steel bands and wires) replaced the petticoats, making the skirts lighter in weight and easier to walk in. The line of the outer garments was influenced by how full the skirt was, how small the waist was and its location relative to the natural waistline, how the sleeves were shaped, and how deep the neckline went. * '''Corsets''': [[Corset]]s or stays were ubiquitous, providing adjustable bust and posture support, helping to shape the body into the fashionable silhouette and preventing horizontal creasing in the bodice. Foundation garments were constantly evolving throughout the century. Over the course of the century, almost all women and some men wore corsets. After the late 1850s, an individual could lace a corset without help.<ref name=":24">{{Cite book|title=Victorian Fashions for Women|last=Kay|first=Fiona|last2=Storey|first2=Neil R.|publisher=Pen & Sword History|year=2022|isbn=978 1 39900 416 9|location=Yorkshire and Philadelphia|pages=30-31}}</ref> Most corsets were constructed with a busk, "(a flat length of whalebone, wood or steel) inserted in a channel down the centre to smooth out the front of the dress."<ref>{{Cite book|title=Victorian Fashions for Women|last=Kay|first=Fiona|publisher=Storey|year=Neil R.|isbn=978 1 39900 416 9|location=Yorkshire and Philadelphia|pages=13}}</ref> The drawing of an undressed woman (above right) shows a self-laced corset with what may be a split busk. * '''Neckline''': Necklines changed over the course of the century as bodices and sleeves evolved. The less formal daywear had a higher neckline, regardless of class and decade. For formal wear, which varied widely by class and kind of event, the neckline was often lower and off the shoulder and finished with a [[Collar (clothing)|bertha]] (lace collar or flounce) or multiple bands of fabric pleats. This [[décolletage|décolleté evening style]] popularized shawls or [[cape]]lets and required a [[Corsets|corset]] without shoulder straps. The fashion was for dressmakers to produce two bodices with each skirt, one closed décolletage for day and one décolleté for evening. * '''Sleeves''': Over the course of the century, styles in sleeves changed radically and more than one sleeve style was fashionable at the same time. Some of the most popular styles included gigot, pagoda, ''engageants'' (see right), bishop and leg-of-mutton sleeves. The changes were in the [[armscye]], the wrist treatment, and the fullness at the shoulder, elbow and wrist. For example, as [[crinoline]]s began to appear in the 1850s, sleeves were shaped like large bells known as pagoda sleeves. [[Engageante]]s, or false sleeves, were stitched inside full or open sleeves like pagoda sleeves. They were easy to remove, launder and restitch into position. Even though the changes in fashion over the century were rapid and extreme, they were also evolutionary.[[File:Dress - MET 1971.47.3a–e.jpg|thumb|English day dress, late 1830s, with bow details and puffed sleeves]] === 1830s dress style === [[File:Princess Victoria and Dash by George Hayter.jpg|alt=Old portrait of a teenage girl in a white formal dress, with a dog|thumb|Princess Victoria and her dog Dash, 1833|left]]During the beginning of Queen Victoria's reign in 1837, the fashionable silhouette was an hourglass shape with wide shoulders, emphasized by puffed [[gigot sleeves]], a full skirt, and a slim waist. Corsets were extended over the abdomen and down towards the hips, worn with a busk.<ref name=":0">{{Cite book|title=From Queen to Empress - Victorian Dress 1837-1877|last=Goldthorpe|first=Caroline|publisher=The Metropolitan Museum of Art|year=1988|location=New York|pages=23–24}}</ref> A chemise was worn under the corset, and cut relatively low in the neck so that it could not be seen. Over the corset was a tight-fitting bodice featuring a high, straight waistline. Under the ankle-length skirt were layers of petticoats<ref name=":0" /> stiffened with horsehair. Skirts would not be extremely full for another two decades. To contrast with the narrow waist, necklines were low and wide. Queen Victoria's 1833 white dress (right) shows the off-the-shoulder neckline, the higher waist and the ankle-length skirt held out by horsehair. The yellow day dress (left) shows gigot sleeves, the higher neckline and a skirt with a drape similar to Victoria's. ['''Conclusion to 1830s'''] === 1840s dress style === The 1840s saw an increase in '''fashion magazines''' available to women. And the industrial revolution supplied women with more varieties of color and weave in ready-made fabrics. In addition, silk was expensive, limiting the number of women who could afford it. Cotton replaced silk as a basic fabric, especially among middle-class women. Elements of fashion changed rapidly during this transitional decade.[[File:Magasin för konst, nyheter och moder 1844, illustration nr 8.jpg|thumb|1844 [[fashion plate]] depicting fashionable clothing for men and women, including illustrations of a [[glove]], a fanchon, and [[Bonnet (headgear)|bonnets]]]]At the beginning of the 1840s, skirts began to widen and become dome shaped (because the skirt pieces changed from rectangles to gores, which are wider at the bottom). The waistline lowered with a point formed at the bottom of both the bodice and corset, which gave a rather rigid look to the silhouette. In addition to the flowers, feathers, and ribbons many of the decorations on the dress were made of the fabric of the dress (tucks and pleats, flounces, ruffles). During this decade, the amount of trim decreased in general. At the end of the decades waists rose to the natural waistline.[[File:Woman's_Dress_LACMA_M.2007.211.744_(1_of_7).jpg|left|thumb|English silk day dress of the second half of the 1840s, with dropped shoulder seams, tight sleeves, and a pointed waist.]]Although corsets narrowed the bodices and gave them a point in the early 1840s, by the end of the decade, they returned to the natural waistline and raised the neckline. Necklines remained wide with further use of lace berthas to frame the upper body parts. At the end of the decade, necklines were raised and remained high. Dresses were stiffer due to boning in the bodice as well as the corset. Skirts often had one or two flounces at the bottom that increased the look of fullness (see, for example, the 1844 fashion plate, below right). Fullness was achieved through numerous petticoats stiffed with horsehair and starch, which became bulky and heavy and sometimes entangled the feet. Petticoats had another disadvantage: the number of waistbands increased with each additional petticoat. To achieve the narrow waist, skirts were attached to bodices using very tight organ [[pleat]]s secured at each fold.<ref name=":1">{{Cite book |last=Goldthorpe |first=Caroline |title=From Queen to Empress - Victorian Dress 1837-1877 |publisher=The Metropolitan Museum of Art |year=1988 |location=New York |pages=32}}</ref> Skirts lengthened, while widths increased due to the introduction of the [http://3.bp.blogspot.com/-bOuPyjWzwT8/TuKx-x1R12I/AAAAAAAAAF0/oRs6AyGH0gw/s1600/CI53.51.15_B1870Amer.Horsehair.jpg horsehair crinoline] in 1847; becoming a status symbol of wealth. Sleeves narrowed with smaller decorative additions (see, for example, the English silk day dress, below left). They eventually widened at the wrists into open pagoda-type sleeves requiring engageants to cover the forearms. Shawls were used to convert a simple dress into a more formal outfit. The popularity of shawls grew the very soft and beautifully dyed and woven cashmere shawls from India with a paisley design (after the Scottish town that manufactured shawls).<ref name=":24" /> (48 [of 298]) Poke bonnets dominated the decade as a de regeur head covering.<ref name=":24" /> (51 [of 298]) (the English silk day dress, below left, shows a poke bonnet) Cosmetics became more popular, with instructions The Handbook of the Toilette (anonymous, many editions beginning in 1839. Unfortunately many contained toxic elements like calcium oxide (or quicklime) found hair dye that was recommended to stay in the hair for 3 to 8 hours.<ref name=":24" /> (47 [of 298]) By the end of the 1840s skirts were more dome shaped, necklines were higher and wider and sleeves broadened at the bottom. * [[File:1850's Evening Dress.jpg|thumb|Picture of 1850s evening dress with a bertha neckline]] === 1850s dress style === [[File:Ensemble_MET_DT6845.jpg|left|thumb|A day ensemble ca. 1855, featuring tiers of ruffles and pagoda style sleeves.]] The hourglass silhouette further was exaggerated in the 1850s. Necklines of day dresses were sometimes cut into a V-shape, causing a need to cover the bust area with a chemisette. In contrast, evening dresses were cut low across the shoulder, often featuring a [[Collar (clothing)|bertha collar]]. Bodices began to extend over the hips, while the sleeves opened further and increased in fullness. Skirts were domelike, with increasing volume as tiers of flounces became popular decorations.[[File:1856 Cage Crinoline.jpg|alt=1st patented cage crinoline.Fullness of the skirt is even further emphasised.|thumb|A print displaying the fashionable silhouette of the 1850s and then the cage crinoline needed to support it.]] In 1856, the invention of the first [[Crinoline|cage crinoline]] allowed for even wider skirts. The cage crinoline was constructed by joining thin metal strips together to form a circular structure that could support the large width of the skirt. This was made possible by technology which allowed iron to be turned into steel, which could then be drawn into fine wires.<ref name=":3" /> Although often ridiculed by journalists and cartoonists of the time as the crinoline swelled in size, this innovation freed women from the heavy weight of petticoats and was a much more hygienic option.<ref name=":4">{{Cite book |last=Steele |first=Valerie |url=https://archive.org/details/fashioneroticism0000stee |title=Victorian Fashion. Fashion and Eroticism: Ideals of Feminine Beauty from the Victorian Era to the Jazz Age |publisher=Oxford University Press |year=1985 |isbn=978-0-19-503530-8 |pages=[https://archive.org/details/fashioneroticism0000stee/page/51 51]–84 |url-access=registration}}</ref> Meanwhile, the invention of synthetic dyes made brighter colours more accessible and women experimented with gaudy or saturated colours.<ref name=":3" /> For evening, a wide, low neckline was popular, often with a [[Collar (clothing)|bertha]].<ref name="h608">{{cite book |last=Arnold |first=Janet |title=Patterns of fashion. 2: Englishwomen's dresses and their construction: 1860 - 1940 |date=1993 |publisher=MacMillan |isbn=978-0-89676-027-1 |publication-place=London |page=}}</ref> === 1860s dress style === [[File:Mrs_Ellinor_Guthrie_by_Frederic_Leighton.jpg|thumb|English dress in 1864, showcasing bishop sleeves and simple trim.]] The 1860s saw the shape of skirts change from bouffant and domelike to conical and somewhat elliptical, with more fullness in the back. Trims simplified and became more geometric with skirts simplifying from pleats to gored panels.<ref name="w586">{{cite book |last=Arnold |first=Janet |title=Patterns of fashion. 2: Englishwomen's dresses and their construction: 1860 - 1940 |date=1993 |publisher=MacMillan |isbn=0-333-13607-1 |publication-place=London |page=}}</ref> [[File:Woman's_silk_taffeta_dress_c._1865.jpg|left|thumb|An English silk morning dress from 1865, with machine-made lace.]] During the first half of the 1860s, crinolines began decreasing in size at the top, while retaining their volume at the bottom, creating a more pyramidal shape.<ref name=":2">{{Cite book|title=From Queen to Empress - Victorian Dress 1837-1877|last=Goldthorpe|first=Caroline|publisher=The Metropolitan Museum of Art|year=1988|location=New York|pages=26}}</ref> Bodices remained relatively unchanged, ending at the natural waistline with wide [[Sleeve|pagoda sleeves]] or bishop sleeves. By the middle of the decade, the shape of the crinoline became flatter in the front and more voluminous behind, often with a train, requiring an elliptical crinoline. In 1868, skirt widths diminished even further, while fullness and length remained at the back. In order to emphasize the back, the train was gathered together to form soft folds and [[Drapery|draperies]].<ref>{{Cite book|title=Making Victorian Costumes for Women|last=Audin|first=Heather|publisher=Crowood|year=2015|pages=45}}</ref><ref>{{Cite book |last=Goldthorpe |first=Caroline |title=From Queen to Empress - Victorian Dress 1837-1877 |publisher=The Metropolitan Museum of Art |year=1988 |location=New York |pages=45}}</ref> === 1870s dress style === [[File:1870's Dress.jpg|alt=Dresses featuring the Bustle & Polonaise|left|thumb|A fashion plate of early 1870s day and evening dress.]]The style of the 1870s was characterized by an abundance of draperies and trims, beginning the [[1775–1795 in Western fashion|rococo]] revival. The trend for broad skirts slowly disappeared during the 1870s, as women started to prefer a slimmer silhouette. The waistline of the early 1870s was high, necklines varied, while armscye remained off the shoulder. An [[overskirt]] was extremely popular, often tied up into an apron effect at the front with a [[Polonaise (clothing)|polonaise]] or puffed draperies at the back.<ref name="g4223">{{cite book |last=Cunnington |first=Cecil Willett |title=English Women's Clothing in the Nineteenth Century |date=1990-05-01 |publisher=Courier Corporation |isbn=0-486-26323-1 |publication-place=New York |page=}}</ref> [[File:Black_net_ball_dress_1874.png|thumb|A black net ball dress from 1874, with back draperies and an overskirt.]] Over time, the overskirt shortened into a detached [[Basque (clothing)|basque]], resulting in an elongation of the bodice over the hips. As the bodices grew longer in 1873, the [[Polonaise (clothing)|polonaise]] was thus introduced into the Victorian dress styles. A polonaise is a garment featuring both an overskirt and bodice together. The [[tournure]] was also introduced, and along with the polonaise, it created an illusion of an exaggerated rear end. By 1874, skirts began to taper in the front and were adorned with trimmings, while sleeves tightened around the wrist area. Towards 1875 to 1876, bodices featured long but even tighter laced waists, and converged at a sharp point in front. Bustles lengthened and slipped even lower, causing the fullness of the skirt to further diminish. Extra fabric was gathered together behind in pleats, thus creating a narrower but longer tiered, draped train too. Due to the longer trains, petticoats had to be worn underneath in order to keep the dress clean. [[File:Woman's_Polonaise_Dress_LACMA_M.2007.211.777a-f_(1_of_4).jpg|left|thumb|An English sheer summer dress with polonaise from around 1875.]] In 1877, dresses moulded to fit the figure,<ref name=":2" /> as increasingly slimmer silhouettes were favored. This was allowed by the invention of the cuirass bodice, which extends downwards to the hips and upper thighs. Although dress styles took on a more natural form, corsetry was still required and the train was often supported with a cage. The armscye, for the first time in the period, moved from a dropped position up to the shoulders and would remain there for the rest of the era. === 1880s dress style === [[File:1885 Bustle.jpg|alt=Horizontal protrusion at the back.|thumb|The lobster tail bustle of around 1885.]] The saw the growing popularity of austere, menswear inspired tailoring.<ref name=":4" /> Some credited the change in silhouette to the [[Victorian dress reform]], which consisted of a few movements including the [[Artistic Dress movement|Aesthetic Costume]] Movement and the [[Victorian dress reform|Rational Dress Movement]] in the mid-to-late Victorian Era advocating for a natural silhouette and lightweight underwear, and rejecting [[tightlacing]]. However, these movements did not gain widespread support. Others noted the growth in cycling and tennis as acceptable feminine pursuits that demanded a greater ease of movement in women's clothing.<ref name=":3" /> Still others argued that the growing popularity of tailored semi-masculine suits was simply a fashionable style, and indicated neither advanced views nor the need for practical clothes.<ref name=":4" /> [[File:Edward_Hughes_-_Juliette_Gordon_Low_-_Google_Art_Project.jpg|left|thumb|An 1887 portrait of English evening dress with higher shoulder placement, simple trims, and a V-shaped neckline.]] After a period of slim, train-less skirts with heavy decoration, the bustle made a re-appearance in 1883, and it featured a further exaggerated horizontal protrusion at the back. Due to the additional fullness, drapery moved towards the sides or front panel of the skirt instead. Bodices shortened, now ending above the hips. Skirts were much less full than the last time the bustle was in fashion in the 1870s and instead focused on a slim front with a shelf-like back protrusion. Sleeves of bodices were thinner and tighter, while necklines became higher again, with a high collar being ubiquitous for daytime, a trend that would continue into the 1890s. For the evening, the bertha fell out of favor, replaced by V-shaped necklines or draped styles due to the new higher shoulder.<ref name="g4223"/> Sleeves tightened again during the [[1880s in Western fashion|1880s]] and the armscye moved back up the shoulders.<ref name="y040">{{cite book |last=Severa |first=Joan L. |title=Dressed for the Photographer |date=1995 |publisher=Kent State University Press |isbn=0-87338-512-8 |publication-place=Kent, Ohio |page=}}</ref> === 1890s dress style === [[File:Lady_Beatrice_Pole-Carew.jpg|thumb|English socialite Lady Beatrice Pole-Carew in the mid-1890s, with puffed sleeves.]] By 1890, the crinoline and bustle were fully abandoned, and skirts flared in an A-line. Necklines were high, while sleeves of bodices initially peaked at the shoulders, but increased in size in the middle of the decade to a puffed [[Sleeve|leg-of-mutton]] style.The sleeves grew to a volume rivaling the 1830s and even sometimes required a cushion to retain their fullness. This sleeve style narrowed down towards the end of the decade. Women also adopted the style of the tailored jacket during this period, with menswear influences such as necktie inspired neckwear continuing from the previous decade. == Hats and headwear == [[File:Ford.madox.brown.last.emma.study.jpg|thumb|''Emma Hill'' by [[Ford Madox Brown]] (1853), a woman wearing a later version of the [[poke bonnet]]]] [[File:Hoed,_objectnr_KA_1237.tif|left|thumb|Perched bonnet style of the early 1870s.]] Hats were crucial to a respectable appearance for both men and women. To go bareheaded was simply not proper. The top hat, for example, was standard formal wear for upper- and middle-class men.<ref name=":4" /> For women, the styles of hats changed over time and were designed to match their outfits. During the early Victorian decades, hats were modest in size and design, straw and fabric bonnets being the popular choice. [[Poke bonnet]]s, which had been worn during the late [[Regency period]], had high, small crowns and brims that grew larger until the 1830s, when the face of a woman wearing a poke bonnet could only be seen directly from the front. They had rounded brims, echoing the rounded form of the bell-shaped hoop skirts. Bonnets shrunk at the end of the 1860s and moved to a perched position in the early 1870s as hairstyles grew in scale and intricacy. This led to the popularization of hats, which became the headwear of choice for the remainder of the Victorian era.<ref name="g4223"/> [[File:The_London_and_Paris_ladies'_magazine_(Apr_1885)_03.png|thumb|Flower pot style hat of 1885.]] The 1880s saw a hat inspired by the top hat for women known as the flowerpot hat, and the 1890s saw the popularity of the boater. The hats of the late Victorian era were covered with elaborate creations of silk flowers, ribbons, and above all, exotic plumes; hats sometimes included entire exotic birds that had been stuffed. Many of these plumes came from birds in the Florida everglades, which were nearly made entirely extinct by overhunting. By 1899, early environmentalists like [[Adeline Knapp]] were engaged in efforts to curtail the hunting for plumes. By 1900, more than five million birds a year were being slaughtered, and nearly 95 per cent of Florida's shore birds had been killed by [[Plume hunting|plume hunter]]s.<ref>{{cite web|title=Everglades National Park|url=https://www.pbs.org/nationalparks/parks/everglades/|archive-url=https://web.archive.org/web/20090927085907/http://www.pbs.org/nationalparks/parks/everglades/|url-status=dead|archive-date=27 September 2009|publisher=PBS|access-date=7 November 2011}}</ref> == Shoes == The women's shoes of the early Victorian period were narrow and heelless, in black or white satin. By 1850s and 1860s, they were slightly broader with a low heel and made of leather or cloth. Ankle-length laced or buttoned boots were also popular. From the 1870s to the twentieth century, heels grew higher and toes more pointed. Low-cut pumps were worn for the evening.<ref name=":4" /> == Cosmetics == [[Victorian-era cosmetics]] were typically minimal, as makeup was associated by the middle classes with promiscuity. However, small amounts of pale face powder or powdered blush were more widely used.<ref>{{Cite book |last=Goodman |first=Ruth |title=How to be a Victorian |date=2014 |publisher=Penguin Books |isbn=978-0-670-92136-2 |location=London}}</ref> Some cosmetics contained toxic or caustic ingredients like lead, mercury, ammonia, and arsenic {{Citation needed|date=October 2025}}. Hair color == Men's fashion == [[File:Mens Coats 1872 Fashion Plate.jpg|thumb|upright|Drawing of Victorian men 1870s]] During the [[1840s in fashion|1840s]], men wore tight-fitting, calf length [[frock coat]]s and a [[waistcoat]] or vest. Sleeves were full at the top and waists were tight, creating an hourglass form. Waistcoats were single- or double-breasted, with shawl or notched collars, and might be finished in double points at the lowered waist. For more formal occasions, a cutaway morning coat was worn with light trousers during the daytime, and a dark tail coat and trousers was worn in the evening. Shirts were made of linen or cotton with low collars, occasionally turned down, and were worn with wide [[Cravat (early)|cravat]]s or neck ties. Trousers had fly fronts, and [[breeches]] were used for formal functions and when horseback riding. Men wore [[top hat]]s, with wide brims in sunny weather. During the [[1850s in fashion|1850s]], men started wearing shirts with high upstanding or turnover [[collar (clothing)|collars]] and [[necktie#Four-in-hand|four-in-hand necktie]]s tied in a bow, or tied in a knot with the pointed ends sticking out like "wings". The upper-class continued to wear top hats, and [[bowler hat]]s were worn by the working class. In the [[1860s in fashion|1860s]], men started wearing wider neckties that were tied in a bow or looped into a loose knot and fastened with a stickpin. Frock coats were shortened to knee-length and were worn for business, while the mid-thigh length [[sack coat]] slowly displaced the frock coat for less-formal occasions, with the overall effect of a looser silhouette. Top hats briefly became the very tall "stovepipe" shape, but a variety of other hat shapes were popular. During the [[1870s in fashion|1870s]], three-piece suits grew in popularity along with patterned fabrics for shirts. Neckties were the four-in-hand and, later, the [[Ascot tie]]s. A narrow ribbon tie was an alternative for tropical climates, especially in the Americas. Both frock coats and sack coats became shorter and more form fitting. Flat straw boaters were worn when boating. During the [[1880s in fashion|1880s]], formal evening dress remained a dark tail coat and trousers with a dark waistcoat, a white bow tie, and a shirt with a winged collar. In mid-decade, the dinner jacket or [[tuxedo]], was used in more relaxed formal occasions. The [[Norfolk jacket]] and tweed or woolen breeches were used for rugged outdoor pursuits such as shooting. Knee-length topcoats, often with contrasting velvet or fur collars, and calf-length overcoats were worn in winter. Men's shoes had higher heels and a narrow toe. Starting from the [[1890s in fashion|1890s]], the [[blazer]] was introduced, and was worn for sports, sailing, and other casual activities.<ref>{{cite web|last=Landow|first=George|url=http://www.victorianweb.org/art/costume/90s/2.html|title=Men's informal sporting dress, late 1880s and '90s}}</ref> Throughout much of the Victorian era most men wore fairly short hair. This was often accompanied by various forms of facial hair including moustaches, side-burns, and full beards. A clean-shaven face did not come back into fashion until the end of the 1880s and early 1890s.<ref>{{cite web|url=http://www.victorianweb.org/art/costume/nunn21.html|title=Victorian Men's Fashions, 1850–1900: Hair}}</ref> Distinguishing what men really wore from what was marketed to them in periodicals and advertisements is difficult, as reliable records do not exist.<ref name="shannon597">{{cite journal|last=Shannon|first=Brent|title=Refashioning Men: Fashion, Masculinity, and the Cultivation of the Male Consumer in Britain, 1860–1914|journal=Victorian Studies|year=2004|volume=46|issue=4|pages=597–630|doi=10.1353/vic.2005.0022}}</ref> Influence of Bertie, Albert Edward, Prince of Wales ==Mourning black== {{See also |Mourning stationery}} [[File:The royal children in mourning Mar 1862.jpg|thumb|Victoria's five daughters (Alice, Helena, Beatrice, Victoria and Louise), photographed wearing mourning black beneath a bust of their late father, Prince Albert (1862)]] [[File:Mourning dress MET 50.40.3a-b front CP4.jpg|alt=Black Victorian mourning dress|thumb|Mourning Dress, 1894–95]] In Britain, black is the colour traditionally associated with mourning for the dead. The customs and etiquette expected of men, and especially women, were rigid during much of the Victorian era. The expectations depended on a complex hierarchy of close or distant relationship with the deceased. The closer the relationship, the longer the mourning period and the wearing of black. The wearing of full black was known as First Mourning, which had its own expected attire, including fabrics, and an expected duration of 4 to 18 months. Following the initial period of First Mourning, the mourner would progress to Second Mourning, a transition period of wearing less black, which was followed by Ordinary Mourning, and then Half-mourning. Some of these stages of mourning were shortened or skipped completely if the mourner's relationship to the deceased was more distant. Half-mourning was a transition period when black was replaced by acceptable colours such as lavender and mauve, possibly considered acceptable transition colours because of the tradition of [[Church of England]] (and [[Catholic Church|Catholic]]) clergy wearing lavender or mauve [[Stole (vestment)|stoles]] for funeral services, to represent the [[Passion (Christianity)|Passion of Christ]].<ref>{{cite web|title=The Colors of the Church Year|url=http://fullhomelydivinity.org/articles/colors.htm|publisher=Consortium of Country Churches|access-date=6 November 2011|archive-date=13 November 2011|archive-url=https://web.archive.org/web/20111113075214/http://fullhomelydivinity.org/articles/colors.htm|url-status=dead}}</ref> The mourning dress on the right was worn by Queen Victoria, "it shows the traditional touches of mourning attire, which she wore from the death of her husband, Prince Albert (1819–1861), until her own death."<ref>{{Cite web|url=https://www.metmuseum.org/art/collection/search/155839?&searchField=All&sortBy=Relevance&deptids=8&ft=queen+victoria&offset=0&rpp=20&amp;pos=2|title=Mourning Dress, 1894–95|last=The Metropolitan Museum of Art|date=7 September 2019|website=The Metropolitan Museum of Art|access-date=7 September 2019}}</ref> === Norms for mourning=== ''Manners and Rules of Good Society, or, Solecisms to be Avoided'' (London, Frederick Warne & Co., 1887) gives clear instructions, such as the following:<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|pages=378–83}}</ref> {| class="wikitable" |- ! Relationship to deceased !! First mourning !! Second mourning !! Ordinary mourning !! Half-mourning |- | Wife for husband || 1-year, 1-month; [[bombazine]] fabric covered with [[Crape|crepe]]; [[widow's cap]], [[lawn cuff]]s, collars || 6 months: less crepe || 6 months: no crepe, silk or wool replaces bombazine; in last 3 months jet jewellery and ribbons can be added || 6 months: colours permitted are grey, lavender, mauve, and black-and-grey |- | Daughter for parent || 6 months: black with black or white crepe (for young girls); no linen cuffs and collars; no jewellery for first 2 months || 4 months: less crepe || – || 2 months as above |- | Wife for husband's parents || 18 months in black bombazine with crepe || – || 3 months in black || 3 months as above |- | Parent for son- or daughter-in-law's parent || – Black armband in representation of someone lost || – || 1-month black || – |- | Second wife for parent of a first wife || – || – || 3 months black || – |} The complexity of these etiquette rules extends to specific mourning periods and attire for siblings, step-parents, aunts and uncles distinguished by blood and by marriage, nieces, nephews, first and second cousins, children, infants, and "connections" (who were entitled to ordinary mourning for a period of "1–3 weeks, depending on level of intimacy"). Men were expected to wear mourning black to a lesser extent than women, and for a shorter mourning period. After the mid-19th century, men would wear a black hatband and black suit, but for only half the prescribed period of mourning expected of women. Widowers were expected to mourn for a mere three months, whereas the proper mourning period expected for widows was up to four years.<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|pages=378–9}}</ref> Women who mourned in black for longer periods were accorded great respect in public for their devotion to the departed, the most prominent example being Queen Victoria herself. Women with lesser financial means tried to keep up with the example being set by the middle and upper classes by dyeing their daily dress. Dyers made most of their income during the Victorian period by dyeing clothes black for mourning.<ref>{{cite book|last=Flanders|first=Judith|title=The Victorian House|year=2003|publisher=Harper Perennial|location=London|isbn=0-00-713189-5|page=341}}</ref> == Technological advancement == Technological advancements not only influenced the economy but brought a major change in the fashion styles worn by men and women. As the Victorian era was based on the principles of gender, race and class.<ref>{{cite journal|last1=Graham|first1=P|title=The Victorian Era|url=https://archive.org/details/in.ernet.dli.2015.261548|journal=Digital Library of India}}</ref> Much advancement was in favor of the upper class as they were the ones who could afford the latest technology and change their fashion styles accordingly. In 1830s there was introduction of horse hair crinoline that became a symbol of status and wealth as only the upper-class women could wear it. In 1850s there were more fashion technological advancements hence 1850s could rightly be called a revolution in the Victorian fashion industry such as the innovation of artificial cage crinoline that gave women an artificial hourglass silhouette without layers of petticoats, which was lighter and more hygienic.<ref>{{cite book|last1=Shrimpton|first1=J|title=Victorian Fashion|publisher=Bloomsbury Shire Publications}}</ref> Synthetic dyes, such as [[mauveine]] (aniline purple), were introduced in 1856, adding bright colours to garments. In 1855's ''[[Haute couture]]'' was introduced as tailoring became more mainstream in years to follow.<ref>{{cite book|last1=Aspelund|first1=Karl|title=Fashioning Society|publisher=Fairchild Books}}</ref> Charles Frederick Worth, a prominent English designer, became popular amongst the upper class though its city of destiny always is Paris. Haute couture became popular at the same time that sewing machines were invented.<ref name="Haute Couture">{{cite book|last1=Martin|first1=Richard|last2=Koda|first2=Harold|title=Haute Couture|publisher=The Metropolitan Museum of Art}}</ref> Princess [[Eugénie de Montijo|Eugenie]] of France wore the Englishman dressmaker, Charles Frederick Worth's couture and he instantly became famous in France though he had just arrived in Paris a few years ago. In 1855, Queen Victoria and Prince Albert of Britain welcomed [[Napoleon III]] and Eugenie of France to a full state visit to England. Eugenie was considered a fashion icon in France. Queen Victoria, who had been the fashion icon for European high fashion, was inspired by Eugenie's style and the fashions she wore.{{Citation needed|date=October 2025}} Later, Queen Victoria also appointed Charles Frederick Worth as her dress maker and he became a prominent designer amongst the European upper class. Charles Frederick Worth is known as the father of the haute couture as later the concept of labels were also invented in the late 19th century as custom, made to fit tailoring became mainstream.<ref>{{cite book|last1=Saillard|first1=Olivier|last2=Zazzo|first2=Anne|title=Paris Haute Couture|publisher=Skira Flammarion}}</ref> By the 1860s, when made-to-fit tailoring was popular in Europe, crinolines were considered impractical. In the 1870s, women preferred more slimmer silhouettes, hence bodices grew longer and the polonaise, a skirt and bodice made together, was introduced. In 1870s the Cuirass Bodice, a piece of armour that covers the torso and functions like a corset, was invented. Towards the end of Victoria's reign, dresses were flared naturally as crinolines were rejected by middle-class women. Designers such as Charles Frederick Worth were also against them. All these inventions and changes in fashion led to women's liberation as tailored looks improved posture and were more practical.<ref name="Haute Couture"/> dressmakers, couturiers, modistes == Home decor == {{main|Victorian decorative arts}} Home decor started spare, veered into the elaborately draped and decorated style we today regard as Victorian, then embraced the retro-chic of [[William Morris]] as well as pseudo-[[Japonaiserie]]. == Myths and Oversimplifications == === Modesty === {{main|Victorian morality}} {{Original research|section|date=May 2008}} [[File:1868-skirt-lengths-girl-ages-Harpers-Bazar.gif|thumb|upright|"The proper length for little girls' skirts at various ages", from ''[[Harper's Bazaar]]'', showing a 1900 idea of how the hemline should descend towards the ankle as a girl got older]]Many myths and exaggerations about the period persist to the modern day. Examples include the idea of men's clothing is seen as formal and stiff, women's as elaborate and over-done; clothing covered the entire body, and even the glimpse of an ankle was scandalous. Critics contend that [[corset]]s constricted women's bodies and lives. Homes are described as gloomy, dark, cluttered with massive and over-ornate furniture and proliferating [[bric-a-brac]]. Myth has it that even piano legs were scandalous, and covered with tiny [[pantalette]]s. ==== Tight Lacing ==== Tight-lacing, which was not possible until the development of the grommet in 1828, was famously controversial in the Victorian age, generating many column inches of profitable newspaper copy, in part because it was (and still is) fetishistic and subversive in that adolescent girls used it as a means of rebellion and upper-working- or lower-middle-class shop girls saw it as a means of upward mobility.<ref>{{Cite book|title=Fashion and Fetishism: Corsets, Tight-Lacing and Other Forms of Body-sculpture|last=Kunzle|first=David|publisher=History Press|year=2013|isbn=978 0 7524 9545 3|location=Stroud, Gloucestershire|pages=71 [of 1182]}}</ref> No evidence exists that tight lacing was widespread or particularly dangerous. In truth, men's formal clothing may have been less colourful than it was in the previous century, but brilliant [[waistcoat]]s and [[cummerbund]]s provided a touch of colour, and [[smoking jacket]]s and [[robe|dressing gown]]s were often of rich Oriental [[brocade]]s. This phenomenon was the result of the growing textile manufacturing sector, developing mass production processes, and increasing attempts to market fashion to men.<ref name="shannon597"/> Corsets stressed a woman's sexuality, exaggerating hips and bust by contrast with a tiny waist. Women's [[evening gown]]s bared the shoulders and the tops of the breasts. The [[jersey dress]]es of the 1880s may have covered the body, but the stretchy novel fabric fit the body like a glove.<ref>{{cite book |last=Gernsheim |first=Alison |title=Victorian & Edwardian Fashion: A Photographic Survey |year=1981 |publisher=Dover Publications |location=New York |page=65|edition=New |isbn=0-486-24205-6}}</ref> Home furnishing was not necessarily ornate or overstuffed. However, those who could afford lavish draperies and expensive ornaments, and wanted to display their wealth, would often do so. Since the Victorian era was one of increased social mobility, there were ever more ''[[nouveaux riches]]'' making a rich show. The items used in decoration may also have been darker and heavier than those used today, simply as a matter of practicality. London was noisy and its air was full of [[soot]] from countless coal fires. Hence those who could afford it draped their windows in heavy, sound-muffling curtains, and chose colours that didn't show soot quickly. When all washing was done by hand, curtains were not washed as frequently as they might be today. There is no actual evidence that piano legs were considered scandalous. Pianos and tables were often draped with [[shawl]]s or cloths—but if the shawls hid anything, it was the cheapness of the furniture. There are references to lower-middle-class families covering up their [[pine]] tables rather than show that they couldn't afford [[mahogany]]. The piano leg story seems to have originated in the 1839 book, ''A Diary in America'' written by Captain [[Frederick Marryat]], as a satirical comment on American prissiness.<ref>{{cite book |last1=Marryat |first1=C.B. |title=A Diary in America: With Remarks on Its Institutions |date=1839 |publisher=Longman, Orme, Brown, Green, and Longmans |location=London, England |volume=2 |pages=246–247 |url=https://books.google.com/books?id=2-VEAAAAIAAJ&pg=PA246}} From pp. 246-247: "I was requested by a lady to escort her to a seminary for young ladies, and on being ushered into the reception-room, conceive my astonishment at beholding a square piano-forte with four ''limbs''. However, that the ladies who visited their daughters, might feel in its full force the extreme delicacy of the mistress of the establishment, and her care to preserve in their utmost purity the ideas of the young ladies under her charge, she had dressed all these four limbs in modest little trousers, with frills at the bottom of them!"</ref> Victorian manners may have been as strict as imagined—on the surface. One simply did not speak publicly about sex, childbirth, and such matters, at least in the respectable middle and upper classes. However, as is well known, discretion covered a multitude of sins. Prostitution flourished. Upper-class men and women indulged in [[adultery|adulterous]] liaisons. == Gallery == {{gallery |2=A mid-Victorian interior: ''Hide and Seek'' by [[James Tissot]], c. 1877 Image:Winterhalter Elisabeth.jpg|3=Dress designed by [[Charles Frederick Worth]] for [[Elisabeth of Bavaria|Elisabeth of Austria]] painted by [[Franz Xaver Winterhalter]].|4=File:Frith A Private View detail.jpg|5=[[William Powell Frith]]'s painting of 1883 contrasts women's [[Aesthetic dress]] (left and right) with fashionable attire (center).|6=File:Tissot lilacs 1875.jpg|7=Day dress, c. 1875 [[James Tissot]] painting.|8=File:James Abbot McNeill Whistler 011.jpg|9=[[James McNeill Whistler|Whistler]]'s [[Portrait of Lady Meux]], 1882 Image:Jeanna_Samary-Renoir.png|10=[[Pierre-Auguste Renoir|Renoir]]'s portrait of [[Jeanne Samary]] in an [[evening gown]], 1878|11=File:Melville_-_Queen_Victoria.jpg|12=Portrait by [[Alexander Melville (artist)|Alexander Melville]] of [[Victoria of the United Kingdom|Queen Victoria]], 1845|13=File:Henry Treffry Dunn Rossetti and Dunton at 16 Cheyne Walk.jpg|14=An artistic interior: [[Dante Gabriel Rossetti]] reading to [[Theodore Watts-Dunton]] in the drawing room at No. 16 [[Cheyne Walk]], 1882|15=File:Punch - Masculine beauty retouched1.png|16=Men's swimwear: Cartoon from ''[[Punch (magazine)|Punch]]'' by [[George du Maurier]]}} == See also == * [[Emily Clapham]] * [[Victorian decorative arts]] * [[Victorian dress reform]] * [[Victorian morality]] * [[Victoriana]] * [[Women in the Victorian Era]] * [[Charles Frederick Worth]] === Time periods === * [[1830s in fashion]] * [[1840s in fashion]] * [[1850s in fashion]] * [[1860s in fashion]] * [[1870s in fashion]] * [[1880s in fashion]] * [[1890s in fashion]] === Women's clothing === * [[Corset]] * [[Corset controversy]] * [[Tightlacing]] * [[Bloomers (clothing)|Bloomers]] * [[Bodice]] === Contemporary interpretations === * [[Steampunk]] * [[Neo-Victorian]] * [[Lolita Fashion|Lolita]] == References == {{Reflist}} == Further reading == *{{cite book |author=Phipps, Elena| title= ''From Queen to Empress: Victorian dress 1837-1877'' | location=New York | publisher=The Metropolitan Museum of Art | year=1988 | isbn=0870995340| url= http://libmma.contentdm.oclc.org/cdm/compoundobject/collection/p15324coll10/id/69547/rec/235 | display-authors=etal}} * Sweet, Matthew – ''Inventing the Victorians'', St. Martin's Press, 2001 {{ISBN|0-312-28326-1}} == External links == * [http://www.victorians.co.uk/victorian-fashion Victorian Fashion] {{Webarchive|url=https://web.archive.org/web/20180407223711/http://www.victorians.co.uk/victorian-fashion |date=7 April 2018 }} * [https://www.victorianvoices.net/topics/fashion/index.shtml VictorianVoices.net] – Fashion articles and illustrations from Victorian periodicals; extensive fashion image gallery * [http://www.cracked.com/article_19575_5-ridiculous-sex-myths-from-history-you-probably-believe.html Victorian myths] * [http://www.victorianstation.com/lifestylemenu.htm Victorian fashion, etiquette, and sports] {{Webarchive|url=https://web.archive.org/web/20180103162620/http://www.victorianstation.com/lifestylemenu.htm |date=3 January 2018 }} * [http://www.thesmartset.com/article/article12180701.aspx Background on "A Diary in America"] * [http://www.mccord-museum.qc.ca/en/keys/webtours/VQ_P2_17_EN.html Form and Fashion] — the evolution of women's dress during the 19th century (many photographs) * [http://www.mccord-museum.qc.ca/en/keys/games/jeu2/ Educational Game: Mix and Match] — build a 19th-century dress using a virtual mannequin * {{cite web |publisher= [[Victoria and Albert Museum]] |url= http://www.vam.ac.uk/content/articles/v/victorian-dress-at-v-and-a/ |title= Victorian Dress |work= Fashion, Jewellery & Accessories |date= 14 January 2011 |access-date= 2011-04-03}} *[http://cv.vic.gov.au/stories/creative-life/fashion-detective-fashion-fiction-and-forensics/ Fashion detective: Fashion, Fiction and Forensics in nineteenth century Australian fashion] on Culture Victoria {{Timeline of clothing and fashion|state=collapsed}}{{Victorian era|state=collapsed}} [[Category:Victorian fashion| ]] [[Category:19th-century fashion|*]] [[Category:1900s fashion]] [[Category:History of Western fashion]] [[Category:19th century in the arts]] =From ''Women in the Victorian era''= ===Victorian women's fashion=== {{Multiple issues|{{tone|date=March 2023}} {{more footnotes needed|date=March 2023}}|section=y}}{{Further|Victorian fashion}} The ideal Victorian woman was pure, chaste, refined, and modest. This ideal was supported by etiquette and manners. The etiquette extended to the pretension of never acknowledging the use of undergarments (sometimes generically referred to as "unmentionables"). The discussion of such a topic, it was feared, would gravitate towards unhealthy attention on anatomical details. As one Victorian lady expressed it: "[those] are not things, my dear, that we speak of; indeed, we try not even to think of them", in contrast to current norms.<ref>{{cite book |last=Cunnington |first=C. Willett |title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations |publisher=Dover Publications |year=1990 |isbn=978-0-486-26323-6 |pages=20}}</ref> The pretence of avoiding acknowledgement of anatomical realities met with embarrassing failure on occasion. In 1859, the Hon. Eleanor Stanley wrote about an incident where the [[Louisa Cavendish, Duchess of Devonshire|Duchess of Manchester]] moved too quickly while manoeuvring over a [[stile]], tripping over her large [[hoop skirt]]: {{blockquote|[the Duchess] caught a hoop of her cage in it and went regularly head over heels lighting on her feet with her cage and whole petticoats above, above her head. They say there was never such a thing seen – and the other ladies hardly knew whether to be thankful or not that a part of her undergarments consisted in a pair of scarlet tartan [[knickerbockers (clothing)|knickerbockers]] (the things Charlie shoots in) which were revealed to the view of all the world in general and the [[Aimable Pélissier|Duc de Malakoff]] in particular".<ref>{{cite book|last=Cunnington|first=C. Willett|title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations|year=1990|publisher=Dover Publications|isbn=978-0-486-26323-6|pages=20–1}}</ref>}} However, despite the fact that Victorians considered the mention of women's undergarments in mixed company unacceptable, men's entertainment made great comedic material out of the topic of ladies' [[bloomers (clothing)|bloomers]], including men's magazines and music hall skits.<ref>{{cite book |last=Cunnington |first=C. Willett |title=English Women's Clothing in the Nineteenth Century: A Comprehensive Guide with 1,117 Illustrations |publisher=Dover Publications |year=1990 |isbn=978-0-486-26323-6 |pages=22}}</ref> Victorian women's clothing followed trends that emphasised elaborate dresses, skirts with wide volume created by the use of layered material such as [[crinoline]]s, hoop skirt frames, and heavy fabrics. Because of the impracticality and health impact of the era's fashions, a [[Victorian dress reform|dress reform movement]] began among women. The ideal silhouette of the time demanded a narrow waist, which was accomplished by constricting the abdomen with a laced [[corset]]. While the silhouette was striking, and the dresses themselves were often exquisitely detailed creations, the fashions were cumbersome. At best, they restricted women's movements and at worst, they had a harmful effect on women's health. Physicians turned their attention to the use of corsets and determined that they caused several medical problems: compression of the thorax, restricted breathing, organ displacement, poor circulation, and prolapsed uterus.<ref name="O'Connor"/> Articles advocating the reform of women's clothing by the British National Health Society, the Ladies' Dress Association, and the [[Rational Dress Society]] were reprinted in ''The Canada Lancet'', Canada's medical journal. In 1884, Dr J. Algernon Temple of Toronto even voiced concern that the fashions were having a negative impact on the health of young women from the working classes. He pointed out that a young working-class woman was likely to spend a large part of her earnings on fine hats and shawls, while "her feet are improperly protected, and she wears no flannel petticoat or woollen stockings".<ref name="O'Connor"/> [[File:Bloomers.jpg|thumb|1850s illustration of a woman wearing [[bloomers]]]] [[Florence Pomeroy]], Lady Haberton, was president of the Rational Dress movement in Britain. At a National Health Society exhibition held in 1882, Viscountess Haliburton presented her invention of a "[[divided skirt]]", which was a long skirt that cleared the ground, with separate halves at the bottom made with material attached to the bottom of the skirt. She hoped that her invention would become popular by supporting women's freedom of physical movement, but the British public was not impressed by the invention, perhaps because of the negative "unwomanly" association of the style with the American [[Bloomers]] movement.<ref>{{cite book|last=Murray|first=Janet Horowitz|title=Strong-Minded Women and Other Lost Voices from 19th Century England|year=1982|publisher=Pantheon Books|location=New York|isbn=0-394-71044-4|pages=[https://archive.org/details/strongmindedwome00jane/page/68 68–70]|url=https://archive.org/details/strongmindedwome00jane/page/68}}</ref> [[Amelia Jenks Bloomer]] had encouraged the wearing of visible bloomers by feminists to assert their right to wear comfortable and practical clothing, but it was no more than a passing fashion itself among radical feminists. The movement to reform women's dress would persist and have long-term success, however; by the 1920s, [[Coco Chanel]] was successful at selling a progressive, far less restrictive silhouette that abandoned the corset and raised hemlines. The new silhouette symbolised modernism for trendy young women and became the 20th century standard. Other Paris designers continued reintroducing pants for women and the trend was gradually adopted over the next century. Fashion trends, in one sense, travelled "full circle" over the course of the Victorian era. The popular women's styles during the [[Georgian era]], and at the very beginning of Victoria's reign, emphasized a simple style influenced by flowing gowns worn by women in [[Ancient Greek clothing|Ancient Greece]] and [[Clothing in ancient Rome|Rome]]. The [[Empire waist]] silhouette was replaced by a trend towards ornate styles and an artificial silhouette, with the restrictiveness of women's clothing reaching its low point during the mid-century passion for narrow corseted waists and hoop skirts. The iconic wide-brimmed women's hats of the later Victorian era also followed the trend towards ostentatious display. Hats began the Victorian era as simple [[Bonnet (headgear)|bonnets]]. By the 1880s, milliners were tested by the competition among women to top their outfits with the most creative (and extravagant) hats, designed with expensive materials such as silk flowers and exotic plumes such as ostrich and peacock. As the Victorian era drew to a close, however, fashions were showing indications of a popular backlash against excessive styles. Model, actress and socialite [[Lillie Langtry]] took London by storm in the 1870s, attracting notice for wearing simple black dresses to social events. Combined with her natural beauty, the style appeared dramatic. Fashions followed her example (as well as Queen Victoria's wearing of mourning black later in her reign). According to [[Harold Koda]], the former Curator-in-chief of the [[Costume Institute at The Met|Metropolitan Museum of Art's Costume Institute]],<ref>{{cite web|url=http://www.metmuseum.org/about-the-museum/press-room/exhibitions/2014/death-becomes-her|title=Death Becomes Her: A Century of Mourning Attire : October 21, 2014-February 1, 2015|website=Metmuseuim.org|access-date=7 November 2021}}</ref> "The predominantly black palette of [[mourning]] dramatizes the evolution of period silhouettes and the increasing absorption of fashion ideals into this most codified of etiquettes," said Koda, "The veiled widow could elicit sympathy as well as predatory male advances. As a woman of sexual experience without marital constraints, she was often imagined as a potential threat to the social order." ====Evolution of Victorian women's fashion==== <gallery> File:Fashion plate December 1844.jpg|Ladies' December Fashions (1844). Hand-coloured steel engraving from a women's magazine. File:Thegalleryofhmscalcutta james tissot 1876.jpg|''[[The Gallery of HMS Calcutta]]'' by [[James Tissot]] (1876). [[Bustle]]s were fashionable in the 1870s and 1880s. File:Mrs lillie langtry george frederic watts 1880.jpg|''Mrs. Lillie Langtry'' by [[George Frederic Watts]] (1880). File:Five-women-on-queenslander-steps-r.jpg|Fashionable women in [[Queensland]], Australia around 1900. </gallery> {{Short description|Irish writer (born 1963)}} {{Use Irish English|date=August 2025}} {{Use dmy dates|date=August 2025}} {{Infobox writer | name = Darach Ó Scolaí | image = Darach Ó Scolaí.JPG | alt = Man holding prize-winning book | caption = Ó Scolaí in 2019 | birth_name = Darach Ó Scolaí | birth_date = {{Birth date and age|1963|df=y}} | birth_place = [[County Galway]], The Republic of Ireland | death_date = | death_place = | occupation = Writer, artist, publisher | alma_mater = [[University of Galway]] | years_active = 1998–present | genre = Novel, retelling, translation, play, screenplay, illustrated book for children and adults | other_names = | spouse = | children = 3 | awards = [[Awards and Honors received by Darach Ó Scolaí|Awards and Honors]] | signature = | website = }}[[File:Darach Ó Scolaí.JPG|thumb|Darach Ó Scolaí, holding ''Oileán an Órchiste'' (his translation of Robert Louis Stevenson's ''Treasure Island'')]] == Darach Ó Scolaí == Darach Ó Scolaí (<small>Irish:</small> [/ˈda.rax/ /oː/ /sˠkˠoː/l̪ˠəi/]; born 1963<ref>{{Cite web|url=https://portraidi.ie/en/darach-o-scolai/|title=Darach Ó Scolaí|date=20 October 2017|website=Portráidí (Portraits of Irish-Language Writers)|access-date=1 August 2025}}</ref>) is an Irish author who works in a number of genres, from novels, plays and screenplays to illustrated books for children and adults. He began his literary career in 1998 writing screenplays, stage plays, retellings and translations; he began to publish novels in 2008. Ó Scolaí is widely recognized as a leading figure in contemporary Irish literature, known as “one of the most important Irish language writers of his generation”<ref>{{Cite journal|last=Poirtéir|first=Cathal|date=2022|title=? Suil an Daill: Constant Tensions and Shifting Allegiances|url=https://booksirelandmagazine.com/suil-an-daill-constant-tensions-and-shifting-allegiances/|journal=Books Ireland}}</ref> and "one of the great Irish language novelists [duine d’úrscéalaithe móra na Gaeilge]."<ref name=":17" /> His writing has been called “the high literature of the Irish language.”<ref>Ó Coimín, Maitiú. ''Nós'' 2 February 2018). Qtd. in "Táin Bó Cuailnge." ''Leabhar Breac''. Retrieved 25 August 2025.</ref> Much of his fiction is based on a knowledge of traditional Irish tales and narrative practices as well as Irish history. He specializes in literary and [[wikipedia:Historical_fiction|historical fiction]], or as novelist Alan Titley says, Ó Scolaí’s “peak (for now), or at least his greatest imaginative interest, is the historical novel [tá an chuma air gurb é a bhuaic (go fóill), nó ar a laghad, a mhórspéis samhlaíochta, an t-úrscéal staire].”<ref name=":11">{{Cite journal|last=Titley|first=Alan|date=Fall 2020|title=An Stíl Go Deo!: Soather Dharach Uí Scolaí (The style would be forever!: Worker Darach Ó Scolaí)|url=https://www.jstor.org/stable/27046090|journal=Comhar|volume=80, No. 10|pages=27|via=JSTOR}}</ref> His retellings of old stories and tales from their original Middle and Early-Modern Irish into Modern Irish ([[wikipedia:Irish_language|Gaeilge]]) are respected for their accessibility to students and language learners as well as for their artistry. Ó Scolaí also regularly reviews books and lectures and writes on literature and culture. Beyond his writing, Ó Scolaí is a publisher and has co-produced a number of film, television shows and stage plays. == Life == Ó Scolaí was born in Dublin and raised in the Galway [[wikipedia:Gaeltacht#Galway Gaeltacht|Gaeltacht]] (Irish-speaking) regions of Cois Fharraige on the north shore of Galway Bay, in the Republic of Ireland, where he lives now with his wife and children in Lochán Beag (Indreabhán).<ref name=":7">{{Cite journal|date=30 October 2024|title=Duais don úrscéal liteartha is fearr buaite ag Darach Ó Scolaí ag Oireachtas na Samhna|url=https://tuairisc.ie/duais-don-ursceal-liteartha-is-fearr-buaite-ag-darach-o-scolai-ag-oireachtas-na-samhna/|journal=Tuairisc}}</ref><ref>{{Cite journal|last=Ní Scolaí|first=Aifric|date=2024|title=Darach Ó Scolaí|url=https://www.taiscecf.ie/ealaiontoiri?category=Scr%C3%ADbhneoir|journal=Taisce Chois Fharraige}}</ref> He graduated the [[wikipedia:University_of_Galway|University of Galway]] (then University College Galway) with a B.A. in 1983.<ref>{{Cite web|url=https://www.linkedin.com/in/darach-ó-scolaí-20026920/|title=Darach Ó Scolaí|last=Ó Scolaí|first=Darach|date=August 2025|website=LinkedIn}}</ref> === Writing and Publishing === Ó Scolaí writes in Irish ([[wikipedia:Irish_language|Gaeilge]]), his native language, and lives in an area defined for the predominant presence of Irish as the vernacular language, the language spoken at home. Irish was the language of his parents' home and is the language of children as well. He is fluent in Irish and English and conversant in French. None of his works has been translated into English. ==== Leabhar Breac ==== In 1995 Darach Ó Scolaí and his brother Caomhán Ó Scolaí — a [[wikipedia:Typography|typographer]] and designer — founded the publishing house Leabhar Breac at Indreabhán (Inverin), County Galway. Their father “Séamas Ó Scolaí was an editor at An Gúm and worked on the Irish-English dictionary team [bhí a n-athair Séamas Ó Scolaí ina eagarthóir sa Ghúm agus d’oibrigh sé ar fhoireann an fhoclóra Gaeilge-Béarla].”<ref name=":0">{{Cite web|url=https://leabharbreac.com/en/about-us/|title=About Us|date=2024|website=Leabhar Breac|access-date=1 July 2025}}</ref> Darach Ó Scolaí has been publisher and literary editor at Leabhar Breac since its founding. Named for [[wikipedia:An_Leabhar_Breac|An Leabhar Breac (The Speckled Book)]], Leabhar Breac publishing house has more than 140 books in print.<ref name=":0" /> Leabhar Breac aims to publish Irish-language books that meet “a high literary and artistic standard.”<ref name=":0" /> Besides the content, Leabhar Breac is known for the typically "superb [thar cionn]" quality of the design and production of the "physical book [leabhar fisiciúil]."<ref name=":8">{{Cite journal|last=Ní Mhuilneoir|first=Gráinne|date=30 July 2024|title=‘Bláthnaid’ – leabhar álainn i sraithín álainn faoi mhná|url=https://tuairisc.ie/blathnaid-leabhar-alainn-i-sraithin-alainn-faoi-mhna/|journal=Tuairisc}}</ref> Its books regularly win awards for literary and artistic quality. Leabhar Breac also publishes translations for children and adults from various early versions of Irish as well as from French and English (and has published translations of books for young readers from Spanish, Catalan, and Italian as well). Leabhar Breac prints its books in Ireland. === Stage and Screen === ==== Rosg ==== In 1998 along with Ciarán Ó Cofaigh,<ref name=":1">{{Cite web|url=http://www.rosg.ie/en/about/History_6/|title=About Us: History|date=July 2025|website=Rosg|access-date=1 August 2025}}</ref> Ó Scolaí co-founded the film and television production company [http://www.rosg.ie/en/ Rosg] and was co-director until 2006. Rosg produced Ó ScolaÍ’s films ''Cosa Nite'' (1999), ''An Leabhar'' (2001) and ''Na Cloigne'' (2010). He left Rosg in 2006 to devote his time to other artistic activities. ==== Ealaín ar Oileán ==== In 2004, along with Val Balance, Ó Scolaí co-founded the annual artists' symposium Ealaín ar Oileán (trans., Art on an Island). The Irish-language symposium was held annually in the Áras Éanna arts and cultural center on Inis Oírr ([[wikipedia:Inisheer|Inisheer]], the smallest of the [[wikipedia:Aran_Islands|Aran Islands]]) from 2004 to 2013. Ó Scolaí was its co-director from its founding<ref>{{Cite web|url=https://ga.wikipedia.org/wiki/Darach_Ó_Scolaí.|title=Darach Ó Scolaí|date=3 February 2024|website=Vicipéid|access-date=1 July 2025}}</ref> until 2013. Besides being its co-director, Ó Scolaí has taken part in this conference as an artist<ref>{{Cite journal|date=16 January 2005|title=Darach Ó Scolaí|url=https://web.archive.org/web/20050116163252/http://bliainiris.com/authors/darach_oscolai.html|journal=Bliainiris}}</ref> and writer<ref name=":2">{{Cite web|url=http://ealainaroilean.ie/ealainaroilean.html|title=The Conference|date=7 September 2013|website=Ealaín ar Oileán|archive-url=https://web.archive.org/web/20130907083744/http://ealainaroilean.ie/ealainaroilean.html|archive-date=7 September 2013|access-date=1 August 2025}}</ref>. ==== Salamandar ==== In 2006 Ó Scolaí founded the stage production company Salamandar and directed his own play ''An Braon Aníos''. His plays ''An tSeanbhróg'' (2009) and ''Craos'' (2008) were also produced by Salamandar.<ref name=":19">{{Cite web|url=https://leabharbreac.com/en/product-category/darach-o-scolai/|title=Darach Ó Scolaí|date=2024|website=Leabhar Breac|access-date=1 July 2025}}</ref> == Works == === Novels === * [[wikipedia:An_Cléireach|''An Cléireach'' (trans., ''The Clerk'')]], Leabhar Breac, 2007. The Oireachtas Prize for Literary Fiction, 2007; The Ó Súilleabháin Award (Book of the Year) in 2008, and "named as ‘the best novel since the turn of the Century’ by Comhar."<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/an-cleireach/|title=An Cléireach - Leabhar Breac - Irish language novel|website=Leabhar Breac|language=en-US|access-date=2025-10-24}}</ref> * ''Na Comharthaí'' (trans., ''The Signs''), Leabhar Breac, 2014. * ''Súil an Daill'' (trans., ''The Eye of the Blind''), Leabhar Breac, 2021. The Oireachtas Prize for Literary Fiction, 2019.<ref name=":4">{{Cite web|url=https://leabharbreac.com/en/shop/fiction/suil-an-daill/|title=Súil an Daill|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Bódléar'', Leabhar Breac, 2024. The Oireachtas Prize for Literary Fiction, 2024<ref name=":7" />; The Ó Súilleabháin Award (Book of the Year) in 2025; featured in the 2025 Listen-Up Irish Summer Challenge for students of the Irish language.<ref>{{Cite news|url=https://connachttribune.ie/novel-approach-helps-people-learn-irish-in-a-creative-way/|title=Novel approach helps people learn Irish in a creative way|last=Murphy|first=Judy|date=3 October 2025|work=Connaught Tribune|access-date=24 October 2025}}</ref> === Retellings, Translations and Editions === The retellings and translations are into modern Irish. * ''Feis Tigh Chonáin'' (trans., ''The Feast of Conán's House''), Leabhar Breac, 2000; a retelling of a 15^th-century tale from the [[wikipedia:Fenian_Cycle|Fenian Cycle]].<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/feis-tigh-chonain/|title=Feis Tigh Chonáin|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''An Ceithearnach Caolriabhach'' (trans., ''The Narrow-Striped Kern''), Leabhar Breac, 2002; a retelling from c. 1500, also illustrated by Darach Ó ScolaÍ.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/fiction/an-ceithearnach-caolriabhach/|title=An Ceithearnach Caolriabhach|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Táin Bó Cuailnge'' (trans., ''The Cattle Raid of Cooley''), Leabhar Breac, 2017, both a modern edition of an 11th-century epic and an annotated edition.<ref name=":3">{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/tain-bo-cuailnge-2-2/|title=Táin Bó Cuailnge|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> "''Táin Bó Cuailnge'' won the Aodán Mac Poilín Memorial Prize 2017."<ref name=":19" /> * ''Deirdre'', Leabhar Breac, 2023, a “picture book for adults” with artist Anastasia Melnykova.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/deirdre/|title=Deirdre|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Part of the [[wikipedia:Ulster_Cycle|Ulster Cycle]], ''Deirdre'' is a retelling of the story of possibly the most widely known Irish figure from the early tales and sagas.<ref>{{Cite book|title=A Dictionary of Celtic Mythology|last=MacKillop|first=James|publisher=Oxford University Press|year=2004|isbn=9780198609674|pages=181}}</ref> * ''Bláthnaid'', Leabhar Breac, 2024, a “picture book for adults” with artist Anastasia Melnykova; “one of the great stories of the [[wikipedia:Ulster_Cycle|Ulster Cycle]].”<ref name=":4" /> * ''Sadhbh,'' Leabhar Breac, 2025, a picture book for adult readers, illustrated by Alé Mercado; a retelling of the medieval tale ''Ceasacht Inghine Ghuile (''trans., ''The Complaint of Guile's Daughter'').<ref name=":5">{{Cite web|url=https://leabharbreac.com/en/tales-of-wonder/|title=Tales of Wonder|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Eoghan Béal'', Leabhar Breac, 2025, a picture book for adult readers illustrated by Alé Mercado<ref name=":5" />; a retelling of the medieval tale ''[https://ga.wikipedia.org/wiki/Caithr%C3%A9im_Cellaig Cathréim Ceallaigh]'' from ''The Yellow Book of Leacan.''<ref name=":5" /> === For Young Readers === Ó Scolaí has written illustrated books for young readers (8–10 years old) in two series, the Fionn Series and the Scéalta Staire series, and translated a large number of classics and popular books for children of all ages. The number of these written and translated works suggests a commitment to children and their literacy in Irish. The Fionn Series “is a retelling ... of the great legends of the Fianna for the young Irish readers of today.”<ref name=":6">{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/8-9/doiteoir-na-samhna/|title=Dóiteoir na Samhna|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> [[wikipedia:The_Boyhood_Deeds_of_Fionn|Macgnímartha Finn (The Boyhood Deeds of Fionn)]] is a medieval story in the [[wikipedia:Fenian_Cycle|Fenian Cycle]]. * ''An Bradán Feasa'' (trans., ''The Salmon of Knowledge''), Leabhar Breac, 2010, “shortlisted for the Réics Carlo award 2010.”<ref name=":9">{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/8-9/an-bradan-feasa/|title=An Bradán Feasa|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Dóiteoir na Samhna'' (trans., ''The Halloween Burner''), 2010.<ref name=":6" /> * ''Bodach an Chóta Lachna'' (trans., ''The Churl in the Dun Coat''), 2011.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/oige-en/7-8/bodach-an-chota-lachna/|title=Bodach an Chóta Lachna|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> The Scéalta Staire (Historical Stories) series<ref name=":9" /> * ''Mánas Ó Dónaill'', 2000. * ''Seán Ó Néill'', Leabhar Breac, 2000. * ''Gráinne Mhaol Ní Mháille'', Leabhar Breac, 2003. * ''Tadhg Dall Ó hUiginn'', Leabhar Breac, 2003. ==== Translations ==== * Robert Louis Stevenson, ''Oileán an Órchiste'' (trans. of ''Treasure Island''), Leabhar Breac, 2014.<ref>{{Cite journal|date=2025-06-19|title=Oireachtas na Gaeilge|url=https://en.wikipedia.org/w/index.php?title=Oireachtas_na_Gaeilge&oldid=1296394643|journal=Wikipedia|language=en}}</ref> * Robert Louis Stevenson, ''An Fuadach'' (trans. of ''Kidnapped''), Leabhar Breac, 2016. * Clement Clarke Moore, ''Cuairt San Nioclás'' (trans. of ''A Visit from St. Nicholas'', or "'Twas the Night Before Christmas"), Leabhar Breac, 2022. '''''The Corto Maltese Graphic Novels''''' Written in Italian by Hugo Pratt and translated by Ó Scolaí, both adults and teenagers read this series of Italian adventure graphic novels.<ref>{{Cite journal|date=2025-07-01|title=Corto Maltese|url=https://en.wikipedia.org/w/index.php?title=Corto_Maltese&oldid=1298285365|journal=Wikipedia|language=en}}</ref> Ó Scolaí's '''translation of ''Corto Maltese''''' was listed in 2017 among "The 30 Irish books that Irish people love."<ref>{{Cite journal|last=Ó Murchú|first=Eoin P.|date=09/06/2017|title=Na 30 leabhar Gaeilge is fearr leis na Gaeil [The 30 Irish books that Irish people love]|url=https://nos.ie/cultur/leabhair/an-30-leabhar-gaeilge-is-fearr-leis-na-gaeil/|journal=Nós}}</ref> * Hugo Pratt, ''Corto: Port na Farraige Goirt'', Leabhar Breac, 2013. * Hugo Pratt, ''Corto: The Golden House in Samarkand'', 2014. * Hugo Pratt, ''Corto: Na Liopard-Fhir ó Rufiji'' (trans. of ''Corto: The Leopard Men of Rufiji''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: In Ainm Dé Uilthrócairigh'' (trans. of ''Corto: In the Name of God All-Merciful''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: Tóraíocht Eile'' (trans. of ''Corto: Another Quest''), Leabhar Breac, 2014. * Hugo Pratt, ''Corto: Sa tSibéir'' (trans. of ''Corto: In Siberia''), Leabhar Breac, 2016. '''''Other Translations for Children''''' Ó Scolaí has translated into Irish six books from the ''Le Pavillon Noir'' (trans., ''Jolly Roger'') series by Alain Surget; four books from the ''Catalan First Steps'' series by Enric Lluch Girbés and the ''Caitlín & Cormac'' series by Joan Carles; three books from the ''Louisette le Taupe'' series by Bruno Heitz, and three books from the ''Loup'' series by Orianne Lallemand. === Plays and Screenplays === ==== Stage Plays ==== Ó Scolaí was writer and director of the original productions of two plays in the ''Trí Bhraon'' (trans., ''Three Drops'') trilogy; ''Coinneáil Orainn'' was directed by Darach Mac Con Iomaire and staged by An Taibhdhearc. All three plays have been published in book form by Leabhar Breac. * ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32553|title=Coinneáil Orainn|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904.|access-date=25 August 2025}}</ref> The first play in the ''Trí Bhraon'' (''Three Drops'') trilogy. [[wikipedia:Taibhdhearc_na_Gaillimhe|An Taibhdhearc]], the national Irish-language theatre of Ireland, toured the country in 2005 with ''Coinneáil Orainn''.<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/coinneail-orainn/|title=Coinneáil Orainn|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Walter Macken Prize, 2005; BBC Stewart Parker Award, 2006.<ref>{{Cite web|url=https://irishplayography.com/person/darach-scola|title=Darach Ó Scolaí|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904.|access-date=25 August 2025}}</ref> * ''Branwen'', 2006, by Darach Ó Scolaí and Ifor ap Glyn, in Irish, Welsh and English, co-produced by Project Arts Centre and Llwyfan Gogledd Cymru, toured the Republic of Ireland and Wales.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32418|title=Branwen|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> * ''An Braon'' Aníos (trans., ''Rising Damp''), 2006, directed by Ó Scolaí.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32461|title=An Braon Aníos|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> The second play in the ''Trí Bhraon'' (''Three Drops'') trilogy. “The Salamandar company toured the country in 2006-07 with this play, and Salamandar also produced a radio version of the play for RTÉ Raidió na Gaeltachta in 2009.”<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/an-braon-anios/|title=An Braon Aníos|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''Craos'' (trans., ''Gluttony''), 2008, directed by Ó Scolaí.<ref name=":13">{{Cite web|url=https://irishplayography.com/play?playid=32867|title=Craos|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> The third play in the ''Trí Bhraon'' (''Three Drops'') trilogy, it toured to Cork and Belfast.<ref name=":13" /> A review of the 2008 Salamander performance in the ''Irish Times'' says, “a humorous play which offers plenty to think about, fine acting, and sparklingly witty dialogue.”<ref>{{Cite web|url=https://leabharbreac.com/en/shop/darach-o-scolai/craos-2/|title=Craos|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> * ''A+E'', 2008, by Ríonach Ní Néill and Darach Ó Scolaí, "dance and music drama," co-produced by Ciotóg and Salamandar.<ref>{{Cite web|url=https://irishplayography.com/play?playid=32962|title=A+E|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> * ''An tSeanbhróg'' (trans., ''The Old Shoe''), 2009, produced by Salamander<ref>{{Cite web|url=https://irishplayography.com/play?playid=33042|title=An tSeanbhróg|date=2025|website=PlayographyIreland: A Comprehensive Database of New Irish Plays Produced Professionally Since 1904|access-date=25 August 2025}}</ref> and staged in the Axis Arts Centre, Dublin, and the Letterkenny Arts Centre. * '''In ''Mhuir Fhíondorcha/The Wine-Dark Sea: The Homer Project'', Ó Scolaí's translation of Homer's Cyclops story, performed at the 2019 IMRAM festival'''.<ref>{{Cite news|url=https://www.irishtimes.com/culture/books/imram-a-festival-celebrating-the-irish-language-1.4047610|title=Imram: a festival celebrating the Irish language. Liam Carson reveals the myths and legends appearing in this year’s programme|last=Carson|first=Liam|date=11 October 2019|work=The Irish Times|access-date=15 October 2025}}</ref> ==== Screenplays ==== * ''Cosa Nite'' (trans., ''Washed Feet''), short film, 1998 (dir. Dearbhla Walsh, prod. Ciarán Ó Cofaigh, Rosg); "a prose version of ''Cosa Nite'' was published (Rosg 2000)."<ref name=":9" /> Nominated for an Irish Film and Television Award.<ref>{{Citation|title=Cosa Nite (Short 1998) - Awards - IMDb|url=https://www.imdb.com/title/tt0191917/awards/|accessdate=2025-08-25|language=en-US}}</ref> * ''Na Glúnta'' (trans., ''The Generations''), 2001<ref>{{Cite web|url=https://www.iftn.ie/production/production_companies/production_sub/feature/?act1=record&aid=70&rid=3917&tpl=filmography_dets&only=1&force=1|title=Na Glúnta {{!}} The Irish Film & Television Network|website=www.iftn.ie|access-date=2025-08-25}}</ref>, co-directors Ciarán Ó Cofaigh & Darach Ó Scolaí, prod. Ciarán Ó Cofaigh, Rosg. * ''An Leabhar'' (trans., ''The Book''), short film, 2000, (dir. Robert Quinn, prod. Ciarán Ó Cofaigh, Rosg) Rosg, 2000.<ref>{{Citation|title=An Leabhar|url=https://www.imdb.com/title/tt0963767/|publisher=Bord Scannán na hÉireann / The Irish Film Board, ROSG|accessdate=2025-08-25|first=Robert|last=Quinn|others=Colm O&apos;Maonlai, Peadar O&apos;Treasaigh, Diarmuid Mac an Adhastair}}</ref> * ''Na Cloigne'' [trans., The Heads], 3-episide series, 2010 (dir. Robert Quinn, prod. Ciarán Ó Cofaigh, Rosg), TG4.<ref>{{Cite web|url=https://www.imdb.com/title/tt1607924/|title=Na cloigne|date=2010|website=IMDb|access-date=25 August 2025}}</ref> === Nonfiction === Ó Scolaí's essays and lectures are published and his interviews are broadcast regularly, making for a large body of nonfiction critical and analytical work. Here are a few, almost all published in [https://comhar.ie/iris/scribhneoiri/darach-o-scolai/ Comhar]: * “Ceol Ciúin na nÉagmaise” (trans., “The Silent Music of Absence ['''the Fall?''']”), an essay on the 2014 Nobel Prize winner for literature, [[wikipedia:Patrick_Modiano|Patrick Modiano]], ''Comhar'', December 2014. * The Ó Cadhain Lecture: [https://leachtaiuichadhain.clo.ie/leachtai/2014 “Cuimhne agus Díchuimhne (trans., “Memory & Forgetfulness"]), 2014. * “Rithim agus Réim” ("Rhythm and Register"), a public lecture in the University College Dublin lecture series “Ó Thrácht go Twitter” (trans., "From Talk to Twitter"), 2014. * Review of Pádraig Ó Cíobháin’s ''Dréachta Chrích Fodla'', '''Comhar?, ??'''. * “Na Geilt i mBun an Tí” (trans., "The Madmen in Charge"), a talk at the Merriman Winter School, Comhar April 2012.<ref name=":18">{{Cite web|url=http://darachoscolai.ie/beathaisneis.html|title=Darach Ó Scolaí: Beathaisnéis|website=darachoscolai.ie|access-date=2025-09-26}}</ref> * The EFACIS podcast: Síle Ní Choincheannain talks to Darach Ó Scolaí about the historical novel. == Critical Reception == Ó Scolaí’s style has been called “crisp and elegant, and rich in language while being highly readable,”<ref>{{Cite journal|last=Heussaf|first=Anna|date=Summer 2025|title=Bláthnaid—A tale of love, violence and sorcery retold for readers today|url=https://booksirelandmagazine.com/blathnaid-a-tale-of-love-violence-and-sorcery/|journal=Books Ireland}}</ref> with “an unsurpassed richness and precision of language.”<ref name=":12">{{Cite journal|last=Ó Cróinín|first=Breandán|date=Summer 2025|title=unknown|journal=The Limerick Leader}}</ref> “Whimsical, hilarious, and subtly learned” is how Éilis Ní Dhuibhne described his writing.<ref name=":20" /> === Original Works === Ó Scolaí’s first novel, the 2007 ''An Cléireach'' (''The Clerk'') won two prizes and was described as “one of the great historical novels in the Irish language and among the best books written in the language since the beginning of this century.”<ref name=":12" /> Novelist Alan Titley says, “In ''An Cléireach'' Ó Scolaí creates the Ireland of war in the 17th century more fully than any other Irish writer on the subject of war since ''L’Attaque'' Eoghain Ó Thuairisc around 1798 [In ''An Cléireach'' cruthaíonn Ó Scolaí Éire an chogaidh san 17ú haois níos iomláine ná mar a dhein aon scríbhneoir Gaeilge eile ar ábhar cogaidh ó ''L’Attaque'' Eoghain Uí Thuairisc timpeall ar 1798].”<ref name=":11" />{{rp|25, Col. 1a}} Not all the reviews of this first novel were so positive, however; Proinsias O' Drisceoil says for the Irish Times says,<blockquote>This then is a novel in search of a plot, a story that attempts to attain a significance that eludes it.<ref>{{Cite news|url=https://www.irishtimes.com/news/a-disaffected-clerk-in-the-confederates-1.943070|title=A disaffected clerk in the confederates|last=O' Drisceoil|first=Proinsias|date=5 July 2008|work=The Irish Times|access-date=16 October 2025}}</ref></blockquote> In the ''Oxford Handbook of Modern Irish Fiction'' Pádraig Ó Siadhail analyzes rather than reviews ''An Cléireach'': <blockquote>In ''An Cléireach'', Ó Scolaí revisits the trauma of Cromwellian Ireland. The primary narrative device is once again the first-hand account, in this case by Tadhg Ó Dúbháin, a clerk and quartermaster in the Confederate Army in 1650. We sample the hardships, the friendships, the tensions, the rivalries, and the petty jealousies amongst comrades in arms, including remnants of the Gaelic literary class, as the Confederate soldiers, increasingly a rabble more than a cohesive unit, retreat in advance of Cromwell’s forces. ''An Cléireach'' concludes with the narrator and his family in exile in continental Europe. But along the retreat route, and central to the novel, members of the Confederate army camp, rest up, and tell versions of a story about the keeper of the treasured manuscript "Saltair an Easpaig" (The Bishop’s Psalter). Their versions raise issues about memory construction, the limitations of individual perspectives, personal agendas, and how minor changes in the telling of a story can alter our understanding of history, Thus, ''An Cléireach'' complements ''Fontenoy'' in moving beyond more realistic recreation of a historical event or period to interrogate the notion of history as construct.<ref>{{Cite book|title=The Oxford Handbook of Modern Irish Fiction|last=Ó Siadhail|first=Pádraig|publisher=Oxford University Press|year=2020|isbn=9780198754893|editor-last=Harte|editor-first=Liam|pages=598–99|chapter=Contemporary Irish Fiction}}</ref> </blockquote> Of ''Súil an Daill,'' in ''Nós'', Cathal Seoighe says, "The book deserves a significant place among the collection of high-quality books published in recent years that would make you feel sorry for someone who does not speak Irish [Tá áit shuntasach ag dul don leabhar i measc an chnuasaigh leabhair ar ardchaighdeán a foilsíodh le roinnt blianta anuas a d’fhágfadh trua agat don té atá gan Ghaeilge]."<ref>{{Cite journal|last=Seoighe|first=Cathal|date=09/26/2022|title=‘Dar leathmhagairle an diabhail, is leabhar den scoth é seo!’ ['According to the devil’s half-wit, this is a great book!’]|url=https://nos.ie/cultur/leabhair/dar-leathmhagairle-an-diabhail-is-leabhar-den-scoth-e-seo/|journal=Nós}}</ref> ''Bódléar'', Ó Scolaí's most recent book, is a “beautiful novel. There is magic and craftsmanship in it. A small miracle of a book and it is highly recommended.”<ref>{{Cite web|url=https://leabharbreac.com/bodlear-mioruilt-bheag-de-leabhar/|title=Bódléar: Míorúilt bheag de leabhar (Bódléar: A Small Miracle of a Book)|last=Ní Ghairbhí|first=Róisín|date=2024|website=Leabhar Breac|access-date=1 August 2025}}</ref> Éilis Ní Dhuibhne in the ''Irish Times'' says,<blockquote>what a gem! An affectionately gentle satire of the Irish poetic scene during one creatively fluid 19th-century year, the story focuses on a Maigue poet and schoolteacher who goes on a trip to France and returns with camembert, a cafetiere, ‘Fleurs du Mal’, and a mission to convert the local traditionalists to la modernité. Whimsical, hilarious, and subtly learned, it’s absolutely delightful!<ref name=":20">{{Cite journal|last=Ní Dhuibhne|first=Éilis|date=30 June 2025|title=Éilís Ní Dhuibhne on the best Irish language books of 2025 so far: Including a history of the Gaeltacht Civil Rights Movements, a gem of a novel by Darach Ó Scolaí and Joe McHugh’s entertaining account of learning Irish|url=https://www.irishtimes.com/culture/books/review/2025/06/30/eilis-ni-dhuibhne-on-the-best-irish-language-books-of-2025-so-far/|journal=The Irish Times|pages=22}}</ref></blockquote> === Retellings and Translations === ==== ''Táin Bó Cuailnge'' ==== ''Táin Bó Cuailnge'' [''The Cattle Raid of Cooley''] is a modern edition of an 11th-century epic into modern Irish.<ref name=":3" /> Gearóid Denvir reviewed ''Táin Bó Cuailnge'' for ''Comhar'':<blockquote>Darach Ó Scolaí has ​​achieved a feat in this challenging reworking. He has found a high level of the Irish language to tell his story – as he has done before in his groundbreaking novel An Cléireach (2007, Leabhar Breac) and in his other prose works. This book is a decoration of the language, literature and culture of the Irish language, following the path of the old storytellers and writers and presenting material from the tradition to his own generation according to the understandings of his own time. The book will be a classic that will be of great interest to all readers of the Irish language, both ordinary readers, students, scholars and writers, and there should be a copy in every home in the country. [Tá éacht déanta ag Darach Ó Scolaí san athleagan dúshlánach seo. Tá réim ard den teanga Ghaeilge aimsithe aige lena scéal a inseacht – mar a rinne sé cheana ina úrscéal ceannródaíoch An Cléireach (2007, Leabhar Breac) agus i saothair eile phróis dá chuid. Is maisiú ar an teanga agus ar litríocht agus cultúr na Gaeilge an leabhar seo a leanas conair na seanscéalaithe agus na seanscríobhaithe agus ábhar de chuid an traidisiúin á chur i láthair a ghlúine féin aige de réir thuiscintí a linne féin. Clasaic a bheas sa leabhar a gcuirfidh léitheoirí uilig na Gaeilge, idir ghnáthléitheoirí, mhic léinn, scoláirí agus scríbhneoirí spéis thar na bearta ann, agus ba cheart cóip a bheith i chuile theach sa tír.]<ref name=":15">{{Cite journal|last=Denvir|first=Gearóid|date=April 2018|title=Táin Bó Cuailgne|url=https://comhar.ie/iris/78/4/leirmheas/|journal=Comhar|via=JSTOR}}</ref> </blockquote>Cathal Poirtéir says, "The freshness and richness of Ó Scolaí’s version are a joy …. The author delights us with the linguistic and stylistic richness of the ancient epic in a modern-Irish version that reflects the original’s spirit and language."<ref>{{Cite journal|last=Poirtéir|first=Cathal|date=May/June 2018|title=Leabhair Idir Lámha|url=https://www.jstor.org/stable/26564180|journal=Books Ireland|pages=46–47|via=JSTOR}}</ref>{{rp|47}} Novelist and academic Alan Titley calls Ó Scolaí's "a wonderful gutsy telling" of ''Táin Bó Cuailnge''.<ref>{{Cite news|url=https://www.irishtimes.com/culture/2023/03/11/the-tain-retold-maeve-and-ailills-spat-could-be-out-of-a-soap-opera/|title=The Táin retold: ‘Maeve and Ailill’s spat could be out of a soap opera’|last=Titley|first=Alan|date=11 March 2023|work=The Irish Times|access-date=16 October 2025}}</ref> ==== ''Deirdre'' ==== Marie Whelton, in "Léann Teanga" ("Language Studies"), in the 2024 ''An Reiviú'' says,<blockquote>this version [of ''Deirdre''] by Darach Ó Scolaí succeeds in skillfully capturing and portraying the complexity of gender and power issues in the ‘Deirdre’ tradition [éiríonn leis an leagan seo le Darach Ó Scolaí castacht cheisteanna na hinscne agus na cumhachta i dtraidisiún scéal Dheirdre a ghabháil agus a léiriú go sciliúil]. … There is no doubt that this new version greatly contributes to the legacy of the story and that it revives that legacy thoughtfully and artistically [Níl amhras faoi ach go gcuireann an leagan úr seo go mór le hoidhreacht an scéil agus go ndéanann sé an oidhreacht sin a athbheochan go tuisceanach agus go healaíonta.].<ref name=":16">{{Cite web|url=https://www.tara.tcd.ie/tara8/server/api/core/bitstreams/3c20175a-7631-44b2-8b0f-f454edd712b4/content|title=An Artistic Retelling of Deirdre's Tale and the Defeat of Conor Review of Deirdre or the Ship of Mac Uisnigh by Darach Ó Scolaí [Athinsint Ealaíonta ar Oidhe Dheirdre agus ar Ansmacht Chonchúir Léirmheas ar Deirdre nó Loingeas Mhac Uisnigh le Darach Ó Scolaí]|last=Whelton|first=Marie|date=2024|website=The Review [An Reiviú], Language Studies [Léann Teanga]|access-date=25 September 2025}}</ref></blockquote> === Works for Young Readers === Meadhbh Ní Eadhra said of ''Bodach an Chóta Lachna'' that it was "Beautiful Irish, but easy to understand for young readers."<ref>Ní Eadhra, Meadhbh. In ''Gaelscéal'', qtd. in "Bodach an Chóta Lachna" https://leabharbreac.com/en/shop/oige-en/7-8/bodach-an-chota-lachna/.</ref> == Awards and Honors == Ó Scolaí's works are regularly nominated and make the short list for prizes, an honor in itself, but they are generally not listed here unless they are named as the first-place winner in their category. === Oireachtas Prize === The Oireachtas Prize is the literary prize awarded by [[wikipedia:Oireachtas_na_Gaeilge|Oireachtas na Gaeilge]], the annual arts festival dedicated to Irish language, arts and culture. Darach Ó Scolaí has won the Oireachtas Prize for Literary Fiction three times, once for ''An Cléireach'' (''The Clerk'') in 2007, for ''Súil an Daill'' (''The Eye of the Blind'') in 2021 and for ''Bódléar'' in 2024. * 2007, for ''An Cléireach'' (trans., ''The Clerk'') — “(a special prize commemorating the 400th anniversary of the foundation of Coláiste na nGael in Louvain, awarded under the auspices of the Franciscan Province of Ireland). The prize of €10,000 was the largest prize ever awarded to an Irish language novel [(duais speisialta chomórtha 400 bliain bhunú Choláiste na nGael i Lobháin a bronnadh faoi urraíocht Phroibhinse Phroinsiasach na hÉireann). Ba é an duais €10,000 sin an duais ba mhó a bronnadh riamh ar úrscéal Gaeilge].”<ref name=":18" /> * 2021, for ''Súil an Daill'' (''The Eye of the Blind'') * 2024, for ''Bódléar'' === Ó Shúilleabháin Award, Irish language “Book of the Year” === The first prize of this award includes €5,000 to the publisher and €2,500 to the author of the winning work.<ref name=":10">{{Cite journal|date=15 August 2023|title=20 saothar san iomaíocht do ‘Leabhair Ghaeilge na Bliana 2023’|url=https://tuairisc.ie/20-saothar-san-iomaiocht-do-leabhair-ghaeilge-na-bliana-2023/|journal=Tuairisc}}</ref> * ''An Cléireach'' (''The Clerk'').<ref>{{Cite web|url=http:/www.gaelport.com/uploads/documents/edition19.html|title=Eagrán / Edition 19 - 04 11 2008|date=4/11/2008|website=Internet Archive|archive-url=https://web.archive.org/web/20130525011340/http:/www.gaelport.com/uploads/documents/edition19.html|archive-date=25 May 2013|access-date=25 August 2025}}</ref> * ''Táin Bó Cuailnge'', 2018. * ''Bódléar'', 2025. ==== De Bhaldraithe Award ==== The Gradam de Bhaldraithe is awarded to the best work in translation.<ref name=":10" /> * ''Cuairt San Nioclás,'' a translation of Clement Clarke Moore's ''A Visit from St. Nicholas'', or "'Twas the Night Before Christmas."<ref name=":10" /> ==== Other ==== * Walter Macken Prize, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005 * Bháiteir Uí Mhaicín Memorial Award, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2005<ref>{{Cite news|url=https://www.irishtimes.com/gaeilge/tuarascail/duais-oireachtais-1.501571|title=Oireachtas Prize: Over €50,000 was awarded to writers in the Oireachtas Literary Competitions at an event in Dublin last night. Winners… [Duais Oireachtais: Bronnadh breis agus €50,000 ar scríbhneoirí i gComórtais Liteartha an Oireachtais ar ócáid i mBaile Átha Cliath aréir. Bhuaigh…]|work=5 October 2005|access-date=15 October 2025}}</ref> * BBC Stewart Parker Award, for ''Coinneáil Orainn'' (trans., ''We'll Keep Going''), 2006 * The Aodán Mac Póilín Commemorative Prize, for ''Táin Bó Cuailnge'' (trans., ''The Cattle Raid of Cooley''), 2017 == External Links == * Leabhar Breac website: https://leabharbreac.com/en/ * Leabhar Breac Facebook pages: * Rosg website: [http://www.rosg.ie/en/ <nowiki>http://ww</nowiki>w.rosg.ie/en/] * Art on the Island (Ealaín ar Oileán) website, archived at the Wayback Machine: https://web.archive.org/web/20130601000520/http://ealainaroilean.ie/ 31 March 2012, 1 June 2013 and 8 January 2014 * Darach Ó Scolaí's website Archived 25 September 2015 at the Wayback Machine: https://web.archive.org/web/20150925103456/http://darachoscolai.ie/ * Youtube video of [https://www.youtube.com/watch?v=OlP2AmSBzXc Breandán Ó Cróinin introducing Deirdre at the book launch] in the pub Tigh Mholly (Molly’s House). == Primordial Ooze == * Known for his sensitivity to language and voices. * Finish scanning through JSTOR * Scan through Irish Times, 56 hits * Check Goodreads * Check YouTube (In the spring of 2013, the arts programme Imeall interviewed the author on TG4.) * Check both Wikipedias for pages on the origins of the retold tales (like Deirdre) and link to this article * Propose link from University of Galway page once Darach’s is up * Write Irish National Biography (<nowiki>https://www.dib.ie</nowiki>) to propose an article about Darach once the Wikip article is done? See what they say. * Link to Ó Scolaí from the Wikipedia * Make sure links '''to''' Wikipedia in the actual encyclopedia work right === Not Placed Yet === * "So here are the books that Irish people love the most! [Mar sin seo iad na leabhair is gile leis na Gaeil!]" — "32. An Cléireach – Darach Ó Scolaí (2)" [18 books got 2 votes, and then they're alphabetized by author's last name, so the 32 of 34 doesn't signify the specificity it seems to]<ref name=":14">{{Cite journal|last=Ó Murchú|first=Eoin P.|date=9 June 2017|title=Na 30 leabhar Gaeilge is fearr leis na Gaeil. [The 30 best Irish books for Irish people]|url=https://nos.ie/cultur/leabhair/an-30-leabhar-gaeilge-is-fearr-leis-na-gaeil/|journal=Nós}}</ref> * "Below is a list of those 111 works – a list that shows a great deal of diversity in the reading habits of Irish speakers.Here is a list of those 111 works – a list that shows a great deal of diversity in the reading habits of Irish speakers [Anseo thíos tá liosta den 111 saothar sin – liosta a léiríonn éagsúlacht an-mhór i nósanna léitheoireachta Gaeilgeoirí.Anseo thíos tá liosta den 111 saothar sin – liosta a léiríonn éagsúlacht an-mhór i nósanna léitheoireachta Gaeilgeoirí]." "Corto Maltese – Hugo Pratt (aistrithe ag Darach Ó Scolaí)"<ref name=":14" /> * "Ceann eile de bhuaicphointí na hÉigse a bheidh sa seisiún le Darach Ó Scolaí, duine d’úrscéalaithe móra na Gaeilge, agus duine de chomhbhunaitheoirí teach foilsitheoireachta Leabhar Breac. [Another highlight of the Éigse will be the session with Darach Ó Scolaí, one of the great Irish language novelists, and one of the co-founders of the publishing house Leabhar Breac.]"<ref name=":17">{{Cite journal|last=Nós|date=4 May 2023|title=Éigse na Bruiséile le filleadh i mí na Bealtaine. [Éigse na Bruséile to return in May]|url=https://nos.ie/cultur/eigse-na-bruiseile-le-filleadh-i-mi-na-bealtaine/|journal=Nós}}</ref> === Things Taken Out for Now === “’The play is a comedy about language, lies, bureaucracy and Gaeltacht grants, in the tradition of Myles na Gcopaleen,’ according to Norma-Jean Kenny in the ''Galway Advertizer'', ‘in which the author comments and criticizes the institutions of the Irish language in Ireland without ceasing.’" Supposedly a quotation by Gearóid Denvir reviewing ''Táin Bó Cuailnge'' for ''Comhar'' (but I don't find it in the article): This book has long been needed by Irish language readers and there is no doubt that it will become a classic in time and surpass Thomas Kinsella’s English version. This version remains faithful to the language of the original while at the same time finding an appropriate language in today’s Irish. Ó Scolaí masterfully overcomes the difficulties of the original’s rhetorical difficulties and the versions of the original poetic texts are extremely effective.[supposedly <ref name=":15" />] “The biggest prize ever awarded for a novel in Irish was presented at a special ceremony in the National Concert Hall in Dublin, today (Thursday, 4 October 2007). Darach Ó Scolaí, writer, artist & playwright from Casla, Co. Galway, was awarded €10,000 for his literary novel, ‘An Ardscoil’. This work, under the new title ‘An Cléireach’, will be launched at Oireachtas na Samhna in Westport in November. This is the first novel from his pen, a story set in the late seventeenth century. This competition was sponsored by the Franciscan Province of Ireland.” (archive, Oireachtas na Gaeilge site, 04 October, 2007) ''Súil an Daill'' (trans., ''The Eye of the Blind''), Leabhar Breac, 2021. number 2 in ''Comhar'' literary magazine’s list of best books of 2021. '''{6}.''' *William Shakespeare, ''Romeo agus Juliet'' (trans. of ''Romeo and Juliet''), Leabhar Breac, 2016. *Jonathan Swift, ''Camchuairt Ghuilivéir'' (trans. of ''Gulliver's Travels''), Leabhar Breac, 2016. *Hugo Pratt, ''Corto Maltese'' '''''Flag of Bones (Bratach na gCnámh) Series''''' Leabhar Breac published the Bratach na gCnámh series of books for young readers. Written in French by Alain Surget, illustrated by Annette Marnat and translated by Darach Ó Scolaí, this series uses the history of Caribbean Sea pirates<ref>{{Cite web|url=https://leabharbreac.com/en/product-category/alain-surget/|title=Alain Surget Archives|website=Leabhar Breac|language=en-US|access-date=2025-09-30}}</ref>: *Alain Surget, ''Éalú as Páras'' (''Escape from Paris''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''Oilean na Siorcanna'' (''Shark Island''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''Long na dTaibhsi'' (''Ship of the Ghosts''), Annette Marnat (Illustr.), Leabhar Breac, 2011. * Alain Surget, ''San Ochtapas Dubh'' (''In the Black Octopus''), Annette Marnat (Illustr.), Leabhar Breac, 2013. * Alain Surget, ''San Ionsai ar Veracruz'' (''The Attack on Veracruz''), Annette Marnat (Illustr.), Leabhar Breac, 2013. '''''For "First Readers" (children to 6 years old or so)''''' These books were written originally in Catalan by Spanish author Enric Lluch Girbés and translated into Irish by Ó ScolaÍ: *Enric Lluch, ''Ag Péinteáil an Tí'' (''Painting the House''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''An Colúr Bacach'' (''The Lazy Dove''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''An Phluais'' (''The Cave''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''Madra Dhaideo'' (''Grandpa's Dog''), Anna Clariana (Illustr.), Leabhar Breac, 2017. *Enric Lluch, ''Fiacail Mháire'' (''Mary's Tooth''), Anna Clariana (Illustr.), Leabhar Breac, 2017. '''''Bruno Heitz''''' Leabhar Breac published a series of 3 Heitz books for small children. Published originally in French, this series of three comic books is about a blind mole named Cáitín Chaoch in Irish (and ''Louisette la taupe'' in French).<ref>{{Cite web|url=https://leabharbreac.com/en/product-category/bruno-heitz-en/|title=Bruno Heitz Archives|website=Leabhar Breac|language=en-US|access-date=2025-10-02}}</ref> Ó Scolaí translated these: *Bruno Heitz (author and illustr.), ''Práinneach'' (''Urgent''), Leabhar Breac, 2020 *Bruno Heitz (author and illustr.), ''Preab san Aer'' (''Bounce in the Air''), Leabhar Breac, 2020. '''''Books for Toddlers''''' Leabhar Breac has published 14 books written by French author Orianne Lallemand's and illustrated by Eleonore Thuillier, about Lallemmand's popular character Loup, Wolf. These are translated by Ó Scolaí: *Orianne Lallemand, ''An Mac Tire a Raibh Faitios an Domhain Air'' (trans. of ''The Son Who Saw the World in His Eyes''), Eleonore Thuillier  Illustr.), Leabhar Breac, 2018. *Orianne Lallemand, ''Macan agus an Goban'' (trans. of ''Macan and the Goblin''), Eleonore Thuillier (Illustr.), Leabhar Breac, 2018. * Orianne Lallemand, ''A Mac Tíre a Chuaigh go Tóin na Farraige'' (trans. of ''The Wolf Who Went to the Bottom of the Sea''), Éléanore Thuillier  (Illustr.), Leabhar Breac, 2019. '''''Board Books (for babies)''''' J. C. (Joan Carles) Girbés Aparisi is a Catalan author and editor. These books were written in Catalan and translated by Ó Scolai. *J. C. Girbés, ''An Phicnic'' (''The Picnic''), Silvia Ortega (Illustr.), Leabhar Breac, 2013. * J. C. Girbés, ''An Chóisir'' (''The Party''), Silvia Ortega (Illustr.), Leabhar Breac, 2013. *J. C. Girbés, ''Lá Mór Fada'' (''A Long Day''), Silvia Ortega (Illustr.), Leabhar Breac, 2014. *J. C. Girbés, ''Tabhair Leat do Leabhar'' (''Bring Your Book''), Silvia Ortega (Illustr.), Leabhar Breac, 2014. ==== Gradam Réics Carló ==== The Réics Carló prize is awarded for the best book in the Irish language for young readers. It is named for one of the characters of 20th-century writer [[wikipedia:Cathal_Ó_Sándair|Cathal Ó Sándair (Charles Saunders)]]. * ''An Bradán Feasa'' was “shortlisted for the Réics Carlo award 2010.”<ref name=":9" /> == References == {{reflist}} tvj06x8riwcxeu67sinc3ptdq3enbm6 0 264907 2822719 2821658 2026-08-18T10:52:31Z U3243961 3107906 /* Overview */ Spelling/grammar error: changed 'ofm' to 'of' 2822719 wikitext text/x-wiki {{Motivation and emotion/Tutorials|Tutorial 1: Topic selection|first}} {{Motivation and emotion/Tutorials/Complete2}} <!-- {{Motivation and emotion/Tutorials/Complete2}} --> <!-- {{Motivation and emotion/Tutorials/In development}} --> <!-- {{Note|For more info, see [[Motivation and emotion/Tutorials/Introduction]]}} --> ==Overview== This tutorial: # explains how [[Motivation and emotion/Tutorials|tutorials]] work and what will be covered # shows how to select a topic for the [[Motivation and emotion/Assessment/Major project|major project]] # involves students in sharing about their selected topic or interests # demonstrates how to add a template to help scaffold the [[Motivation and emotion/Assessment/Topic|topic development]] ==Welcome== # Welcome and tutor introduction # Tutorial content typically involves: ## Discussion about, review of key concepts from the textbook and lecture ## Group activities that expand and explore key concepts ## Project work which develops skills for the assessment (topic development, book chapter, and exam) # Overview of [[Motivation and emotion/Tutorials|tutorial topics]] ;Virtual room tour: # Chat # Microphone (headset recommended) / webcam # Raise hand # Status and feedback # Whiteboard tools # Breakout rooms # Polls ==Icebreaker== This get-to-know-you activity provides an opportunity to meet, greet, and start exploring some examples of motivation and emotion. ;Virtual # Speedfriending: 3 minutes to meet, greet, and share about what you're looking forward to (or not) in [[motivation and emotion]] ;In-person # [[w:sociometry|sociometric]] exercise or whiteboard discussion: ## What job/career do you hope to be doing in 5 to 10 years' time? (examples of motivations) ## How have you been feeling so far today? (Mood/Emotion) (examples of emotions) <!-- Ask participants to arrange themselves in a line or groups which represent our similarities and differences in motivation and emotion. For each question: * Ask participants to introduce themselves to the people next to them / in their group. * Link the sociometric data and responses to concepts in motivation and emotion. --> ==Topic check-in and whiparound== ===Check-in=== Poll - What stage are you up to? # Huh? What do I do? # I created a Wikiversity user account # I signed up to a book topic # I have a topic and started editing # I'm all over it! ===Whiparound=== #[https://goalbookapp.com/toolkit/v/strategy/whiparound Whiparound] discussion based on each person's book chapter interests and progress. Ask each student to share: ## their name ## topic they've chosen (or what areas they are interested in) # According to each person's stage of development: ## Very briefly discuss or expand on the selected topic, suggest related resources or ideas etc. ## If students are unsure about their interests, probe what they are curious about—or at least find out, are they more interested in motivation or emotion etc.? # Key points: ## Topics are usually allocated to either motivation or emotion (with a few listed under motivation and emotion). Be aware of which broad category the selected topic fits into. ## Some topics are broader (requiring a zoomed out overview without getting too deep in the weeds) and others are narrower (requiring more comprehensive, indepth coverage). ## Broader topics can be overwhelming if there is a lot of material; an option in this case is to [[Motivation and emotion/Assessment/Selection#Negotiate a topic|negotiate]] a narrowing of the topic title and/or sub-title. ## Narrower topics for which there is a lack of sufficient literature may benefit from negotiating a broadening of the topic title and/or sub-title. ==Project tasks== ===Create a Wikiversity account=== # [[Create an account|Create an account]]: ## Register a user name and password. Include an email for password recovery. ## Edits to Wikiversity are publicly available, so choose a name that suits your privacy requirements (e.g., can be a real name, pseudonym, or student number). ## Start at http://en.wikiversity.org (English Wikiversity) - Create account (top-right) ## Or go direct to: [[Special:Userlogin/signup|create a Wikiversity user account]] # Log in (top-right) ===Topic selection=== # Topic selection is [[wikt:first in, best dressed|first in, best dressed]] # Sign up to a pre-approved topic in the {{Motivation and emotion/Book}} by: ## Clicking "Edit" or "Edit source" ## Replace "User name" alongside your topic of choice with your Wikiversity user name ## Publish the page ## Alternatively, [[Motivation and emotion/Assessment/Selection#New topics|negotiate a topic]] ===Quick start template=== # It is recommended (but not required) that you add the [[Template:Motivation and emotion/Book chapter structure|quick start template]] to the topic page. # To do this, click "Create source" or "Edit source" on the target page, paste '''[[Template:Motivation and emotion/Book chapter structure|<nowiki>{{subst:ME/BCS}}</nowiki>]]''', then Publish. ## If you get a spam filter warning it is probably because you have a new account. You can ask the tutor to add the template for you. Or publish some smaller edits first (e.g., on your user page). This helps the system learn to trust you, then try inserting the template again. ==Next steps== # Sign up for (or [[Motivation and emotion/Assessment/Selection#New topics|negotiate]]) a book chapter topic by the end of Week 2. # Draft the [[Motivation and emotion/Assessment/Topic|topic development]] which is a detailed plan for a full chapter, consisting of main headings with bullet-points about key points, on Wikiversity by the end of Week 3. ==Recording== <!-- * [ Tutorial 1] (2027) --> * [https://au-lti.bbcollab.com/recording/395cf77b086d42ab9e42266a8ad5e6f9 Tutorial 1] (2026) <!--* [https://au-lti.bbcollab.com/recording/71cf60b37faf4d40b17f9107a417e0ee Tutorial 1] (2025) * [https://au-lti.bbcollab.com/recording/81cb0a731ef44fe1ab82b529fd3a836a Tutorial 1] (2024) * [https://au-lti.bbcollab.com/recording/ace491a49cdd4d8f8441c7b357fa60dc Tutorial 1] (2023) * [https://au-lti.bbcollab.com/recording/91c93320558847a8a6717e2a0ad4b6dd Tutorial 1 recording] (2022) * [https://au-lti.bbcollab.com/recording/332ed2ad09824fb88c799b92cd64eaaa Tutorial 1 recording] (2021) --> ==See also== ; Topic selection * [[Motivation and emotion/Assessment/Selection|Topic selection guidelines]] ;Topic development * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Book/2026|Book chapter table of contents]] (2026) ;Lecture * [[Motivation and emotion/Lectures/Introduction|Introduction]] ;Tutorial * [[{{#titleparts:{{PAGENAME}}|2}}/Wiki editing|Wiki editing]] (Next tutorial) <!-- ;Admin * [[/Instructor notes/]] * [[Introduction to psychology/Psy102/Tutorials/Motivation|Motivation tutorial]] (Psychology 102) --> ==External links== * Chat with the {{Motivation emotion/Generator}} (Cogniti) <noinclude>{{Motivation and emotion/Tutorials/Navigation}}</noinclude> [[Category:Motivation and emotion/Tutorials/Topic selection]] ji65w0hen5688rdx3z5uuz5qv7cj8of 3 274033 2822569 2820547 2026-08-17T20:35:03Z Mu301 3705 /* Possible copyright problem */ Reply 2822569 wikitext text/x-wiki {{Robelbox|theme=9|title=Welcome!|width=100%}} <div style="{{Robelbox/pad}}"> '''Hello and [[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]] IanVG!''' You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or [[User talk:Dave Braunschweig|me personally]] when you need [[Help:Contents|help]]. Please remember to [[Wikiversity:Signature|sign and date]] your finished comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. The signature icon [[File:OOUI JS signature icon LTR.svg]] above the edit window makes it simple. All users are expected to abide by our [[Wikiversity:Privacy policy|Privacy]], [[Wikiversity:Civility|Civility]], and the [[Foundation:Terms of Use|Terms of Use]] policies while at Wikiversity. To [[Wikiversity:Introduction|get started]], you may <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Help:guides|Take a guided tour]] and learn [[Help:Editing|to edit]]. * Visit a (kind of) [[Wikiversity:Random|random project]]. * [[Wikiversity:Browse|Browse]] Wikiversity, or visit a portal corresponding to your educational level: [[Portal: Pre-school Education|pre-school]], [[Portal: Primary Education|primary]], [[Portal:Secondary Education|secondary]], [[Portal:Tertiary Education|tertiary]], [[Portal:Non-formal Education|non-formal education]]. * Find out about [[Wikiversity:Research|research]] activities on Wikiversity. * [[Wikiversity:Introduction explore|Explore]] Wikiversity with the links to your left. </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Enable VisualEditor under [[Special:Preferences#mw-prefsection-betafeatures|Beta]] settings to make article editing easier. * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] and find out [[Help:How to write an educational resource|how to write an educational resource]] for Wikiversity. * Give [[Wikiversity:Feedback|feedback]] about your initial observations. * Discuss Wikiversity issues or ask questions at the [[Wikiversity:Colloquium|colloquium]]. * [[Wikiversity:Chat|Chat]] with other Wikiversitans on [[:freenode:wikiversity|<kbd>#wikiversity</kbd>]]. </div> <br clear="both"/> You do not need to be an educator to edit. You only need to [[Wikiversity:Be bold|be bold]] to contribute and to experiment with the [[wikiversity:sandbox|sandbox]] or [[special:mypage|your userpage]]. See you around Wikiversity! --[[User:Dave Braunschweig|Dave Braunschweig]] ([[User talk:Dave Braunschweig|discuss]] • [[Special:Contributions/Dave Braunschweig|contribs]]) 23:06, 27 April 2021 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} == Thank you Dave! == Well, I am obviously replying far too late, but thank you @[[User:Dave Braunschweig|Dave Braunschweig]] for your kind words. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 22:25, 29 July 2025 (UTC) == Possible copyright problem == FYI, I just tagged [[Introduction to thermodynamics/Extensive and intensive properties]] for a possible copyright problem: CC NonCommercial not compatible with CC-BY-SA. --[[User:Dan Polansky|Dan Polansky]] ([[User talk:Dan Polansky|discuss]] • [[Special:Contributions/Dan Polansky|contribs]]) 17:41, 8 November 2025 (UTC) :Hey @[[User:Dan Polansky|Dan Polansky]]! Thanks a ton, I didn't know that the Non-Commercial part of the license their work was licensed under led to that kind of copyright issue! Thanks for education and help :-). I haven't yet reached out, but I'm going to look for a format email that maybe someone else has already written on the wikipedia to help with this. [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:27, 12 November 2025 (UTC) ::Okay, just sent an email it looks something like: ::Dear Dr. Claire Yu Yan, ::I wanted to let you know that I enjoyed your Introduction to Engineering Thermodynamics at https://pressbooks.bccampus.ca/thermo1/, which I found while researching for the free, online and open learning resources on "Wikiversity" (sister project of "Wikipedia"); I thought that your information on the subject is worthy of inclusion in our living and growing document. ::Wikiversity ( ::https://www.wikiversity.org ::) is a Wikimedia Foundation project that is collaboratively edited by volunteers from around the world. Our goal is to create and host a living, and diverse set of learning resources, learning projects and research for use by teachers, students and researchers. It is not only available at no charge, but also freely distributed. It is one of many projects of the non-profit Wikimedia Foundation. ::We can only use your material if you are willing to grant permission for it to be used under terms of the Creative Commons Attribution-ShareAlike 4.0 International License. This means that although you retain the copyright and authorship of your own work, you are granting permission for all others (not just Wikipedia) to use, copy, and share your materials freely—and even potentially use them commercially—as long as they do not try to claim the copyright themselves, or try to prevent others from using or copying them freely. You can read this license in full at:   ::(https://en.wikipedia.org/wiki/Wikipedia:Text_of_the_Creative_Commons_Attribution-ShareAlike_4.0_International_License) ::Please note that your contributions may not remain intact as submitted; this license, and the collaborative nature of our project, also entitles others to edit, alter, and update them at will, i.e., to keep up with new information, or suit the text to a different purpose. However, the license also expressly protects authors "from being considered responsible for modifications made by others" while ensuring that those authors get credit for their work. There is more information on our copyright policy at:   ::(https://en.wikipedia.org/wiki/Wikipedia:Copyrights) ::We choose the Creative Commons Attribution-ShareAlike 4.0 International License because it is the best available tool for ensuring that our encyclopedia is and can remain free for all to use, and for providing credit to everyone who donates text and images. It may or may not be compatible with your goals in creating the materials available on your website — that is your choice. Please be assured that if you do not grant permission, your materials will **not** be used at Wikipedia; we have a very strict policy against copyright violations. ::If you do agree to grant permission, we will credit you for your work in the resulting article's references section, by stating it was based on your work and is used with your permission, and by providing a link back to your website. ::You are obviously an expert in your field, and we invite your active collaboration in writing and editing articles on this subject and any others that might be attractive to you. If you are interested, please see:   ::([[Wikiversity:Introduction|https://en.wikiversity.org/wiki/Wikiversity:Introduction]]) for more information! ::Thank you for your time; we look forward to your reply. ::Kindly,   ::<My name> [[User:IanVG|IanVG]] ([[User talk:IanVG|discuss]] • [[Special:Contributions/IanVG|contribs]]) 21:48, 12 November 2025 (UTC) :::Have you heard back about the licensing issue? [[User:Mu301|mikeu]] ^{[[User talk:Mu301|talk]]} 20:35, 17 August 2026 (UTC) == Wikimedians for Sustainable Development - January 2026 Newsletter == <div lang="en" dir="ltr" class="mw-content-ltr">This is our fifty first newsletter. This issue has news related to SDG 15.<div style="column-count:2; column-width: 400px;"> ; User group news * The [[m:Wikimedians for Sustainable Development/Reports/2025|annual report for 2025]] was published. * [[m:Wikimedians for Sustainable Development/Next meeting|Next user group meeting]] is 22 February. * The drafting of the [[m:Wikimedians for Sustainable Development/Annual plan 2026|2026 annual plan]] is under way, please help. ; Other news * [https://diff.wikimedia.org/2026/01/09/winning-images-of-the-special-category-human-rights-and-environment-from-wiki-loves-earth-2025%F0%9F%A4%9D/ Winning images of the special category “Human Rights and Environment” from Wiki Loves Earth 2025🤝] (SDG 15) This message was sent with [[m:Special:MyLanguage/Global_message_delivery|Global message delivery]] by <bdi lang="en" dir="ltr">[[m:User:Ainali|Ainali]] ([[m:User talk:Ainali|talk]])</bdi> 14:22, 4 February 2026 (UTC) • [[m:Wikimedians for Sustainable Development/Newsletter|Contribute]] • [[m:Global message delivery/Targets/Wikimedians for Sustainable Development newsletter|Manage subscription]] </div> </div> <!-- Message sent by User:Ainali@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Wikimedians_for_Sustainable_Development_newsletter&oldid=29928029 --> == Wikimedians for Sustainable Development - February 2026 Newsletter == <div lang="en" dir="ltr" class="mw-content-ltr">This is our fifty second newsletter. This issue has news related to SDG 4, 5, 10, 13, 15, 16 and 17.<div style="column-count:2; column-width: 400px;"> ; User group news * A proposal for a climate and sustainability meetup at Wikimania has been submitted. Keep your fingers crossed it gets accepted! ; Other news * [https://metabase.wikibase.cloud Metabase], a project to create a [[m:Movement Strategy/Initiatives/Knowledge Base|movement-wide knowledgebase for activities and initiatives]], now has the property [https://metabase.wikibase.cloud/wiki/Property:P109 relates to sustainable development goal, target or indicator] and all the Sustainable Development Goals, Targets and Indicators. This makes it possible to make sure that your projects and initiative that supports these are marked as doing so and also find previous efforts related to them. * [https://diff.wikimedia.org/2026/02/11/wiki-for-botanists-why-thematic-engagement-matters/ Wiki for Botanists: Why thematic engagement matters] (SDG 15) * [https://diff.wikimedia.org/2026/02/15/influence-of-seasonal-and-eco-climatic-factors-on-butterfly-diversity-insights-from-wiki-loves-butterfly/ Influence of Seasonal and Eco-climatic Factors on Butterfly Diversity: Insights from Wiki Loves Butterfly] (SDG 15) * [https://diff.wikimedia.org/2026/02/15/african-women-in-climate-action-a-continued-editing-journey-through-the-edither-africa-contest-2026/ African Women in Climate Action: A Continued Editing Journey through the EditHer Africa Contest 2026] (SDG 5 & 13) ; Events * March is Women's History Month and also has the Internaltional Women's day, so there are plenty of related events. Check out [[m:Special:AllEvents|Special:AllEvents]] to find some near you. (SDG 5) * [[m:Wiki Loves Ramadan 2026|Wiki Loves Ramadan 2026]] (SDG 16) * [[d:Wikidata:WikiProject_India/Events/International_Mother_Language_Day_2026_Datathon|International Mother Language Day 2026 Datathon]] (SDG 4, 10 &17) This message was sent with [[m:Special:MyLanguage/Global_message_delivery|Global message delivery]] by <bdi lang="en" dir="ltr">[[m:User:Ainali|Ainali]] ([[m:User talk:Ainali|talk]])</bdi> 12:13, 2 March 2026 (UTC) • [[m:Wikimedians for Sustainable Development/Newsletter|Contribute]] • [[m:Global message delivery/Targets/Wikimedians for Sustainable Development newsletter|Manage subscription]] </div> </div> <!-- Message sent by User:Ainali@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Wikimedians_for_Sustainable_Development_newsletter&oldid=29928029 --> == Wikimedians for Sustainable Development - March 2026 Newsletter == <div lang="en" dir="ltr" class="mw-content-ltr">This is our fifty third newsletter. This issue has news related to SDG 15.<div style="column-count:2; column-width: 400px;"> ; User group news * There is now a [[c:Template:User Wikimedians for Sustainable Development|user box template on Wikimedia Commons]] that you can use to show that you are participant of the user group. There were already user boxes on [[m:Template:User Wikimedians for Sustainable Development|Meta]], [[d:Template:User Wikimedians for Sustainable Development|Wikidata]], [[w:en:Template:User Wikimedians for Sustainable Development|English]] and [[w:sv:Mall:Användare Wikimedians for Sustainable Development|Swedish]] Wikipedia. If your home wiki uses user boxes but lacks one, feel free to copy any of these to it. ; Other news * [https://wikimediafoundation.org/news/2026/03/02/the-winners-of-wiki-loves-earth-2025/ “Cinematic intensity”: The winners of Wiki Loves Earth 2025] (SDG 15) * [https://www.nature.com/articles/d41586-026-00940-y Scientists should join collaborative online editing communities for biodiversity] (SDG 15) This message was sent with [[m:Special:MyLanguage/Global_message_delivery|Global message delivery]] by <bdi lang="en" dir="ltr">[[m:User:Ainali|Ainali]] ([[m:User talk:Ainali|talk]])</bdi> 11:26, 1 April 2026 (UTC) • [[m:Wikimedians for Sustainable Development/Newsletter|Contribute]] • [[m:Global message delivery/Targets/Wikimedians for Sustainable Development newsletter|Manage subscription]] </div> </div> <!-- Message sent by User:Ainali@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Wikimedians_for_Sustainable_Development_newsletter&oldid=30155800 --> == Wikimedians for Sustainable Development - April 2026 Newsletter == <div lang="en" dir="ltr" class="mw-content-ltr">This is our fifty fourth newsletter. This issue has news related to SDG 2, 5, 6, 7, 13 and 15.<div style="column-count:2; column-width: 400px;"> ; News * [[diffblog:2026/04/15/from-lens-to-knowledge-citizen-science-through-wiki-loves-butterfly/|From Lens to Knowledge: Citizen Science through Wiki Loves Butterfly]] (SDG 15) * [[outreach:GLAM/Newsletter/March 2026/Contents/Biodiversity Heritage Library report|Wikidata type specimen data model]] (SDG 15) * [[outreach:GLAM/Newsletter/March 2026/Contents/Macedonia report|Edit-a-thon "Women Botanists" and “Plants Around Us: Veles” workshop]] (SDG 5 & 15) ; Events * Ongoing: [[w:en:Wikipedia:100 Days 100 Edits|100 Days 100 Edits]] (SDG 13) * Ongoing: [[m:Wiki for Sustainable Futures 2026|Wiki for Sustainable Futures 2026]] (SDG 2, 6 & 7) * May 9-10: [[w:sv:Wikipedia:Projekt naturgeografi/Fotosafari: Fåglar i Skåne 2026|Bird photography trip]] in south Sweden (SDG 15) * May 30: [[w:sv:Wikipedia:Skrivstuga/Biologisk mångfald|Editathon about biodiversity]] in Stockholm (SDG 15) This message was sent with [[m:Special:MyLanguage/Global_message_delivery|Global message delivery]] by <bdi lang="en" dir="ltr">[[m:User:Ainali|Ainali]] ([[m:User talk:Ainali|talk]])</bdi> 12:47, 6 May 2026 (UTC) • [[m:Wikimedians for Sustainable Development/Newsletter|Contribute]] • [[m:Global message delivery/Targets/Wikimedians for Sustainable Development newsletter|Manage subscription]] </div> </div> <!-- Message sent by User:Ainali@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Wikimedians_for_Sustainable_Development_newsletter&oldid=30472224 --> == Wikimedians for Sustainable Development - May 2026 Newsletter == <div lang="en" dir="ltr" class="mw-content-ltr">This is our fifty fifth newsletter. This issue has news related to SDG 2, 6, 7, 13 and 15.<div style="column-count:2; column-width: 400px;"> ; News * [[diffblog:2026/05/19/wikimedia-projects-and-the-climate-crisis-how-wiki-for-sustainable-futures-2026-is-being-built/|Wikimedia Projects and the Climate Crisis: How Wiki for Sustainable Futures 2026 Is Being BuiltWikimedia Projects and the Climate Crisis: How Wiki for Sustainable Futures 2026 Is Being Built]] (SDG 2 & 6 & 7 & 13) * [https://wikiedu.org/blog/2026/05/21/earth-day-every-day-preserving-biodiversity-on-wikipedia/ Earth Day, Every Day: Preserving Biodiversity on Wikipedia] (SDG 15) *[[diffblog:ar/2026/05/29/%d8%a7%d9%86%d8%b7%d9%84%d8%a7%d9%82-%d9%85%d8%b3%d8%a7%d8%a8%d9%82%d8%a9-%d8%a7%d9%84%d8%a8%d9%8a%d8%a6%d8%a9-%d8%a7%d9%84%d8%b9%d8%b1%d8%a8%d9%8a%d8%a9-2026-%d9%85%d8%a8%d8%a7%d8%af%d8%b1%d8%a9/|Launch of the Arabic Environmental Contest 2026: an ambitious initiative to enrich environmental content]] (SDG 2 & 6 & 7) * [https://wikimedia.org.au/wiki/From_the_field_to_the_free_web From the field to the free web] (SDG 15) This message was sent with [[m:Special:MyLanguage/Global_message_delivery|Global message delivery]] by <bdi lang="en" dir="ltr">[[m:User:Ainali|Ainali]] ([[m:User talk:Ainali|talk]])</bdi> 17:47, 1 June 2026 (UTC) • [[m:Wikimedians for Sustainable Development/Newsletter|Contribute]] • [[m:Global message delivery/Targets/Wikimedians for Sustainable Development newsletter|Manage subscription]] </div> </div> <!-- Message sent by User:Ainali@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Wikimedians_for_Sustainable_Development_newsletter&oldid=30606764 --> == Wikimedians for Sustainable Development - June 2026 Newsletter == <div lang="en" dir="ltr" class="mw-content-ltr">This is our fifty sixth newsletter. This issue has news related to SDG 4, 5 and 10.<div style="column-count:2; column-width: 400px;"> ; In the news * [[diffblog:2026/06/08/reading-wikipedia-in-the-classroom-in-wa-ghana-empowering-educators-with-media-and-information-literacy-skills/|Reading Wikipedia in the Classroom in Wa, Ghana: Empowering Educators with Media and Information Literacy Skills]] (SDG 4) * [[diffblog:2026/06/12/amplifying-womens-stories-and-indigenous-knowledge-feminism-and-folklore-2026-in-the-igbo-community/|Amplifying Women’s Stories and Indigenous Knowledge: Feminism and Folklore 2026 in the Igbo Community]] (SDG 5) * [[diffblog:2026/06/13/artfeminism-network-organizers-at-eseap-conference-2026/|Art+Feminism Network Organizers at ESEAP Conference 2026]] (SDG 5) * [[diffblog:2026/06/14/a-reflection-on-what-i-learned-at-my-first-international-womens-day-celebration/|A Reflection on What I Learned at My First International Women’s Day Celebration]] (SDG 5) * [[diffblog:2026/06/16/from-mentee-to-builder-my-six-months-in-the-eduwiki-hub-mentorship-program/|From Mentee to Builder: My Six Months in the EduWiki Hub Mentorship Program]] (SDG 4) * [[diffblog:2026/06/16/building-skills-and-confidence-during-my-three-month-journey-through-the-on-wiki-skill-program-organized-by-africa-wiki-women/|Building Skills and Confidence During My Three-Month Journey Through the On Wiki Skill Program Organized by Africa Wiki Women]] (SDG 5) * [[diffblog:2026/06/17/why-the-eduwiki-starter-kit-matters-for-the-future-of-education/|Why the EduWiki Starter Kit Matters for the Future of Education]] (SDG 4) * [[diffblog:2026/06/17/empowering-new-editors-to-bridge-the-gender-gap-my-experience-as-a-mentor-in-the-edither-africa-april-2026-contest/|Empowering New Editors to Bridge the Gender Gap: My Experience as a Mentor in the EditHer Africa April 2026 Contest]] (SDG 5) * [[diffblog:2026/06/18/visible-women-edit-a-thon-piloting-a-collaborative-approach-to-free-knowledge-in-hong-kong/|Visible Women Edit-a-thon: Piloting a Collaborative Approach to Free Knowledge in Hong Kong]] (SDG 5) * [[diffblog:2026/06/23/guiding-new-voices-training-women-in-wikidata-during-the-april-edither-africa-contest/|Guiding New Voices: Training Women in Wikidata during the April EditHer Africa Contest]] (SDG 5) * [[diffblog:2026/06/23/wikimedia-community-usergroup-botswana-in-collaboration-with-art-and-feminism-on-wikidata-mobile-training-2026/|Wikimedia Community Usergroup Botswana in collaboration with Art and Feminism on Wikidata Mobile Training 2026]] (SDG 5) ; Events * 10-18 July: [[m:Event:Wikiwomen Camp 2026|Wikiwomen Camp 2026]] (SDG 5) * 14 July [[w:de:Veranstaltung:Queers & Frauen 14.07.2026|Queers & Frauen]] (SDG 5 & 10) * 21-25 July: Wikimania is coming up and there are plenty of sessions related to sustainable development. There is now a dedicated page for those sessions at [[wikimania:2026:Program/SDG related sessions]]. * 23 July: [[m:Event:From Constitution to Community — Documenting Queer Rights Movements|From Constitution to Community — Documenting Queer Rights Movements]] (SDG 10) * 14 July [[w:de:Veranstaltung:Queers & Frauen 28.07.2026|Queers & Frauen]] (SDG 5 & 10) This message was sent with [[m:Special:MyLanguage/Global_message_delivery|Global message delivery]] by <bdi lang="en" dir="ltr">[[m:User:Ainali|Ainali]] ([[m:User talk:Ainali|talk]])</bdi> 19:20, 3 July 2026 (UTC) • [[m:Wikimedians for Sustainable Development/Newsletter|Contribute]] • [[m:Global message delivery/Targets/Wikimedians for Sustainable Development newsletter|Manage subscription]] </div> </div> <!-- Message sent by User:Ainali@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Wikimedians_for_Sustainable_Development_newsletter&oldid=30633243 --> == Wikimedians for Sustainable Development - July 2026 Newsletter == <div lang="en" dir="ltr" class="mw-content-ltr">This is our fifty seventh newsletter. This issue has news related to SDG 5, 6, 15 and 16.<div style="column-count:2; column-width: 400px;"> ; News * [[diffblog:2026/07/04/photowalk-at-the-purbachal-reserve-forest/|Photowalk at the Purbachal Reserve Forest]] (SDG 15) * [[diffblog:2026/07/13/welcoming-women-into-wikimedia-tech-a-guide-based-on-lived-experiences/|Welcoming Women+ into Wikimedia Tech: A Guide Based on Lived Experiences]] (SDG 5) * [[diffblog:2026/07/14/empowering-youth-through-knowledge-wikipedia-for-freedom-of-elections-in-armenia/|Empowering Youth Through Knowledge: “Wikipedia for Freedom of Elections” in Armenia]] (SDG 16) * [[diffblog:2026/07/19/water-for-life-knowledge-for-all-how-wikiverse-botswana-is-showcasing-africas-water-story-through-the-africa-wiki-challenge-2026/|Water for Life, Knowledge for All: How WikiVerse Botswana is Showcasing Africa’s Water Story Through the Africa Wiki Challenge 2026]] (SDG 6) * Wikimania: There were so many sessions and posters related to the SDGs, they can't all be listed here. But on [[wikimania:2026:Program/SDG related sessions|this Wikimania page]] you can find them all and the session pages have links to the recordings. This message was sent with [[m:Special:MyLanguage/Global_message_delivery|Global message delivery]] by <bdi lang="en" dir="ltr">[[m:User:Ainali|Ainali]] ([[m:User talk:Ainali|talk]])</bdi> 08:56, 4 August 2026 (UTC)• [[m:Wikimedians for Sustainable Development/Newsletter|Contribute]] • [[m:Global message delivery/Targets/Wikimedians for Sustainable Development newsletter|Manage subscription]] </div> </div> <!-- Message sent by User:Ainali@metawiki using the list at https://meta.wikimedia.org/w/index.php?title=Global_message_delivery/Targets/Wikimedians_for_Sustainable_Development_newsletter&oldid=30853204 --> sqkqcrfzifakntmwy9bo9wtqfk1dkx7 0 285380 2822549 2822283 2026-08-17T14:26:47Z Young1lim 21186 /* Applications */ 2822549 wikitext text/x-wiki === Introduction === * Overview ([[Media:C01.Intro1.Overview.1.A.20170925.pdf |A.pdf]], [[Media:C01.Intro1.Overview.1.B.20170901.pdf |B.pdf]], [[Media:C01.Intro1.Overview.1.C.20170904.pdf |C.pdf]]) * Number System ([[Media:C01.Intro2.Number.1.A.20171023.pdf |A.pdf]], [[Media:C01.Intro2.Number.1.B.20170909.pdf |B.pdf]], [[Media:C01.Intro2.Number.1.C.20170914.pdf |C.pdf]]) * Memory System ([[Media:C01.Intro2.Memory.1.A.20170907.pdf |A.pdf]], [[Media:C01.Intro3.Memory.1.B.20170909.pdf |B.pdf]], [[Media:C01.Intro3.Memory.1.C.20170914.pdf |C.pdf]]) === Handling Repetition === * Control ([[Media:C02.Repeat1.Control.1.A.20170925.pdf |A.pdf]], [[Media:C02.Repeat1.Control.1.B.20170918.pdf |B.pdf]], [[Media:C02.Repeat1.Control.1.C.20170926.pdf |C.pdf]]) * Loop ([[Media:C02.Repeat2.Loop.1.A.20170925.pdf |A.pdf]], [[Media:C02.Repeat2.Loop.1.B.20170918.pdf |B.pdf]]) === Handling a Big Work === * Function Overview ([[Media:C03.Func1.Overview.1.A.20171030.pdf |A.pdf]], [[Media:C03.Func1.Oerview.1.B.20161022.pdf |B.pdf]]) * Functions & Variables ([[Media:C03.Func2.Variable.1.A.20161222.pdf |A.pdf]], [[Media:C03.Func2.Variable.1.B.20161222.pdf |B.pdf]]) * Functions & Pointers ([[Media:C03.Func3.Pointer.1.A.20161122.pdf |A.pdf]], [[Media:C03.Func3.Pointer.1.B.20161122.pdf |B.pdf]]) * Functions & Recursions ([[Media:C03.Func4.Recursion.1.A.20161214.pdf |A.pdf]], [[Media:C03.Func4.Recursion.1.B.20161214.pdf |B.pdf]]) === Handling Series of Data === ==== Background ==== * Background ([[Media:C04.Series0.Background.1.A.20180727.pdf |A.pdf]]) ==== Basics ==== * Pointers ([[Media:C04.S1.Pointer.1A.20240524.pdf |A.pdf]], [[Media:C04.Series2.Pointer.1.B.20161115.pdf |B.pdf]]) * Arrays ([[Media:C04.S2.Array.1A.20240514.pdf |A.pdf]], [[Media:C04.Series1.Array.1.B.20161115.pdf |B.pdf]]) * Array Pointers ([[Media:C04.S3.ArrayPointer.1A.20240208.pdf |A.pdf]], [[Media:C04.Series3.ArrayPointer.1.B.20181203.pdf |B.pdf]]) * Multi-dimensional Arrays ([[Media:C04.Series4.MultiDim.1.A.20221130.pdf |A.pdf]], [[Media:C04.Series4.MultiDim.1.B.1111.pdf |B.pdf]]) * Array Access Methods ([[Media:C04.Series4.ArrayAccess.1.A.20190511.pdf |A.pdf]], [[Media:C04.Series3.ArrayPointer.1.B.20181203.pdf |B.pdf]]) * Structures ([[Media:C04.Series3.Structure.1.A.20171204.pdf |A.pdf]], [[Media:C04.Series2.Structure.1.B.20161130.pdf |B.pdf]]) ==== Examples ==== * Spreadsheet Example Programs :: Example 1 ([[Media:C04.Series7.Example.1.A.20171213.pdf |A.pdf]], [[Media:C04.Series7.Example.1.C.20171213.pdf |C.pdf]]) :: Example 2 ([[Media:C04.Series7.Example.2.A.20171213.pdf |A.pdf]], [[Media:C04.Series7.Example.2.C.20171213.pdf |C.pdf]]) :: Example 3 ([[Media:C04.Series7.Example.3.A.20171213.pdf |A.pdf]], [[Media:C04.Series7.Example.3.C.20171213.pdf |C.pdf]]) :: Bubble Sort ([[Media:C04.Series7.BubbleSort.1.A.20171211.pdf |A.pdf]]) ==== Applications ==== * Address-of and de-reference operators ([[Media:C04.SA0.PtrOperator.1A.20260817.pdf |A.pdf]]) * Applications of Pointers ([[Media:C04.SA1.AppPointer.1A.20241121.pdf |A.pdf]]) * Applications of Arrays ([[Media:C04.SA2.AppArray.1A.20240715.pdf |A.pdf]]) * Applications of Array Pointers ([[Media:C04.SA3.AppArrayPointer.1A.20240210.pdf |A.pdf]]) * Applications of Multi-dimensional Arrays ([[Media:C04.Series4App.MultiDim.1.A.20210719.pdf |A.pdf]]) * Applications of Array Access Methods ([[Media:C04.Series9.AppArrAcess.1.A.20190511.pdf |A.pdf]]) * Applications of Structures ([[Media:C04.Series6.AppStruct.1.A.20190423.pdf |A.pdf]]) === Handling Various Kinds of Data === * Types ([[Media:C05.Data1.Type.1.A.20180217.pdf |A.pdf]], [[Media:C05.Data1.Type.1.B.20161212.pdf |B.pdf]]) * Typecasts ([[Media:C05.Data2.TypeCast.1.A.20180217.pdf |A.pdf]], [[Media:C05.Data2.TypeCast.1.B.20161216.pdf |A.pdf]]) * Operators ([[Media:C05.Data3.Operators.1.A.20161219.pdf |A.pdf]], [[Media:C05.Data3.Operators.1.B.20161216.pdf |B.pdf]]) * Files ([[Media:C05.Data4.File.1.A.20161124.pdf |A.pdf]], [[Media:C05.Data4.File.1.B.20161212.pdf |B.pdf]]) === Handling Low Level Operations === * Bitwise Operations ([[Media:BitOp.1.B.20161214.pdf |A.pdf]], [[Media:BitOp.1.B.20161203.pdf |B.pdf]]) * Bit Field ([[Media:BitField.1.A.20161214.pdf |A.pdf]], [[Media:BitField.1.B.20161202.pdf |B.pdf]]) * Union ([[Media:Union.1.A.20161221.pdf |A.pdf]], [[Media:Union.1.B.20161111.pdf |B.pdf]]) * Accessing IO Registers ([[Media:IO.1.A.20141215.pdf |A.pdf]], [[Media:IO.1.B.20161217.pdf |B.pdf]]) === Declarations === * Type Specifiers and Qualifiers ([[Media:C07.Spec1.Type.1.A.20171004.pdf |pdf]]) * Storage Class Specifiers ([[Media:C07.Spec2.Storage.1.A.20171009.pdf |pdf]]) * Scope === Class Notes === * TOC ([[Media:TOC.20171007.pdf |TOC.pdf]]) * Day01 ([[Media:Day01.A.20171007.pdf |A.pdf]], [[Media:Day01.B.20171209.pdf |B.pdf]], [[Media:Day01.C.20171211.pdf |C.pdf]]) ...... Introduction (1) Standard Library * Day02 ([[Media:Day02.A.20171007.pdf |A.pdf]], [[Media:Day02.B.20171209.pdf |B.pdf]], [[Media:Day02.C.20171209.pdf |C.pdf]]) ...... Introduction (2) Basic Elements * Day03 ([[Media:Day03.A.20171007.pdf |A.pdf]], [[Media:Day03.B.20170908.pdf |B.pdf]], [[Media:Day03.C.20171209.pdf |C.pdf]]) ...... Introduction (3) Numbers * Day04 ([[Media:Day04.A.20171007.pdf |A.pdf]], [[Media:Day04.B.20170915.pdf |B.pdf]], [[Media:Day04.C.20171209.pdf |C.pdf]]) ...... Structured Programming (1) Flowcharts * Day05 ([[Media:Day05.A.20171007.pdf |A.pdf]], [[Media:Day05.B.20170915.pdf |B.pdf]], [[Media:Day05.C.20171209.pdf |C.pdf]]) ...... Structured Programming (2) Conditions and Loops * Day06 ([[Media:Day06.A.20171007.pdf |A.pdf]], [[Media:Day06.B.20170923.pdf |B.pdf]], [[Media:Day06.C.20171209.pdf |C.pdf]]) ...... Program Control * Day07 ([[Media:Day07.A.20171007.pdf |A.pdf]], [[Media:Day07.B.20170926.pdf |B.pdf]], [[Media:Day07.C.20171209.pdf |C.pdf]]) ...... Function (1) Definitions * Day08 ([[Media:Day08.A.20171028.pdf |A.pdf]], [[Media:Day08.B.20171016.pdf |B.pdf]], [[Media:Day08.C.20171209.pdf |C.pdf]]) ...... Function (2) Storage Class and Scope * Day09 ([[Media:Day09.A.20171007.pdf |A.pdf]], [[Media:Day09.B.20171017.pdf |B.pdf]], [[Media:Day09.C.20171209.pdf |C.pdf]]) ...... Function (3) Recursion * Day10 ([[Media:Day10.A.20171209.pdf |A.pdf]], [[Media:Day10.B.20171017.pdf |B.pdf]], [[Media:Day10.C.20171209.pdf |C.pdf]]) ...... Arrays (1) Definitions * Day11 ([[Media:Day11.A.20171024.pdf |A.pdf]], [[Media:Day11.B.20171017.pdf |B.pdf]], [[Media:Day11.C.20171212.pdf |C.pdf]]) ...... Arrays (2) Applications * Day12 ([[Media:Day12.A.20171024.pdf |A.pdf]], [[Media:Day12.B.20171020.pdf |B.pdf]], [[Media:Day12.C.20171209.pdf |C.pdf]]) ...... Pointers (1) Definitions * Day13 ([[Media:Day13.A.20171025.pdf |A.pdf]], [[Media:Day13.B.20171024.pdf |B.pdf]], [[Media:Day13.C.20171209.pdf |C.pdf]]) ...... Pointers (2) Applications * Day14 ([[Media:Day14.A.20171226.pdf |A.pdf]], [[Media:Day14.B.20171101.pdf |B.pdf]], [[Media:Day14.C.20171209.pdf |C.pdf]]) ...... C String (1) * Day15 ([[Media:Day15.A.20171209.pdf |A.pdf]], [[Media:Day15.B.20171124.pdf |B.pdf]], [[Media:Day15.C.20171209.pdf |C.pdf]]) ...... C String (2) * Day16 ([[Media:Day16.A.20171208.pdf |A.pdf]], [[Media:Day16.B.20171114.pdf |B.pdf]], [[Media:Day16.C.20171209.pdf |C.pdf]]) ...... C Formatted IO * Day17 ([[Media:Day17.A.20171031.pdf |A.pdf]], [[Media:Day17.B.20171111.pdf |B.pdf]], [[Media:Day17.C.20171209.pdf |C.pdf]]) ...... Structure (1) Definitions * Day18 ([[Media:Day18.A.20171206.pdf |A.pdf]], [[Media:Day18.B.20171128.pdf |B.pdf]], [[Media:Day18.C.20171212.pdf |C.pdf]]) ...... Structure (2) Applications * Day19 ([[Media:Day19.A.20171205.pdf |A.pdf]], [[Media:Day19.B.20171121.pdf |B.pdf]], [[Media:Day19.C.20171209.pdf |C.pdf]]) ...... Union, Bitwise Operators, Enum * Day20 ([[Media:Day20.A.20171205.pdf |A.pdf]], [[Media:Day20.B.20171201.pdf |B.pdf]], [[Media:Day20.C.20171212.pdf |C.pdf]]) ...... Linked List * Day21 ([[Media:Day21.A.20171206.pdf |A.pdf]], [[Media:Day21.B.20171208.pdf |B.pdf]], [[Media:Day21.C.20171212.pdf |C.pdf]]) ...... File Processing * Day22 ([[Media:Day22.A.20171212.pdf |A.pdf]], [[Media:Day22.B.20171213.pdf |B.pdf]], [[Media:Day22.C.20171212.pdf |C.pdf]]) ...... Preprocessing <!----------------------------------------------------------------------> </br> See also https://cprogramex.wordpress.com/ == '''Old Materials '''== until 201201 * Intro.Overview.1.A ([[Media:C.Intro.Overview.1.A.20120107.pdf |pdf]]) * Intro.Memory.1.A ([[Media:C.Intro.Memory.1.A.20120107.pdf |pdf]]) * Intro.Number.1.A ([[Media:C.Intro.Number.1.A.20120107.pdf |pdf]]) * Repeat.Control.1.A ([[Media:C.Repeat.Control.1.A.20120109.pdf |pdf]]) * Repeat.Loop.1.A ([[Media:C.Repeat.Loop.1.A.20120113.pdf |pdf]]) * Work.Function.1.A ([[Media:C.Work.Function.1.A.20120117.pdf |pdf]]) * Work.Scope.1.A ([[Media:C.Work.Scope.1.A.20120117.pdf |pdf]]) * Series.Array.1.A ([[Media:Series.Array.1.A.20110718.pdf |pdf]]) * Series.Pointer.1.A ([[Media:Series.Pointer.1.A.20110719.pdf |pdf]]) * Series.Structure.1.A ([[Media:Series.Structure.1.A.20110805.pdf |pdf]]) * Data.Type.1.A ([[Media:C05.Data2.TypeCast.1.A.20130813.pdf |pdf]]) * Data.TypeCast.1.A ([[Media:Data.TypeCast.1.A.pdf |pdf]]) * Data.Operators.1.A ([[Media:Data.Operators.1.A.20110712.pdf |pdf]]) <br> until 201107 * Intro.1.A ([[Media:Intro.1.A.pdf |pdf]]) * Control.1.A ([[Media:Control.1.A.20110706.pdf |pdf]]) * Iteration.1.A ([[Media:Iteration.1.A.pdf |pdf]]) * Function.1.A ([[Media:Function.1.A.20110705.pdf |pdf]]) * Variable.1.A ([[Media:Variable.1.A.20110708.pdf |pdf]]) * Operators.1.A ([[Media:Operators.1.A.20110712.pdf |pdf]]) * Pointer.1.A ([[Media:Pointer.1.A.pdf |pdf]]) * Pointer.2.A ([[Media:Pointer.2.A.pdf |pdf]]) * Array.1.A ([[Media:Array.1.A.pdf |pdf]]) * Type.1.A ([[Media:Type.1.A.pdf |pdf]]) * Structure.1.A ([[Media:Structure.1.A.pdf |pdf]]) go to [ [[C programming in plain view]] ] [[Category:C programming language]] </br> jil9jul2flzwldgudcj6hxtew3s3pn4 2 289273 2822567 2818507 2026-08-17T20:26:02Z Dc.samizdat 2856930 /* Real Euclidean four-dimensional space R⁴ */ 2822567 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 - August 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 inertially 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 on concentric [[W:3-sphere|3-sphere]]s (4-dimensional spheres), not on concentric 2-ellipsoids (3-dimensional elliptical spirals). Our sun and solar system lies on one of those concentric 3-spheres. More generally, orbits are circular in 4-space, and elliptical in the 3-space of their elliptic hyperplane. [[File:Hypersphere.png|thumb|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 as they pursue their various orbits within the galaxy. The 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 compound of a simple rotation and a linear translation. 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 3-spherical shell within the moving 4-ball 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 through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of rotating objects through Euclidean 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 collective 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 its linear translation through 4-space at velocity <math>c</math>. 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 internal 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 moving 3-dimensional surface boundary of matter in the observed universe is 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 inertial motions each at the constant universal rate of transformation <math>c</math>. Every object moves relative to universal 4-coordinate space on its own distinct geodesic spiral, a screw translation trajectory that is the compound of its two orthogonal inertial motions. Objects without mass such as photons lie off such moving 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 four dimensions, even though we are physically confined to a 3-dimensional manifold moving at velocity <math>c</math>. 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, 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 that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) 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, 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 transformation effects 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 vector space 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''. Two observers' directions of movement through space may be different (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, will 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 coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your coordinate systems; you are both embedded in the same Euclidean 4-dimensional space <small><math>\mathbb{R^4}</math></small>.{{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 should 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. Rotation (<small><math>\mathrm{Q}</math></small>), reflection (<small><math>\mathrm{R}</math></small>) and translation (<small><math>\mathrm{T}</math></small>) are just what they are in three-dimensional space, but double rotation (<small><math>\mathrm{Q}^2</math></small>) is something new and unprecedented in our physical experience, because double rotations cannot 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 might be useful to 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 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. The [[w:Tesseract|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]], arguably 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; we observe that it lies 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). ...this is probably misplaced here and should not interrupt the discussion at this point: ...These typical observations agree closely with the predictions of special relativity, because the non-isoclinic elliptical (Q²) resembles a (QT), since 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. ...cite Jesper Goransson's very concise paper 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. The real physical correlates of abstract orthogonal planes and rotation angles are already familiar to us viscerally in our body-language of physical experience, since we are endowed biologically 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 is an inborn capacity for dimensional analogy which our biologic evolution has provided. All our instinctive spatial reasoning is by dimensional analogy from flat 2-dimensional retinal images to 3-dimensional scenes, using our powerful inborn 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, except experience. ... 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]]. ... Light is discrete reflections. Mass is discrete rotations. Both are group actions, expressions of intrinsic symmetries. That is all of physics. === 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. Light is discrete reflections. Gravity and all forces are discrete rotations. Both 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. 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}} 3tolvfvdbhafro4fqeijc8irz7jo41d 2822583 2822567 2026-08-17T22:43:15Z Dc.samizdat 2856930 /* A theory of the Euclidean cosmos */ 2822583 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 - August 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 inertially 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 on concentric [[W:3-sphere|3-sphere]]s (4-dimensional spheres), not on concentric 2-ellipsoids (3-dimensional elliptical spirals). Our sun and solar system lies on one of those concentric 3-spheres. More generally, orbits are circular in 4-space, and elliptical in the 3-space of their elliptic hyperplane. [[File:Hypersphere.png|thumb|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 as they pursue their various orbits within the galaxy. The 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 compound of a simple rotation and a linear translation. 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 3-spherical shell within the moving 4-ball 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 through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of rotating objects through Euclidean 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 collective 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 its linear translation through 4-space at velocity <math>c</math>. 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 internal 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 moving 3-dimensional surface boundary of matter in the observed universe is 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 inertial motions each at the constant universal rate of transformation <math>c</math>. Every object moves relative to universal 4-coordinate space on its own distinct geodesic spiral, a screw translation trajectory that is the compound of two orthogonal inertial motions, a rotation and a translation. Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity <math>c</math> in all four dimensions concurrently, without any rotational component of motion, so they move 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 four dimensions, even though we are physically confined to a 3-dimensional manifold moving at velocity <math>c</math>. 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, 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 that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) 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, 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 transformation effects 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 vector space 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''. Two observers' directions of movement through space may be different (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, will 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 coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your coordinate systems; you are both embedded in the same Euclidean 4-dimensional space <small><math>\mathbb{R^4}</math></small>.{{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 should 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. Rotation (<small><math>\mathrm{Q}</math></small>), reflection (<small><math>\mathrm{R}</math></small>) and translation (<small><math>\mathrm{T}</math></small>) are just what they are in three-dimensional space, but double rotation (<small><math>\mathrm{Q}^2</math></small>) is something new and unprecedented in our physical experience, because double rotations cannot 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 might be useful to 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 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. The [[w:Tesseract|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]], arguably 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; we observe that it lies 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). ...this is probably misplaced here and should not interrupt the discussion at this point: ...These typical observations agree closely with the predictions of special relativity, because the non-isoclinic elliptical (Q²) resembles a (QT), since 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. ...cite Jesper Goransson's very concise paper 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. The real physical correlates of abstract orthogonal planes and rotation angles are already familiar to us viscerally in our body-language of physical experience, since we are endowed biologically 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 is an inborn capacity for dimensional analogy which our biologic evolution has provided. All our instinctive spatial reasoning is by dimensional analogy from flat 2-dimensional retinal images to 3-dimensional scenes, using our powerful inborn 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, except experience. ... 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]]. ... Light is discrete reflections. Mass is discrete rotations. Both are group actions, expressions of intrinsic symmetries. That is all of physics. === 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. Light is discrete reflections. Gravity and all forces are discrete rotations. Both 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. 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}} s4ca2y8wqlrlnowczr55cqyabo3lqdt 2822586 2822583 2026-08-17T22:47:16Z Dc.samizdat 2856930 2822586 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 - August 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 inertially 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 on concentric [[W:3-sphere|3-sphere]]s (4-dimensional spheres), not on concentric 2-ellipsoids (3-dimensional elliptical spirals). Our sun and solar system lies on one of those concentric 3-spheres. More generally, orbits are circular in 4-space, and elliptical in the 3-space of their elliptic hyperplane. [[File:Hypersphere.png|thumb|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 as they pursue their various orbits within the galaxy. The 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 compound of a simple rotation and a linear translation. 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 3-spherical shell within the moving 4-ball 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 through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of rotating objects through Euclidean 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 collective 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 its linear translation through 4-space at velocity <math>c</math>. 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 internal 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 moving 3-dimensional surface boundary of matter in the observed universe is 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 inertial motions each at the constant universal rate of transformation <math>c</math>. Every object moves relative to universal 4-coordinate space on its own distinct geodesic spiral, a screw translation trajectory that is the compound of two orthogonal inertial motions, a rotation and a translation. Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity <math>c</math> in all four dimensions concurrently, without any rotational component of motion, so they move 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 four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity <math>c</math>. 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, 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 that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) 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, 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 transformation effects 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 vector space 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''. Two observers' directions of movement through space may be different (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, will 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 coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your coordinate systems; you are both embedded in the same Euclidean 4-dimensional space <small><math>\mathbb{R^4}</math></small>.{{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 should 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. Rotation (<small><math>\mathrm{Q}</math></small>), reflection (<small><math>\mathrm{R}</math></small>) and translation (<small><math>\mathrm{T}</math></small>) are just what they are in three-dimensional space, but double rotation (<small><math>\mathrm{Q}^2</math></small>) is something new and unprecedented in our physical experience, because double rotations cannot 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 might be useful to 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 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. The [[w:Tesseract|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]], arguably 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; we observe that it lies 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). ...this is probably misplaced here and should not interrupt the discussion at this point: ...These typical observations agree closely with the predictions of special relativity, because the non-isoclinic elliptical (Q²) resembles a (QT), since 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. ...cite Jesper Goransson's very concise paper 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. The real physical correlates of abstract orthogonal planes and rotation angles are already familiar to us viscerally in our body-language of physical experience, since we are endowed biologically 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 is an inborn capacity for dimensional analogy which our biologic evolution has provided. All our instinctive spatial reasoning is by dimensional analogy from flat 2-dimensional retinal images to 3-dimensional scenes, using our powerful inborn 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, except experience. ... 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]]. ... Light is discrete reflections. Mass is discrete rotations. Both are group actions, expressions of intrinsic symmetries. That is all of physics. === 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. Light is discrete reflections. Gravity and all forces are discrete rotations. Both 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. 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}} ly4ayr4zgz9yd9whsnvtoaa5vwb224o 2822593 2822586 2026-08-17T22:55:01Z Dc.samizdat 2856930 /* Symmetries */ 2822593 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 - August 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 inertially 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 on concentric [[W:3-sphere|3-sphere]]s (4-dimensional spheres), not on concentric 2-ellipsoids (3-dimensional elliptical spirals). Our sun and solar system lies on one of those concentric 3-spheres. More generally, orbits are circular in 4-space, and elliptical in the 3-space of their elliptic hyperplane. [[File:Hypersphere.png|thumb|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 as they pursue their various orbits within the galaxy. The 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 compound of a simple rotation and a linear translation. 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 3-spherical shell within the moving 4-ball 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 through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of rotating objects through Euclidean 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 collective 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 its linear translation through 4-space at velocity <math>c</math>. 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 internal 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 moving 3-dimensional surface boundary of matter in the observed universe is 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 inertial motions each at the constant universal rate of transformation <math>c</math>. Every object moves relative to universal 4-coordinate space on its own distinct geodesic spiral, a screw translation trajectory that is the compound of two orthogonal inertial motions, a rotation and a translation. Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity <math>c</math> in all four dimensions concurrently, without any rotational component of motion, so they move 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 four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity <math>c</math>. 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, 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 that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) 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 algebra), 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, 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 transformation effects 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 vector space 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''. Two observers' directions of movement through space may be different (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, will 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 coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your coordinate systems; you are both embedded in the same Euclidean 4-dimensional space <small><math>\mathbb{R^4}</math></small>.{{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 should 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. Rotation (<small><math>\mathrm{Q}</math></small>), reflection (<small><math>\mathrm{R}</math></small>) and translation (<small><math>\mathrm{T}</math></small>) are just what they are in three-dimensional space, but double rotation (<small><math>\mathrm{Q}^2</math></small>) is something new and unprecedented in our physical experience, because double rotations cannot 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 might be useful to 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 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. The [[w:Tesseract|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]], arguably 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; we observe that it lies 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). ...this is probably misplaced here and should not interrupt the discussion at this point: ...These typical observations agree closely with the predictions of special relativity, because the non-isoclinic elliptical (Q²) resembles a (QT), since 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. ...cite Jesper Goransson's very concise paper 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. The real physical correlates of abstract orthogonal planes and rotation angles are already familiar to us viscerally in our body-language of physical experience, since we are endowed biologically 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 is an inborn capacity for dimensional analogy which our biologic evolution has provided. All our instinctive spatial reasoning is by dimensional analogy from flat 2-dimensional retinal images to 3-dimensional scenes, using our powerful inborn 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, except experience. ... 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]]. ... Light is discrete reflections. Mass is discrete rotations. Both are group actions, expressions of intrinsic symmetries. That is all of physics. === 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. Light is discrete reflections. Gravity and all forces are discrete rotations. Both 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. 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}} riao74j4bawb55k2z00i9ch0rve53u3 2822602 2822593 2026-08-17T23:17:06Z Dc.samizdat 2856930 /* Special relativity describes Euclidean 4-space */ 2822602 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 - August 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 inertially 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 on concentric [[W:3-sphere|3-sphere]]s (4-dimensional spheres), not on concentric 2-ellipsoids (3-dimensional elliptical spirals). Our sun and solar system lies on one of those concentric 3-spheres. More generally, orbits are circular in 4-space, and elliptical in the 3-space of their elliptic hyperplane. [[File:Hypersphere.png|thumb|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 as they pursue their various orbits within the galaxy. The 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 compound of a simple rotation and a linear translation. 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 3-spherical shell within the moving 4-ball 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 through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of rotating objects through Euclidean 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 collective 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 its linear translation through 4-space at velocity <math>c</math>. 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 internal 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 moving 3-dimensional surface boundary of matter in the observed universe is 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 inertial motions each at the constant universal rate of transformation <math>c</math>. Every object moves relative to universal 4-coordinate space on its own distinct geodesic spiral, a screw translation trajectory that is the compound of two orthogonal inertial motions, a rotation and a translation. Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity <math>c</math> in all four dimensions concurrently, without any rotational component of motion, so they move 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 four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity <math>c</math>. 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, 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 that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) 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 algebra), 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, 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 transformation effects 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 vector space 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''. Two observers' directions of movement through space may be different (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, will 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 coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space <small><math>\mathbb{R^4}</math></small>.{{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 should 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. Rotation (<small><math>\mathrm{Q}</math></small>), reflection (<small><math>\mathrm{R}</math></small>) and translation (<small><math>\mathrm{T}</math></small>) are just what they are in three-dimensional space, but double rotation (<small><math>\mathrm{Q}^2</math></small>) is something new and unprecedented in our physical experience, because double rotations cannot 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 might be useful to 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 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. The [[w:Tesseract|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]], arguably 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; we observe that it lies 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). ...this is probably misplaced here and should not interrupt the discussion at this point: ...These typical observations agree closely with the predictions of special relativity, because the non-isoclinic elliptical (Q²) resembles a (QT), since 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. ...cite Jesper Goransson's very concise paper 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. The real physical correlates of abstract orthogonal planes and rotation angles are already familiar to us viscerally in our body-language of physical experience, since we are endowed biologically 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 is an inborn capacity for dimensional analogy which our biologic evolution has provided. All our instinctive spatial reasoning is by dimensional analogy from flat 2-dimensional retinal images to 3-dimensional scenes, using our powerful inborn 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, except experience. ... 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]]. ... Light is discrete reflections. Mass is discrete rotations. Both are group actions, expressions of intrinsic symmetries. That is all of physics. === 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. Light is discrete reflections. Gravity and all forces are discrete rotations. Both 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. 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}} an53459ju2bcyspscg6pch39bp73ss8 2822625 2822602 2026-08-18T03:43:14Z Dc.samizdat 2856930 /* An object's motion in space is the product of its discrete self-reflections */ 2822625 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 - August 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 inertially 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 on concentric [[W:3-sphere|3-sphere]]s (4-dimensional spheres), not on concentric 2-ellipsoids (3-dimensional elliptical spirals). Our sun and solar system lies on one of those concentric 3-spheres. More generally, orbits are circular in 4-space, and elliptical in the 3-space of their elliptic hyperplane. [[File:Hypersphere.png|thumb|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 as they pursue their various orbits within the galaxy. The 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 compound of a simple rotation and a linear translation. 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 3-spherical shell within the moving 4-ball 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 through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of rotating objects through Euclidean 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 collective 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 its linear translation through 4-space at velocity <math>c</math>. 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 internal 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 moving 3-dimensional surface boundary of matter in the observed universe is 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 inertial motions each at the constant universal rate of transformation <math>c</math>. Every object moves relative to universal 4-coordinate space on its own distinct geodesic spiral, a screw translation trajectory that is the compound of two orthogonal inertial motions, a rotation and a translation. Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity <math>c</math> in all four dimensions concurrently, without any rotational component of motion, so they move 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 four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity <math>c</math>. 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, 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 that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) 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 algebra), 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, 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 transformation effects 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 vector space 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''. Two observers' directions of movement through space may be different (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, will 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 coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space <small><math>\mathbb{R^4}</math></small>.{{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. 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 should 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. Rotation (<small><math>\mathrm{Q}</math></small>), reflection (<small><math>\mathrm{R}</math></small>) and translation (<small><math>\mathrm{T}</math></small>) are just what they are in three-dimensional space, but double rotation (<small><math>\mathrm{Q}^2</math></small>) is something new and unprecedented in our physical experience, because double rotations cannot 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 might be useful to 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 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. The [[w:Tesseract|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]], arguably 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; we observe that it lies 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). ...this is probably misplaced here and should not interrupt the discussion at this point: ...These typical observations agree closely with the predictions of special relativity, because the non-isoclinic elliptical (Q²) resembles a (QT), since 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. ...cite Jesper Goransson's very concise paper 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. The real physical correlates of abstract orthogonal planes and rotation angles are already familiar to us viscerally in our body-language of physical experience, since we are endowed biologically 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 is an inborn capacity for dimensional analogy which our biologic evolution has provided. All our instinctive spatial reasoning is by dimensional analogy from flat 2-dimensional retinal images to 3-dimensional scenes, using our powerful inborn 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, except experience. ... 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]]. ... Light is discrete reflections. Mass is discrete rotations. Both are group actions, expressions of intrinsic symmetries. That is all of physics. === 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. Light is discrete reflections. Gravity and all forces are discrete rotations. Both 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. 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}} 4weqeyyshfvmq7zp8kjfqt7s01adpjv 2822626 2822625 2026-08-18T03:45:54Z Dc.samizdat 2856930 /* An object's motion in space is the product of its discrete self-reflections */ 2822626 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 - August 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 inertially 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 on concentric [[W:3-sphere|3-sphere]]s (4-dimensional spheres), not on concentric 2-ellipsoids (3-dimensional elliptical spirals). Our sun and solar system lies on one of those concentric 3-spheres. More generally, orbits are circular in 4-space, and elliptical in the 3-space of their elliptic hyperplane. [[File:Hypersphere.png|thumb|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 as they pursue their various orbits within the galaxy. The 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 compound of a simple rotation and a linear translation. 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 3-spherical shell within the moving 4-ball 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 through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of rotating objects through Euclidean 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 collective 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 its linear translation through 4-space at velocity <math>c</math>. 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 internal 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 moving 3-dimensional surface boundary of matter in the observed universe is 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 inertial motions each at the constant universal rate of transformation <math>c</math>. Every object moves relative to universal 4-coordinate space on its own distinct geodesic spiral, a screw translation trajectory that is the compound of two orthogonal inertial motions, a rotation and a translation. Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity <math>c</math> in all four dimensions concurrently, without any rotational component of motion, so they move 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 four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity <math>c</math>. 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, 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 that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) 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 algebra), 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, 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 transformation effects 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 vector space 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''. Two observers' directions of movement through space may be different (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, will 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 coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space <small><math>\mathbb{R^4}</math></small>.{{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, preserving its chirality. 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. 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 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 should 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. Rotation (<small><math>\mathrm{Q}</math></small>), reflection (<small><math>\mathrm{R}</math></small>) and translation (<small><math>\mathrm{T}</math></small>) are just what they are in three-dimensional space, but double rotation (<small><math>\mathrm{Q}^2</math></small>) is something new and unprecedented in our physical experience, because double rotations cannot 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 might be useful to 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 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. The [[w:Tesseract|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]], arguably 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; we observe that it lies 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). ...this is probably misplaced here and should not interrupt the discussion at this point: ...These typical observations agree closely with the predictions of special relativity, because the non-isoclinic elliptical (Q²) resembles a (QT), since 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. ...cite Jesper Goransson's very concise paper 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. The real physical correlates of abstract orthogonal planes and rotation angles are already familiar to us viscerally in our body-language of physical experience, since we are endowed biologically 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 is an inborn capacity for dimensional analogy which our biologic evolution has provided. All our instinctive spatial reasoning is by dimensional analogy from flat 2-dimensional retinal images to 3-dimensional scenes, using our powerful inborn 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, except experience. ... 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]]. ... Light is discrete reflections. Mass is discrete rotations. Both are group actions, expressions of intrinsic symmetries. That is all of physics. === 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. Light is discrete reflections. Gravity and all forces are discrete rotations. Both 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. 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}} 574m3rpfacwa4hif5f4mlt0qwg174la 2822627 2822626 2026-08-18T03:51:02Z Dc.samizdat 2856930 /* An object's motion in space is the product of its discrete self-reflections */ 2822627 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 - August 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 inertially 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 on concentric [[W:3-sphere|3-sphere]]s (4-dimensional spheres), not on concentric 2-ellipsoids (3-dimensional elliptical spirals). Our sun and solar system lies on one of those concentric 3-spheres. More generally, orbits are circular in 4-space, and elliptical in the 3-space of their elliptic hyperplane. [[File:Hypersphere.png|thumb|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 as they pursue their various orbits within the galaxy. The 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 compound of a simple rotation and a linear translation. 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 3-spherical shell within the moving 4-ball 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 through 4-space is following a geometric law of motion discovered by Coxeter, that governs the propagation of rotating objects through Euclidean 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 collective 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 its linear translation through 4-space at velocity <math>c</math>. 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 internal 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 moving 3-dimensional surface boundary of matter in the observed universe is 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 inertial motions each at the constant universal rate of transformation <math>c</math>. Every object moves relative to universal 4-coordinate space on its own distinct geodesic spiral, a screw translation trajectory that is the compound of two orthogonal inertial motions, a rotation and a translation. Objects without mass such as photons lie off such moving surface boundaries of matter from which they were emitted, and their motion is of a different nature. They are in translational motion at velocity <math>c</math> in all four dimensions concurrently, without any rotational component of motion, so they move 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 four dimensions, even though we are physically confined to a 3-dimensional manifold that is moving at velocity <math>c</math>. 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, 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 that their group actions express the principle of relativity. Here is Coxeter's formulation of the motions of objects (their congruent transformations) 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 algebra), 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, 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 transformation effects 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 vector space 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''. Two observers' directions of movement through space may be different (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, will 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 coordinate system is rotated with respect to another observer's proper 4-space coordinate system, precisely as your vectors (directions of motion) are rotated in Euclidean 4-space with respect to each other, but there are no metric distortions (no Lorentz transformations) between your proper 4-space coordinate systems; you are both embedded in the same Euclidean 4-dimensional space <small><math>\mathbb{R^4}</math></small>.{{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, preserving its chirality. 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 geometric pictures. 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 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 should 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. Rotation (<small><math>\mathrm{Q}</math></small>), reflection (<small><math>\mathrm{R}</math></small>) and translation (<small><math>\mathrm{T}</math></small>) are just what they are in three-dimensional space, but double rotation (<small><math>\mathrm{Q}^2</math></small>) is something new and unprecedented in our physical experience, because double rotations cannot 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 might be useful to 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 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. The [[w:Tesseract|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]], arguably 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; we observe that it lies 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). ...this is probably misplaced here and should not interrupt the discussion at this point: ...These typical observations agree closely with the predictions of special relativity, because the non-isoclinic elliptical (Q²) resembles a (QT), since 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. ...cite Jesper Goransson's very concise paper 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. The real physical correlates of abstract orthogonal planes and rotation angles are already familiar to us viscerally in our body-language of physical experience, since we are endowed biologically 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 is an inborn capacity for dimensional analogy which our biologic evolution has provided. All our instinctive spatial reasoning is by dimensional analogy from flat 2-dimensional retinal images to 3-dimensional scenes, using our powerful inborn 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, except experience. ... 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]]. ... Light is discrete reflections. Mass is discrete rotations. Both are group actions, expressions of intrinsic symmetries. That is all of physics. === 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. Light is discrete reflections. Gravity and all forces are discrete rotations. Both 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. 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}} eqbur5anldp9qufpsqmk8zlezqy8azr 0 322681 2822629 2763661 2026-08-18T04:07:32Z StretchBeyond 3105744 Grammar and content editing improvements for social contribution 2822629 wikitext text/x-wiki {{title|Defence mechanisms and emotion regulation:<br>How do psychological defence mechanisms regulate emotions under stress?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Burnout At Work - Occupational Burnout.jpg|thumb|'''Figure 1'''. A man who is stressed at work]] ;Case study 1 Imagine you're a psychologist working with a man who has recently taken stress leave from his advertising job (see Figure 1). He had taken on a major campaign with tight deadlines, while also experiencing relationship problems with his girlfriend. As a result, he became increasingly irritable and anxious. He often arrived late to work and missed meetings. He even lashed out at the cleaners, calling them lazy. When confronted, he denied that his relationship issues affected his performance. Using established{{f}} criteria (see Table 1) you identify projection as a defence mechanism he uses to cope with stress and protect his self-esteem. {{RoundBoxBottom}} [[wikipedia:Defence_mechanism|Defence mechanisms]] are [[wikipedia:Unconscious_mind|unconscious]] strategies that protect the self by temporarily reducing stress and anxiety. They work by distorting or avoiding reality to regulate emotions and maintain psychological stability. Current psychological models like [[wikipedia:Psychoanalytic_theory|psychoanalysis,]] identify 10-12 key defence mechanisms. Other models describe up to 30 types used across the life span (Di Giuseppe et al., 2021; Freud, 1966). Common defence mechanisms include repression, [[wikipedia:Rationalization_(psychology)|rationalisation]], [[wikipedia:Denial|denial]] and [[wikipedia:Psychological_projection|projection]]. Short term use of defence mechanisms can be helpful. However, long-term use can lead to mental health issues, hinder emotional growth, create relationship problems, and establish unhealthy habits such as [[wikipedia:Substance_abuse|substance abuse]]. {{RoundBoxTop}} '''Focus questions''' *What are defence mechanisms and their role in emotion regulation? *How many levels of defence mechanisms are there? *How do defence mechanisms develop across the lifespan? *What are the psychological theories that best explain the use of defence mechanisms? {{RoundBoxBottom}} ==What is emotion regulation?== [[File:NSdiagram.svg|thumb|357x357px|'''Figure 2.''' Diagram showing the functions of each type of the nervous system.]] [[wikipedia:Emotional_self-regulation|Emotion regulation]] is the ability to manage how and when emotions are experienced. It is crucial for social functioning and psychological wellbeing. Several theoretical frameworks explain emotion regulation; * [[wikipedia:Emotional_self-regulation|Gross' process model]]: five stages of emotion development; situation selection, situation modification, attentional deployment, cognitive change, and response modulation. * [[wikipedia:Dual_process_theory|Dual process theory]]: differentiates automatic and controlled regulation. * [[wikipedia:Polyvagal_theory|Polyvagal theory]]: identifies the role of the autonomic nervous system in managing emotional arousal (see Figure 2). * The cognitive behavioural model: Emphasises how thoughts influence emotions, suggesting altering thinking patterns can regulate emotions. === Defence mechanisms === Defence mechanisms are automatic, unconscious strategies to cope with stress and [[wikipedia:Anxiety|anxiety]]. Vaillant (1992) categorises them into [[wikipedia:Defence_mechanism#Vaillant's_categorization|four types]]; pathological, immature, neurotic, and mature. When predominant, the pathhological mechanisms permit the individual to radically reshape external reality in order to avoid coping with it. Immature defences such as denial and projection tend to distort one's reality and tend to be maladaptive coping strategies. Neurotic defences such as [[wikipedia:Displacement_(psychology)|displacement]] and repression help manage distress but have been associated with poorer long-term emotional adjustment. Mature defences such as humour, [[wikipedia:Thought_suppression|suppression]] and [[wikipedia:Sublimation_(psychology)|sublimation]] enable more adaptive coping strategies and support long-term emotional growth. {{RoundBoxTop|theme=2}} <quiz display=simple> {Which statement best describes the role of psychological defence mechanisms? |type="()"} - They are conscious strategies to solve problems. + They are unconscious strategies to protect the self from stress and anxiety. - They are deliberate ways to manipulate others' perceptions. - They always create long-term mental health issues. </quiz> {{RoundBoxBottom}} === Identification === Clinicians assess specific criteria against clinical observation to determine the influence of adaptive and maladaptive defence mechanisms based on patterns of behaviour and emotion regulation. This may present as avoidance, reality distortion, aggression, forgetfulness or conflict in relationships (see Table 1). Additionally, the impact and maturity of the defence mechanisms is assessed through consideration of other behaviours such as substance abuse and risk-taking behaviours (see Table 1). Once identified, clinicians explore these further to help understand and influence healthier coping strategies that support healthier emotion regulation.{{f}} '''''Table 1.''''' Key Behaviours and Criteria Clinicians Use to Identify Defence Mechanisms in a Client{{f}}. {| class="wikitable" style="margin: auto;" |- ! Behaviour/Criteria!! Evidence |- | Unconscious Operation || Individual is unaware of the use of defence mechanism, and are identified by clinical practitioner who observes patterns in thought, behaviour and emotional response. |- | Distortion or avoidance of reality || Individual has difficulty recalling a specific event, becomes aggressive in the acceptance and/or denial of event or emotion, or demonstrates impaired judgement on event. |- |Influence on behaviour and relationships |Individual demonstrates clearly observable behaviour in interpersonal contexts, creating conflict and problems within relationships as a result of poor emotion regulation and projection. |- |Anxiety or conflict reduction |Individual may present as rigid, emotionally reactive, or behaving to their opposite display of emotions and behaviour. |- |Level of maturity |Individual may demonstrate the use of maladaptive coping strategies as a result of subconscious defence mechanisms eg. drug use, alcohol consumption, risk-taking behaviour. |- |Habitual or situational use |Individual demonstrates a long-term use of psychological defence mechanisms, reflected in their personality and potential mental health disorders, rather than using situationally when required. |} == Hierarchy of defence mechanisms == George Vaillant's (1992) developmental theory explains how defence mechanisms develop across the life span. He categorises them into immature, neurotic, and mature (Perry et al., 2013; Vaillant, 1992). This hierarchy reflects both the sophistication of coping strategies and their potential impact on long-term emotional growth and social functioning. === Immature === Immature defence mechanisms are often triggered under stress when an individuals ability to regulate emotions is limited. These mechanisms distort or deny reality to reduce feelings of overwhelm, providing only short term relief (Di Giuseppe et al., 2021). Examples include [[wikipedia:Denial|denial]] or [[wikipedia:Psychological_projection|projection]], where individuals may externalise blame or refuse to acknowledge internal conflicts. Immature defences are frequently observed in adolescents or individuals experiencing high stress or previous trauma, identified through poor [[wikipedia:Self-regulation_theory|self-regulation]], impulsivity and increased vulnerability to mental health issues such as personality disorders, depression and anxiety (Perry et al., 2013). Over time, persistent use can reinforce maladaptive coping patterns and hinder one's emotional development. === Neurotic === Neurotic defence mechanisms represent a more developed stage of defences compared to immature ones, allowing individuals to maintain a connection to reality while keeping distressing thoughts, feelings or impulses out of conscious awareness (Cramer, 2015). Common examples include [[wikipedia:Repression_(psychoanalysis)|repression]], [[wikipedia:Displacement_(psychology)|displacement]], and [[wikipedia:Intellectualization|intellectualisation]], where stress inducing material is pushed away or redirected in a socially acceptable manner. Neurotic defences can be adaptive in moderating emotional intensity and enabling daily functioning, however, long-term reliance may manifest as psychosomatic complaints, interpersonal issues, and memory loss (see Case Study 2). They offer temporary emotional relief but may slow emotional maturation, particularly when underlying stressors such as external environmental stressors, trauma, or mental health issues are unaddressed (Perry et al., 2013). {{RoundBoxTop|theme=3}} [[File:Scales-of-justiceaaaaaaa.jpg|thumb|'''Figure 3'''. Scales of justice]] ;Case study 2 In the controversial [https://en.wikipedia.org/wiki/Jane_Doe_case Jane Doe case, 1984], a woman alleged to have recovered repressed childhood memories regarding childhood sexual abuse she had been subjected to. This case raised concerns about the validity and accuracy of her memories, suggesting that therapeutic techniques influenced her thought retrieval and possible mis-formation of 'false memories'. The long-term use of repression, accompanied by adult influence of previous memories, caused memory loss and confusion to Jane Doe regarding her past. Additionally, such confusion around her alleged abuse led to a long drawn out legal hearing, influencing the adaptation of further repressed memories and confusion during this difficult time.{{f}} {{RoundBoxBottom}} === Mature === Mature defence mechanisms support emotional regulation through adaptive coping strategies that reduce stress without distorting reality or avoiding internal conflict (Vaillant, 1992). Mechanisms such as [[wikipedia:Sublimation_(psychology)|sublimation]], humour, and [[wikipedia:Altruism|altruism]] allow individuals to transform or channel negative emotions into productive or socially constructive behaviours. For example, sublimation may involve using work, exercise or creative expression to manage frustration, while humour helps reframe difficult situations and experiences. Long-term use of mature defences promotes emotional resilience, self-esteem and improved social functioning, enabling individuals to navigate complex challenges and emotions while enabling personal growth and development (Cramer, 2015). == How they develop and operate == Defence mechanisms are implicit emotion regulation strategies that adapt and evolve in response to stress, automatically interfering with the impact it will have on the individual's psychological wellbeing. This evolution is continuously changing to reflect the individual's level of emotional maturity, while influenced by prior biological, psychological and social experiences that shape their defences (Engel, 1977; Vaillant, 1992). === Across the life span === Cognitive and emotional responses are underdeveloped in the early years of life, resulting in children who begin to rely on primitive defences such as fantasy, regression, projection and denial (Cramer, 2015; Vaillant, 1992). These are commonly categorised as immature or neurotic defence mechanisms. Through adolescence and adulthood, mature defences begin to develop, such as sublimation and humour, facilitating greater emotion regulation through the transformation or redirection of their emotions during stress (Vaillant, 1992). However, the application of these defences combined with stage of development is heavily influenced by childhood experiences including attachment style, and exposure to trauma and stress{{f}}. [[wikipedia:Attachment_theory|Attachment theory]] suggests that secure attachment is associated with greater use of defence mechanisms, whereas insecure attachment is associated with greater relaiance on immature and maladaptive defence mechanisms (Ciocca et al., 2020). {{RoundBoxTop}} <quiz display=simple> {According to Vaillant's theory, which defence strategies are most typical in children? |type="()"} - Use of mature defences like humour and sublimation. - Reliance on neurotic defences like repression and displacement. + Use of immature defences like fantasy, regression and projection. - Exclusive use of adaptive emotion regulation strategies. </quiz> {{RoundBoxBottom}} === Biopsychosocial model === [[File:Biopsychosocial Model of Health 1.svg|thumb|285x285px|'''Figure 4.''' The biopsychosocial model influencers. ]] [[wikipedia:George_L._Engel|Engel's]] (1977) [[wikipedia:Biopsychosocial_model|biopsychosocial model]] (see Figure 4) helps understand the development of defence mechanisms through the lens of biological, psychological and social influences. The biological response to stress is the triggering of the [[wikipedia:Limbic_system|limbic system]] and [[wikipedia:Hypothalamic–pituitary–adrenal_axis|hypothalamic-pituitary-adrenal (HPA) axis]]. Chronic activation of these systems throughout early development reduces resilience in response to stressors in adulthood, as well as increase the likelihood of maladaptive defences to be used (Cramer, 2015; Engel, 1977; Seo et al., 2019). Psychological influencers such as previous exposure to trauma and stress and attachment styles influence how one interprets and reacts to stressors, and whether they use mature or immature defences (Perry et al., 2013). Social environments including upbringing and life experiences determine an individuals{{g}} interpretation of stressors and ability to emotionally regulate using adaptive or maladaptive defences. == Clinical populations == In clinical settings, defence mechanisms are commonly identified in individuals diagnosed with trauma related disorders. These are typically observed through behaviours aimed to reduce or ignore severely distressing emotions, memories, and thoughts. === Psychodynamic therapy === Analysis of defence mechanisms in clinical settings is seen in [[wikipedia:Psychodynamic_psychotherapy|psychodynamic therapy,]], where clinicians observe behaviours, thought patterns and emotional responses as a result of psychological distress (see Table 1). Psychodynamic therapy is typically applied to individuals with trauma related mental health issues, to help identify and bring to conscious awareness use of defences to promote emotional processing (Cramer, 2015). Additionally, it facilitates the transition from immature defences to mature ones, supporting [[wikipedia:Psychological_resilience|emotional resilience]], self-awareness, and long-term psychological wellbeing (Vaillant, 1992). Psychodynamic therapy also allows for addressing the underlying trauma causing immature or neurotic defences in a way that does not overwhelm the [[wikipedia:Id,_ego_and_superego|ego]] (Bernstein, 1986). === Post traumatic stress disorder === Individuals with [[wikipedia:Post-traumatic_stress_disorder|post traumatic stress disorder]] (PTSD) use defence mechanisms that protect themselves from reliving or remembering traumatic memories. These include dissociation, repression, denial and projection. Such defences block recall of events and emotions, and manifest into [[wikipedia:Hypervigilance|hypervigilance]] to preserve psychological wellbeing in perceived threatening environments (Bernstein, 1986). Avoidant behaviours are underpinned by these defences, and although they may offer short-term relief, persistent use can result in memory distortion and loss, [[wikipedia:Emotional_detachment|emotional numbing]], and possibly exacerbate PSTD symptoms (Vaillant, 1992). === Dissociative identity disorder === [[wikipedia:Dissociative_identity_disorder|Dissociative identity disorder]] (DID) is a mental health condition where the individual experiences two or more personalities to help cope with distressing emotions, thoughts and memories. Multiple personalities are created through the use of compartmentalisation, a defence mechanism that in this instance is used to divide traumatic memories or emotions across the different personalities. [[wikipedia:Dissociation_(psychology)|Dissociation]] is also used as a defence to aid the individual in disconnecting from their reality (Bernstein, 1986). Although these are initially protective defences for psychological wellbeing, sustained use can result in significant memory loss and interfere with daily functioning (Bernstein, 1986). {{RoundBoxTop|theme=3}} [[File:Anonymous Ideal Org raid -02- (50606915758).png|thumb|Figure 5. Scared woman that{{g}} feels sad and alone]] ;Case study 3 Sarah (see Figure 5) was subjected to emotional abuse and neglect from her parents from a young age. She learned to cope with the distress by dissociating into a fantasy world she created within her imagination, with imaginary friends to connect to. Throughout her teenage years, when Sarah was stressed she would exhibit behaviours of regression, such as thumb sucking and bed-wetting. As an adult, her trauma manifested itself into denial of her dysfunctional family. As a result of her long-term reliance on these defence mechanisms, Sarah now has difficulty building healthy relationships, and struggles with trust and intimacy. This is an example of how long-term use without intervention and therapy can be detrimental to self-esteem, well-being, and interpersonal relationships. {{RoundBoxBottom}} == Theoretical underpinnings == The use of defence mechanisms as strategies for emotion regulation under stress can be understood through several psychological theories, from classical psychoanalysis to contemporary integrative and attachment-based theories. These theories conceptualise defence mechanisms as implicit emotion regulations processes to protect the self from distress (Cramer, 2015; Perry 2013; Vaillant, 1992). Theorists such as Freud and Anna Freud describe defences as operations of the ego, whereas later perspectives from Vaillant have identified them as developmental, adaptive strategies. === Psychoanalytic theory === [[File:Austrian-psychoanalyst-Sigmund-Freud-1935.webp|left|thumb|199x199px|'''Figure 6.''' Sigmund Freud, 1923]] [[wikipedia:Sigmund_Freud|Freud's (1923)]] (see Figure 6) [[wikipedia:Psychoanalytic_theory|psychoanalytic theory]] provides the foundational framework for understanding defence mechanisms as unconscious strategies deployed by the ego to manage internal conflict. According to Freud, human behaviour is driven by interactions among three components of personality; the if{{sp}}, ego, and superego. The id represents instinctual drives and desires, the superego embodies moral standards and social norms, and the ego mediates between the id and superego with reality. When individuals experience stress, the ego activates defences such as repression or denial to protect self-esteem and reduce stress (Cramer, 2015; Freud, 1923). An example of this is an individual experiencing stress from their job, and as a result take their emotions out onto another to preserve their self-worth through externalising blame (see Case Study 1). Freud viewed these unconscious processes as universal to psychological functioning, and highlighted concerns on the sustained reliance on immature defences, potentially inhibiting emotional growth and further maladaptive coping strategies (Vaillant, 1992). Contemporary interpretations place these defences on a continuum from immature to mature emotion regulation, linking Freud's classical psychoanalysis with more recent theories (Gross, 2015). This adapts Freud's defences as not only ego protective strategies but the development of adaptive and maladaptive coping that develops across the life span. === Ego psychology === Building upon Freud's model, [[wikipedia:Anna_Freud|Anna Freud's]] (1937) [[wikipedia:Ego_psychology|ego psychology]] emphasises the ego's role in managing stress (A. Freud, 1937). Defence mechanisms were classified in accordance to their developmental maturity, suggesting that early life experiences shape the level of maturity of an individuals{{g}} defensive functioning. Empirical research supports this view, suggesting that children tend to use primitive defences such as denial and splitting, whereas adults demonstrate more mature defences such as rationalisation and sublimation (Cramer, 2015; Perry 2013). An example of this is a child retreating into fantasy to escape distress from parental conflict (see Case Study 3), whereas an adult may sublimate frustration into productive activities. Vaillant (1992) refined Anna Freud's classifications into three levels; immature, neurotic, and mature, each reflective of the level of sophistication in emotion regulation. Individuals who predominantly use mature defences such as humour or altruism, typically display greater psychological resilience and wellbeing while under stress (Di Giuseppe et al., 2021; Polizzi et al., 2021) . However, ego psychology has been criticised for lacking empirical measures through the development of validated scales like the defence mechanism rating scales (Perry, 2013). === Attachment theory === The [[wikipedia:Attachment_theory|Theory of Attachment]] developed by [[wikipedia:John_Bowlby|Bowlby]] (1977) provides relational context for understanding how defence mechanisms regulate emotions under stress. Bowlby proposed that early caregiving experiences shape internal working models for self and others, influencing attachment style and defensive responses to threat. Attachment theory is broken down into four styles; anxious-preoccupied, dismissive-avoidant, secure, and fearful-avoidant, which influence defences in different ways (Bowlby, 1977). For example, individuals with an avoidant attachment often rely on defences such as repression or suppression to down regulate their distress, whereas those with an anxious based attachment may employ displacement or projection with amplifies their overall emotional experience. Concepts of attachment theory compliment Vaillant's continuum of defences. Empirical evidence links those with insecure attachments such as avoidant or anxious to greater reliance on immature defences and poor emotion regulation (Ciocca et al., 2020). Additionally, secure attachment fosters mature defences through supporting adaptive regulation and psychological resilience under stress. Attachment based interventions are also adapted in clinical settings, where they can facilitate the transition from maladaptive defences to adaptive defence strategies through corrective experiences (Bernstein, 1986; Ciocca et al., 2020; Cramer, 2015). {{RoundBoxTop}} <quiz display=simple> {Attachment style in childhood has no influence on the development of defence mechanisms across the lifespan. |type="()"} - True + False </quiz> {{RoundBoxBottom}} === Humanistic approach === [[File:Maslow's Hierarchy of Needs.svg|thumb|323x323px|'''Figure 7.''' Maslow's hierarchy of needs. ]] [[wikipedia:Humanistic_psychology|The humanistic approach]], informed by [[wikipedia:Kurt_Goldstein|Goldstein's]] [[wikipedia:Self-actualization|self-actualisation theory]] and integrated through [[wikipedia:Abraham_Maslow|Maslow's]] [[wikipedia:Maslow's_hierarchy_of_needs|hierarchy of needs]], and [[wikipedia:Carl_Rogers|Rogers]]' [[wikipedia:Person-centered_therapy|client-centred therapy]], views defences as barriers to self-growth. This perspective explains defences as unconscious responses to protecting one's self-concept when experiencing congruence between self and reality (Healy, 2016). An example is an individual who values independence and denies feelings of dependancy when ill to maintain consistency. Maslow proposed that unmet psychological needs trigger defence mechanisms to preserve sense of safety and and self-worth (see Figure 7), while Rogers argued that incongruence between self-image and reality illicit distress and defensive denial (Cramer, 2000). Although {{g}} humanistic approach is less empirically systematised than psychoanalytic or attachment models, its perspective on defences as self-protective strategies when needs are unmet offer understanding to how they can inhibit or promote self growth and support transition through the different stages of maturity (Oswald, 1963). ==Conclusion== Psychological defence mechanisms reveal how the mind protects itself under stress, using unconscious strategies to regulate emotions and maintain stability. From immature strategies like denial and projection, to mature ones such as humour and sublimation, these mechanisms reflect a spectrum of adaptiveness shaped by development, attachment, and life experiences. Theories including psychoanalysis, ego psychology, attachment and humanistic approaches offer insight into why and how these defences operate, highlighting both their short term benefits and potential long term consequences. Recognising and understanding one's natural defences allows individuals to build resilience, improve emotion regulation, and support personal growth, demonstrating the mind's capacity to adapt to distress while revealing opportunities for self-awareness and development. ==See also== * [[Motivation and emotion/Book/2025/Stress and psychological well-being|Stress and psychological wellbeing]] (Book chapter, 2025) * [[Motivation and emotion/Book/2024/Humour and stress relief|Humour and stress relief]] (Book chapter, 2024) * [[Motivation and emotion/Book/2023/Guided meditation and emotion regulation|Guided meditation and emotion regulation]] (Book chapter, 2023) * [[wikipedia:Coping|Coping]] (Wikipedia) * [[wikipedia:Defence_mechanism|Defence mechanism]] (Wikipedia) ==References == {{Hanging indent|1= Bernstein, E. M. (1986). Development, reliability, and validity of a dissociation scale (derealisation, depersonalisation, test construction). ''ProQuest Dissertations & Theses.'' Bowlby, J. (1977). The making and breaking of affectional bonds. II. Some principles of psychotherapy. The fiftieth maudsley lecture. ''British Journal of Psychiatry, 130''(5), 421–431. https://doi.org/10.1192/bjp.130.5.421 Ciocca, G., Rossi, R., Collazzoni, A., Gorea, F., Vallaj, B., Stratta, P., Longo, L., Limoncin, E., Mollaioli, D., Gibertoni, D., Santarnecchi, E., Pacitti, F., Niolu, C., Siracusano, A., Jannini, E. A., & Di Lorenzo, G. (2020). The impact of attachment styles and defense mechanisms on psychological distress in a non-clinical young adult sample: A path analysis. ''Journal of Affective Disorders, 273'', 384–390. https://doi.org/10.1016/j.jad.2020.05.014 Cramer, P. (2000). Defense mechanisms in psychology today. Further processes for adaptation. ''The American Psychologist, 55''(6), 637. https://doi.org/10.1037//0003-066x.55.6.637 Cramer, P. (2015). Understanding defense mechanisms. ''Psychodynamic Psychiatry, 43''(4), 523–552. https://doi.org/10.1521/pdps.2015.43.4.523 Di Giuseppe, M., & Perry, J. C. (2021). The hierarchy of defense mechanisms: assessing defensive functioning with the defense mechanisms rating scales q-sort. ''Frontiers in Psychology, 12'', 718440. https://doi.org/10.3389/fpsyg.2021.718440 Ferrajão, P., Batista, C. I., Rocha, R., et al. (2024). Coping styles and defense mechanisms mediate associations between exposure to adverse childhood experiences and CPTSD symptoms in faroese adolescents. ''Scandinavian Journal of Child and Adolescent Psychiatry and Psychology, 12''(1), 33–46. https://doi.org/10.2478/sjcapp-2024-0004 Freud, A. (1936/1993). The ego and the mechanisms of defence. ''Karnac Books''. Freud, F. (1923/1927). The ego and the id. ''UPENN''. Gross, J. J. (2015). Emotion regulation: current status and future prospects. ''Psychological Inquiry, 26''(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781 Healy, K. (2016). A theory of human motivation by Abraham H. Maslow (1942). ''British Journal of Psychiatry, 208''(4), 313–313. https://doi.org/10.1192/bjp.bp.115.179622 Oswald, I. (1963). Insight Books. New York: D. Van Nostrand Co. Inc. - No. 5. Toward a psychology of being. By Abraham H. Maslow - No. 6. Measuring human motivation. Edited by R. C. Birney and R. C. Teevan - No. 7. Emotion: bodily change. Edited by D. K. Candland - No. 8. Programmed learning: theory and research. Edited by W. I. Smith and J. W. Moore. ''British Journal of Psychiatry, 109''(463), 841–841. https://doi.org/10.1192/bjp.109.463.841 Perry, J. C., Presniak, M. D., & Olson, T. R. (2013). Defense mechanisms in schizotypal, borderline, antisocial, and narcissistic personality disorders. ''Psychiatry (Washington, D.C.), 76''(1), 32–52. https://doi.org/10.1521/psyc.2013.76.1.32 Polizzi, C. P., & Lynn, S. J. (2021). Regulating Emotionality to Manage Adversity: A Systematic Review of the Relation Between Emotion Regulation and Psychological Resilience. ''Cognitive Therapy and Research, 45''(4), 577–597. https://doi.org/10.1007/s10608-020-10186-1 Porges, S. W. (1995). Orienting in a defensive world: mammalian modifications of our evolutionary heritage. A polyvagal theory. ''Psychophysiology, 32''(4), 301–318. https://doi.org/10.1111/j.1469-8986.1995.tb01213.x Seo, D., Rabinowitz, A. G., Douglas, R. J., & Sinha, R. (2019). Limbic response to stress linking life trauma and hypothalamus–pituitary–adrenal axis function. ''Psychoneuroendocrinology, 99'', 190–200. https://doi.org/10.1016/j.psyneuen.2018.08.023 Vaillant, G. E. (1994). Ego mechanisms of defence and personality psychopathology. ''National Library of Medicine, 103''(1), 44-50. https://doi.org/10.1037//0021-843x.103.1.44 }} ==External links== * [https://www.youtube.com/watch?v=mUELAiHbCxc&t=303s Crash course psychology #21] (Youtube) * [https://www.youtube.com/watch?v=bfx7LAZLPo4 Understanding defence mechanisms] (Youtube) * [https://www.verywellmind.com/repression-as-a-defense-mechanism-4586642 Repression in psychology] (Verywell Mind) * [https://www.tandfonline.com/doi/pdf/10.1080/1046171X.1989.12034344 The ego and the id] (Freud, 1923). * [https://www.verywellmind.com/what-are-defense-mechanisms-5213880 Mature vs primitive defence mechanisms] (Verywell Mind) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Defence mechanisms]] [[Category:Motivation and emotion/Book/Emotional self-regulation]] k2gx7wsipvxuwr1p2x2sutvyot660se 0 322775 2822580 2814747 2026-08-17T22:39:43Z Jtneill 10242 /* Overview */ Increase Figure 1 size 2822580 wikitext text/x-wiki {{title|Autonomy and intrinsic motivation in self-determination theory:<br>How does autonomy influence intrinsic motivation according to SDT?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Census-reading-hi.jpg|thumb|200px|'''Figure 1'''. Lisa reading one of her favourite books.]] '''Case study''' Growing up, Lisa had an inherent love for learning (see Figure 1). She took great pleasure in learning whatever she could, whether it was about animals, history, or science. She was very excited to start school, an institute dedicated to her favourite activity! However, once she became a student, Lisa's desires began to shift. She was less enthused to learn about new facts for the sake of it. Instead, she felt compelled by her teachers to focus on studying to get good grades or receive awards. ''What caused the change in her motivation?'' Lisa, like all people, was born with intrinsic motivation. Intrinsic motivation requires a person to feel fully autonomous in their actions. When people are exposed to external events, especially those that are perceived as controlling, this can negatively impact their feelings of autonomy. Without autonomy, people cannot be intrinsically motivated. {{RoundBoxBottom}} According to [[Motivation and emotion/Book/2011/Self-determination theory|self-determination theory]] (SDT), the most optimal form of motivation is [[Motivation and emotion/Book/2013/Intrinsic motivation|intrinsic motivation]], when actions are committed out of inherent interest, satisfaction, or enjoyment (Ryan & Deci, 2020). Intrinsic motivation is important because of its positive associations with psychological well-being (Ryan et al., 2019). SDT proposes that achieving intrinsic motivation requires the satisfaction of the [[w:Self-determination_theory|basic psychological needs]] (Ryan & Deci, 2017). This chapter specifically discusses the need for autonomy and its influence on intrinsic motivation. In addition, this chapter explores [[Motivation and emotion/Book/2021/Cognitive evaluation theory and motivation|cognitive evaluation theory]] (CET), a mini-theory of SDT, that studies the various social-contextual factors which increase or decrease intrinsic motivation (Ryan & Deci, 2019). CET argues that intrinsic motivation is contingent on whether a particular factor satisfies an individual’s sense of autonomy (Ryan & Deci, 2017). According to CET, autonomy is satisfied when social-contextual factors promote an internal perceived locus of causality (IPLOC) and are interpreted to be non-controlling (Ryan & Deci, 2002). Autonomy and intrinsic motivation are undermined by factors perceived to be controlling and contributing to an external perceived locus of causality (EPLOC) (Ryan et al., 2021). Finally, this chapter discusses the two factors of rewards and choice, and their impact on autonomy and intrinsic motivation. Certain types of rewards have been found to lower autonomy and intrinsic motivation because of their externally controlling associations (Deci et al., 1999; Ryan et al., 1983). Alternatively, studies show choice typically facilitates autonomy and increases intrinsic motivation (Patall et al., 2008; Reeve et al., 2003). The results of these studies will be analysed on how they explain the relationship between autonomy and intrinsic motivation in adherence with CET. {{RoundBoxTop|theme=3}} '''Focus questions''' * What is autonomy, according to self-determination theory? * What is intrinsic motivation? * What is cognitive evaluation theory, and how does it explain the impact of autonomy on intrinsic motivation? * What factors support or undermine intrinsic motivation through their impact on autonomy? {{RoundBoxBottom}} ==Self-determination theory== SDT is a macro-theory of human behaviour and motivation (Ryan & Deci, 2017). Developed by [[w:Edward_L._Deci|Edward Deci]] and [[w:Richard_M._Ryan|Richard Ryan]] (1985), SDT uses an organismic-dialectic framework to explain motivation (Deci & Ryan, 2015; Reeve et al., 2018). It is an [[w:Organismic_theory|organismic theory]] in its assumption that humans have an inherent predisposition toward psychological growth and development (Ryan & Deci, 2020). However, this predisposition can be supported or diminished through interactions, the dialectic, with social environments (Ryan & Deci, 2002). Specifically, social environments impact healthy development based on how they satisfy basic psychological needs (Ryan & Deci, 2017). According to SDT, basic psychological needs are psychological nutriments integral to satisfying humans’ inherent organismic inclination toward growth and development (Niemiec et al., 2010; Ryan et al., 2019). Needs are defined as innate, energising forces that, when satisfied, positively contribute to health and [[w:Well-being|wellbeing]]. When they are unsatisfied, they result in illness and pathology (Ryan & Deci, 2000b). While SDT proclaims that basic needs are universal, there is debate about their cross-cultural significance (Niemiec et al., 2010). SDT outlines three basic psychological needs: competence, relatedness, and autonomy (see Figure 2, Ryan & Deci, 2017). [[File:Self-Determination-Theory-Visual 1.png|490px|thumb|'''Figure 2'''. The three basic psychological needs.]] Competence is the desire to feel mastery and effectiveness when performing tasks or activities (Ryan & Deci, 2017). Satisfaction of this need provides opportunities for an individual to challenge themselves and improve their skills and abilities (Ryan & Deci, 2002; Vansteenkiste et al., 2020). When this need is frustrated, it can cause feelings of failure, ineffectiveness, and helplessness (Vansteenkiste et al., 2020). Relatedness is feeling a sense of belonging or connection to others (Ryan & Deci, 2020). It is enhanced when people simultaneously feel cared for and that they have the capacity to care for others (Ryan & Deci, 2017). Thwarting the relatedness need contributes to feeling socially excluded or alienated (Vansteenkiste et al., 2020). Autonomy is the perception that one's behaviours are wholly self-endorsed, and congruent with their interests and values (Ryan & Deci, 2017). Satisfaction of autonomy occurs when an individual experiences their actions as authentic and self-regulated (Vansteenkiste et al., 2020). Frustration of this need typically involves feeling pressured by others, creating internal conflict when one is compelled to act against their own interests (Vansteenkiste et al., 2020). The opposite of autonomy is [[w:Heteronomy|heteronomy]], where an individual feels controlled or pressured to act in specific ways (Chirkov et al., 2003; Niemiec et al., 2010). Autonomy is commonly confused with independence, defined as not relying on external support or influences (Ryan & Deci, 2002). However, a person can be autonomous and still act in accordance with external expectations if they believe their actions to be fully volitional and consistent with their values (Chirkov et al., 2003; Ryan & Deci, 2002). <quiz display="simple"> {SDT uses what kind of framework to understand motivation?:} - A mechanistic framework + An organismic-dialectic framework {Autonomy is satisfied when an individual:} - Is able to be challenged + Experiences their behaviour to be self-regulated - Feels cared for and able to care for others </quiz> == Motivation in self-determination theory == Traditionally, motivation has been conceptualised as a unitary entity and studied in terms of amount or strength (Ryan & Deci, 2017). However, Deci and Ryan (2015) argue that assessing different types of motivation is required to predict the quality and maintenance of behaviour. SDT therefore focuses on three types of motivation: amotivation, extrinsic motivation, and intrinsic motivation (Deci & Ryan, 2015). These motivation types are distinguished according to how autonomous they are (Ryan & Deci, 2017). === Amotivation and extrinsic motivation === [[File:Muhammad Intrinsic vs Extrinsic Motivation.png|300px|thumb|'''Figure 3'''. Red player is playing to win as an example of extrinsic motivation. Blue player is playing for fun as an example of intrinsic motivation.]] [[Motivation and emotion/Book/2014/Amotivation|Amotivation]] is the lack of intentionality to act, or absence of motivation (Ryan & Deci, 2017). It can be caused by a person not perceiving the value of an activity, feeling incompetent, or not believing that their actions will lead to a favourable outcome (Ryan & Deci, 2000a). [[Motivation and emotion/Book/2013/Extrinsic motivation|Extrinsic motivation]] involves performing an activity to achieve an outcome separate to the activity itself (see Figure 3, Ryan & Deci, 2000b). There are four types of extrinsic motivation which vary in levels of autonomy. The least autonomous forms of extrinsic motivation are external and introjected regulation, while identification and integration regulation are more autonomous (Ryan & Deci, 2000a). Integrated regulation shares some similarities with intrinsic motivation, however, it is classified as an extrinsic motivation because one’s actions are still done to fulfill external outcomes, instead of personal satisfaction (Ryan & Deci, 2000b). === Intrinsic motivation === Intrinsic motivation is defined as actions committed out of inherent interest or pleasure (Ryan & Deci, 2020). Unlike extrinsic motivation, it is not dependent on external pressures, rewards, or incentives (Ryan & Deci, 2020). According to SDT, humans evolved to develop spontaneously through play and exploration to learn and expand their own capabilities (Ryan & Deci, 2000b, 2017). Intrinsic motivation is the prototypical representation of this self-determining behaviour (Ryan & Deci, 2019). It is the most autonomous type of motivation, as intrinsically motivated behaviours are experienced as being fully volitional and originating from the self (Niemiec & Ryan, 2009; Ryan & Deci, 2017). In line with SDT’s organismic-dialectic framework, while people are born with intrinsic motivation, it requires support from social environments to be sustained or increased (Ryan & Deci, 2000b). This is achieved through satisfaction of the basic psychological needs of autonomy and competence (Deci et al., 1999). In comparison to autonomy and competence, relatedness is suggested to be less directly impactful on intrinsic motivation (Ryan & Deci, 2000b). Autonomy is particularly critical for intrinsic motivation as competence by itself is unable to sustain intrinsic motivation. For competence to affect intrinsic motivation, it must be accompanied by a sense that one's behaviours are self-determined, or autonomously driven (Ryan & Deci, 2000b; Ryan & Deci, 2017). CET, a mini-theory within SDT, studies the relationship between intrinsic motivation and autonomy in greater detail. <quiz display=simple> {SDT studies different types of motivation, instead of amount or strength:} + True - False {Intrinsic motivation is the most autonomous form of motivation:} + True - False </quiz> == Cognitive evaluation theory == CET was the first SDT mini-theory, and its primary purpose is to explore the various social-contextual factors that enhance or decrease intrinsic motivation (Ryan & Deci, 2019). Factors which satisfy autonomy and competence enhance intrinsic motivation (Reeve et al., 2018). Conversely, factors which thwart autonomy and competence diminish intrinsic motivation (Reeve et al., 2018). CET uses certain concepts to explain how these factors impact intrinsic motivation through their effects on autonomy. These include whether the factor contributes to an internal perceived locus of causality (IPLOC) or external perceived locus of causality (EPLOC, de Charms, 1983), and the functional significance of the factor (Ryan & Deci, 2002). === Internal versus external perceived locus of causality === The basis of CET was heavily informed by Deci's (1971, 1972a) earlier studies of the impact of rewards on intrinsic motivation (Ryan & Deci, 2019). The results of these studies found that certain types of rewards undermined intrinsic motivation because they promoted the participants’ perceptions of their behaviour as being extrinsically motivated (Deci, 1972a, 1972b). Drawing from the works of de Charms (1983), Deci (1971, 1972b) attributed this motivational shift to a transition from an IPLOC to an EPLOC. An individual with an IPLOC perceives themself to be the origin of their own behaviour, and is intrinsically motivated (de Charms, 1983). When an individual perceives their behaviour to be caused by external factors, or has an EPLOC, they are thus extrinsically motivated (de Charms, 1983). Simply put, the perceived locus of causality is the degree of autonomy over an individual's behaviour (Deci & Ryan, 1985). === Functional significance === Another concept foundational to CET is that the impact of external events on intrinsic motivation is dependent on the psychological meaning attributed to that event (Ryan & Deci, 2017). This meaning is otherwise known as functional significance. Functional significance is an individual’s interpretation of an external event as it relates to how it affects their feelings of autonomy and competence (Deci et al., 1999). CET proposes that all external events, such as rewards or choice, have two aspects of functional significance: an informational aspect, and a controlling aspect (Ryan & Deci, 2002). This is sometimes extended to three with the inclusion of an amotivating aspect (Ryan & Deci, 2017). External events which have the amotivating aspect invoke feelings of lacking the autonomy or competence to achieve outcomes, decreasing both intrinsic and extrinsic motivation, and instead increasing amotivation (Ryan & Deci, 2017). An informational aspect of an external event delivers self-determined, competence-related feedback, promoting an IPLOC and improving perceived competence (Reeve, 2012; Ryan & Deci, 2002). Controlling external events pressure people to behave towards a specific outcome, prompting a shift to an EPLOC, and undermining autonomy (Ryan & Deci, 2002). It is the relative salience of the informational aspect versus the controlling aspect which influences its impact on autonomy and, by extent, intrinsic motivation (Reeve, 2012; Ryan & Deci, 2002). That is, an individual’s perception of an external event as being more informational or controlling determines whether it supports or diminishes their intrinsic motivation. <quiz display=simple> {If an individual feels they are the origin of their behaviour, they have an:} - Internal perceived locus of control + Internal perceived locus of causality - External perceived locus of causality {What are the three aspects of functional significance?:} - Controlling, informational, demotivating - Controllable, informative, amotivating + Controlling, informational, amotivating </quiz> == Factors which support or undermine intrinsic motivation == CET proposes that external factors influence intrinsic motivation through their thwarting or satisfaction of autonomy (Reeve et al., 2018). Autonomy is thwarted when a factor contributes to an EPLOC, or the factor is perceived as controlling (Ryan & Deci, 2017, 2019). Autonomy is satisfied when a factor induces an IPLOC, or the factor is interpreted to be non-controlling (Ryan & Deci, 2017, 2019). Two of the most extensively studied factors are rewards (see Figure 4) and choice. === Rewards === [[File:Money in hands.jpg|350px|thumb|'''Figure 4.''' Money is often used as an external reward.]] When Deci (1971) initially found that rewards decreased intrinsic motivation, they theorised that receiving a reward caused the participants to cognitively re-evaluate their actions to be instrumental to acquiring a reward, as opposed to genuine autonomous interest in the activity. By creating an EPLOC and the perception of being externally controlled, this thwarted their need for autonomy and, subsequently, undermined intrinsic motivation. Deci’s (1972a, 1972b) following studies suggested that this undermining effect was only apparent on certain kinds of rewards. Specifically, rewards that were contingent on engagement of the activity. When participants were rewarded merely for attending the experiment, rather than for engaging with or completing the activity, their intrinsic motivation did not diminish (Deci, 1972a, 1972b). Ryan et al. (1983) expanded on these findings by categorising rewards and their unique effects on intrinsic motivation. Task-contingent rewards are rewards given for working on or completing a task. Task-non-contingent rewards are awarded for participation, without consideration of completion or performance (Ryan et al., 1983). Task-contingent rewards were found to reduce intrinsic motivation, while task non-contingent rewards did not have an effect. A third type of reward identified in the study was performance-contingent rewards; given for meeting a certain standard of performance (Ryan et al., 1983). Whether performance-contingent rewards enhanced or decreased intrinsic motivation was dependent on how the context was administered. Performance-contingent rewards delivered in an intentionally controlling style undermined intrinsic motivation, whereas an informational style increased intrinsic motivation. While these results appear to align with CET, it is important to note that Ryan et al. (1983) is the only study to have examined the differing impacts of a controlling and informational administrative styles on rewards. Further research is required in this area. A meta-analysis by Deci et al. (1999) examined over 100 studies on the effects of reward on intrinsic motivation. The results were analysed across two common measures of intrinsic motivation: free-choice behaviour and self-reporting. The free-choice behaviour method measures the amount of time a participant autonomously interacts with an interesting task after being notified by an experimenter that the experiment has concluded (Deci, 1971). Self-reports have the participants respond to a questionnaire regarding their perceived intrinsic interest in the task (Ryan, 1982). Deci et al. (1999) found that, for the free-choice behaviour measure, task-contingent rewards, and performance-contingent rewards both had a significant negative effect on intrinsic motivation. However, similar to the findings of Deci (1972a, 1972b), task non-contingent rewards did not show a significant undermining of intrinsic motivation. The results on the overall effects on intrinsic motivation for the self-report method were weaker than those of the free-choice measure, while still being significant (Deci et al., 1999). The exception was that performance-contingent rewards did not present significant undermining as was found in the free-choice method. Deci et al. (1999) attributed this result to an issue with the self-report measure: participants were potentially confusing pleasure from receiving a reward with inherent interest in the activity. This may have increased the chances of participants erroneously self-reporting interest in rewards conditions. Deci et al. (1999) suggests this may have led to an underestimation of the undermining effects of rewards. The meta-analysis concluded that both free-choice and self-report methods remain useful as measures of intrinsic motivation (Deci et al., 1999). However, they recommended ensuring accurate assessment of intrinsic motivation by having both measures correlate within conditions or studies (Deci et al., 1999).   Deci et al. (1999) also noted that the impact of rewards differed based upon participant age; rewards were more detrimental to intrinsic motivation in children than college students for the free-choice method. No data was available regarding the moderating effects of participant age on the influence of rewards on intrinsic motivation in a self-report measure (Deci et al., 1999). It was theorised that children would perceive rewards as a means of control more frequently than college students, and this likely negatively impacted intrinsic motivation. Further, college students may have had greater ability to separate the informational and controlling aspects of rewards, and therefore more likely to interpret rewards as informational (Deci et al., 1999). In accordance with CET, it is largely assumed that perceived autonomy serves as the mediating factor between rewards and intrinsic motivation (Ryan & Deci, 2019). However, there are only a small number of studies which assess autonomy as a direct mediator (Deci et al., 1999). The prevalence of this issue within the CET literature severely limits any attempt of forming definitive conclusions on autonomy’s impact on intrinsic motivation. === Choice === CET generally holds that choice enhances intrinsic motivation because it supports an individual’s autonomy (Deci & Ryan, 1985; Ryan & Deci, 2000b). Reeve et al. (2003) found that only certain types of choice, known as action choices, positively affect autonomy and intrinsic motivation. For example, the impact of a choice between multiple options had little effect on intrinsic motivation (Reeve et al., 2003). Instead, conditions where participants were able to self-initiate and self-regulate their actions improved their intrinsic motivation. Reeve et al. (2003) suggested this is because action choices increased IPLOC, whereas option choices did not (Reeve et al., 2003). However, very few of the studies investigated in Reeve et al. (2003) directly tested for autonomy as a mediator between choice and intrinsic motivation. Therefore, CET’s proposal that autonomy acts as the causal mediator for intrinsic motivation remains speculative. A meta-analysis by Patall et al. (2008) further discovered that instructionally irrelevant choices, such as participants picking music to study to, enhanced intrinsic motivation. This was presumed to be because they allowed participants the opportunity for autonomous self-expression (Patall et al., 2008). The study also found that external rewards diminished the positive impact of choice on intrinsic motivation, as the rewards were perceived as controlling (Patall et al., 2008). When participants chose the reward themselves, they did not perceive the reward as controlling, and it did not negatively affect their intrinsic motivation. Similarly, when participants were denied choice, or when they were made aware of alternative options that they were not allowed to choose, their intrinsic motivation decreased because they felt controlled (Patall et al., 2008). Patall et al. (2008) hypothesised that the negative effect of a lack of choice on intrinsic motivation may be neutralised if the participant was not aware of being controlled. It was proposed that only when the participant was aware of their lack of choice that intrinsic motivation would diminish (Patall et al., 2008). This could potentially align with CET regarding the importance of the salience of a controlling aspect as determining its effects on autonomy (Reeve, 2012; Ryan & Deci, 2002). However, this theory requires further empirical support. The study also concluded that choice had a greater positive impact on intrinsic motivation for children (Patall et al., 2008). It was theorised that as children are often not granted as many choices as adults, their ability to feel autonomous is limited. Therefore, when children are provided the opportunity to make their own choices, the following impact on their autonomy and intrinsic motivation may be larger. Further analysis on the moderating effects of age would likely benefit the literature of CET. {{RoundBoxTop|theme=3}} '''Case study''' Lisa’s teacher, Ms Greene, noticed that Lisa and some of the other students hadn’t been as engaged with the content since she started giving out gold stars for good grades. Ms Greene did some research on how to best motivate her students, finding that satisfying her students’ need for autonomy would enhance their intrinsic motivation. Reading about CET, she learned that autonomy is supported when students feel they are the source of their own behaviour (IPLOC), and that the psychological meaning (functional significance) of an event is not attributed to be controlling. She realised that handing out gold stars as a reward had caused her students to perceive that they were acting outside of their own interests (i.e. not for the inherent pleasure of learning) and that they were being externally controlled. In other words, because she had thwarted her students’ autonomy, they lost their intrinsic motivation. To rectify this issue, Ms Greene began to give her students more opportunities to feel autonomous in the classroom. She stopped handing out gold stars and, knowing that choices were more effective on children’s intrinsic motivation, gave her students more choices over how they learned and studied class material. This included choices that weren’t relevant to class activities, such as choosing colour of pens to use on tests. When she did use rewards, she allowed students to pick their own prizes. After supporting her students’ autonomy in these ways, Ms Greene observed greater interest in content from the students. In Lisa’s case, she rediscovered her passion for learning! {{RoundBoxBottom}} == Conclusion == SDT is a motivational theory which states that the satisfaction of basic psychological needs positively affects intrinsic motivation (Ryan & Deci, 2017). One of these psychological needs, autonomy, is the perception that one’s actions and behaviours are entirely volitional and aligned with personal interests (Ryan & Deci, 2017). Autonomy is satisfied when an individual believes their actions are self-directed (Vansteenkiste et al., 2020). It is frustrated by feelings of pressure or control (Vansteenkiste et al., 2020). Intrinsic motivation is the most autonomous form of motivation, where an individual’s actions are committed out of interest or enjoyment (Ryan & Deci, 2020). CET arose to explore the various factors that increased or decreased intrinsic motivation by their effect on autonomy (Ryan & Deci, 2019). CET explains the impact of autonomy on intrinsic motivation through the concepts of perceived locus of causality, and informational or controlling functional significance of external events (Deci & Ryan, 1985; Ryan & Deci, 2017). Rewards generally decrease intrinsic motivation, but this is dependent on the category of reward, and how they are administered (Deci et al., 1999; Ryan et al., 1983). Choice increases intrinsic motivation when the participant has the capacity to act, and the choices are not relevant to the task (Patall et al., 2008; Reeve et al., 2003). When choices are paired with external rewards, intrinsic motivation decreases. If a reward is chosen by an individual, they do not perceive the reward as controlling, and intrinsic motivation does not diminish (Patall et al., 2008). Age may also be a significant moderating factor in both supporting and undermining autonomy and intrinsic motivation (Deci et al., 1999; Patall et al., 2008). Within the literature, there are strong assumptions supporting CET’s proposed motivational model of external events influencing shifts in autonomy which subsequently impacts intrinsic motivation (Deci et al., 1999; Patall et al., 2008; Reeve et al., 2003). However, very few studies explicitly measure autonomy as a mediator between external factors and intrinsic motivation. Future research would need to examine autonomy as a direct, causal mediator to determine CET’s true validity. Together, this chapter suggests that the support or thwarting of autonomy by external factors influences whether intrinsic motivation is enhanced or undermined, respectively.   ==See also== * [[Motivation and emotion/Book/2021/Cognitive evaluation theory and motivation|Cognitive evaluation theory and motivation]] (Book chapter, 2021) * [[Motivation and emotion/Book/2013/Intrinsic motivation|Intrinsic motivation]] (Book chapter, 2013) * [[Motivation and emotion/Book/2011/Self-determination theory|Self-determination theory]] (Book chapter, 2011) * [[w:Self determination theory|Self-determination theory]] (Wikipedia) ==References== {{Hanging indent|1= Chirkov, V., Ryan, R. M., Kim, Y., & Kaplan, U. (2003). Differentiating autonomy from individualism and independence: A self-determination theory perspective on internalization of cultural orientations and well-being. ''Journal of Personality and Social Psychology, 84''(1), 97–110. de Charms, R. (1983). ''Personal causation: The internal affective determinants of behavior'' (1st ed.). Routledge. https://doi.org/10.4324/9781315825632 Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. ''Journal of Personality and Social Psychology, 18''(1), 105–115. https://doi.org/10.1037/h0030644 Deci, E. L. (1972a). Intrinsic motivation, extrinsic reinforcement, and inequity. ''Journal of Personality and Social Psychology, 22''(1), 113–120. https://doi.org/10.1037/h0032355 Deci, E. L. (1972b). The effects of contingent and noncontingent rewards and controls on intrinsic motivation. ''Organizational Behavior & Human Performance, 8''(2), 217–229. https://doi.org/10.1016/0030-5073(72)90047-5 Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. ''Psychological Bulletin, 125''(6), 627–668. https://doi.org/10.1037/0033-2909.125.6.627 Deci, E. L., & Ryan, R. M. (1985). ''Intrinsic motivation and self-determination in human behavior'' (1st ed.). Springer New York, NY. https://doi.org/10.1007/978-1-4899-2271-7 Deci, E. L., & Ryan, R. M. (2015). Self-determination theory. In J. D. Wright (Ed.), ''International Encyclopedia of the Social & Behavioral Sciences'' (2nd ed., pp. 486–491). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.26036-4 Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. ''Theory and Research in Education, 7''(2), 133–144. https://doi.org/10.1177/1477878509104318 Niemiec, C. P., Ryan, R. M., & Deci, E. L. (2010). Self-determination theory and the relation of autonomy to self-regulatory processes and personality development. In R. H. Hoyle (Ed.), ''Handbook of personality and self-regulation'' (pp. 169–191). Wiley Blackwell. https://doi.org/10.1002/9781444318111.ch8 Patall, E. A., Cooper, H., & Robinson, J. C. (2008). The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings. ''Psychological Bulletin, 134''(2), 270–300. https://doi.org/10.1037/0033-2909.134.2.270 Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. Christenson, A. Reschly, & C. Wylie (Eds.), ''Handbook of research on student engagement'' (pp. 149–172). Springer. https://doi.org/10.1007/978-1-4614-2018-7_7 Reeve, J., Nix, G., & Hamm, D. (2003). Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. ''Journal of Educational Psychology, 95''(2), 375–392. https://doi.org/10.1037/0022-0663.95.2.375 Reeve, J., Ryan, R. M., & Deci, E. (2018). Sociocultural influences on student motivation as viewed through the lens of self-determination theory. In G. A. D. Liem & D. M. McInerney (Eds.), ''Big theories revisited 2'' (2nd ed., pp. 15–40). Information Age Publishing. Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. ''Journal of Personality and Social Psychology, 43''(3), 450–461. https://doi.org/10.1037/0022-3514.43.3.450 Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic-dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), ''Handbook of self-determination research'' (pp. 3–33). University of Rochester Press. Ryan, R. M., & Deci, E. L. (2017). ''Self-determination theory: Basic psychological needs in motivation, development, and wellness'' (pp. xii, 756). The Guilford Press. https://doi.org/10.1521/978.14625/28806 Ryan, R. M., & Deci, E. L. (2019). Brick by brick: The origins, development, and future of self-determination theory. In A. J. Elliot (Ed.), ''Advances in motivation science'' (pp. 111–156). Elsevier Academic Press. https://doi.org/10.1016/bs.adms.2019.01.001 Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. ''Contemporary Educational Psychology, 61'', 1-11. https://doi.org/10.1016/j.cedpsych.2020.101860 Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. ''Contemporary Educational Psychology, 25''(1), 54–67. https://doi.org/10.1006/ceps.1999.1020 Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. ''The American Psychologist, 55''(1), 68–78. https://doi.org/10.1037//0003-066x.55.1.68 Ryan, R. M., Deci, E. L., Vansteenkiste, M., & Soenens, B. (2021). Building a science of motivated persons: Self-determination theory’s empirical approach to human experience and the regulation of behavior. ''Motivation Science, 7''(2), 97–110. https://doi.org/10.1037/mot0000194 Ryan, R. M., Mims, V., & Koestner, R. (1983). Relation of reward contingency and interpersonal context to intrinsic motivation: A review and test using cognitive evaluation theory. ''Journal of Personality and Social Psychology, 45''(4), 736–750. https://doi.org/10.1037/0022-3514.45.4.736 Ryan, R. M., Ryan, W. S., Di Domenico, S. I., & Deci, E. L. (2019). The nature and the conditions of human autonomy and flourishing: Self-determination theory and basic psychological needs. In R. M. Ryan (Ed.), ''The Oxford handbook of human motivation'' (2nd ed., pp. 89–110). Oxford University Press. Vansteenkiste, M., Ryan, R. M., & Soenens, B. (2020). Basic psychological need theory: Advancements, critical themes, and future directions. ''Motivation and Emotion, 44''(1), 1–31. https://doi.org/10.1007/s11031-019-09818-1 }} ==External links== * [https://psychologyfanatic.com/cognitive-evaluation-theory/ Cognitive evaluation theory] (psychologyfanatic.com) * [https://www.youtube.com/watch?v=m6fm1gt5YAM Edward Deci - self-determination theory] (Youtube.com) * [https://selfdeterminationtheory.org/topics/application-intrinsic-motivation/ Intrinsic motivation] (selfdeterminationtheory.org) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Intrinsic motivation]] [[Category:Motivation and emotion/Book/Self-determination theory/Autonomy]] i5sevbbxojce4ogus4xvjokerlupcr9 2822581 2822580 2026-08-17T22:40:07Z Jtneill 10242 /* Overview */ 2822581 wikitext text/x-wiki {{title|Autonomy and intrinsic motivation in self-determination theory:<br>How does autonomy influence intrinsic motivation according to SDT?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} '''Case study''' [[File:Census-reading-hi.jpg|thumb|200px|'''Figure 1'''. Lisa reading one of her favourite books.]] Growing up, Lisa had an inherent love for learning (see Figure 1). She took great pleasure in learning whatever she could, whether it was about animals, history, or science. She was very excited to start school, an institute dedicated to her favourite activity! However, once she became a student, Lisa's desires began to shift. She was less enthused to learn about new facts for the sake of it. Instead, she felt compelled by her teachers to focus on studying to get good grades or receive awards. ''What caused the change in her motivation?'' Lisa, like all people, was born with intrinsic motivation. Intrinsic motivation requires a person to feel fully autonomous in their actions. When people are exposed to external events, especially those that are perceived as controlling, this can negatively impact their feelings of autonomy. Without autonomy, people cannot be intrinsically motivated. {{RoundBoxBottom}} According to [[Motivation and emotion/Book/2011/Self-determination theory|self-determination theory]] (SDT), the most optimal form of motivation is [[Motivation and emotion/Book/2013/Intrinsic motivation|intrinsic motivation]], when actions are committed out of inherent interest, satisfaction, or enjoyment (Ryan & Deci, 2020). Intrinsic motivation is important because of its positive associations with psychological well-being (Ryan et al., 2019). SDT proposes that achieving intrinsic motivation requires the satisfaction of the [[w:Self-determination_theory|basic psychological needs]] (Ryan & Deci, 2017). This chapter specifically discusses the need for autonomy and its influence on intrinsic motivation. In addition, this chapter explores [[Motivation and emotion/Book/2021/Cognitive evaluation theory and motivation|cognitive evaluation theory]] (CET), a mini-theory of SDT, that studies the various social-contextual factors which increase or decrease intrinsic motivation (Ryan & Deci, 2019). CET argues that intrinsic motivation is contingent on whether a particular factor satisfies an individual’s sense of autonomy (Ryan & Deci, 2017). According to CET, autonomy is satisfied when social-contextual factors promote an internal perceived locus of causality (IPLOC) and are interpreted to be non-controlling (Ryan & Deci, 2002). Autonomy and intrinsic motivation are undermined by factors perceived to be controlling and contributing to an external perceived locus of causality (EPLOC) (Ryan et al., 2021). Finally, this chapter discusses the two factors of rewards and choice, and their impact on autonomy and intrinsic motivation. Certain types of rewards have been found to lower autonomy and intrinsic motivation because of their externally controlling associations (Deci et al., 1999; Ryan et al., 1983). Alternatively, studies show choice typically facilitates autonomy and increases intrinsic motivation (Patall et al., 2008; Reeve et al., 2003). The results of these studies will be analysed on how they explain the relationship between autonomy and intrinsic motivation in adherence with CET. {{RoundBoxTop|theme=3}} '''Focus questions''' * What is autonomy, according to self-determination theory? * What is intrinsic motivation? * What is cognitive evaluation theory, and how does it explain the impact of autonomy on intrinsic motivation? * What factors support or undermine intrinsic motivation through their impact on autonomy? {{RoundBoxBottom}} ==Self-determination theory== SDT is a macro-theory of human behaviour and motivation (Ryan & Deci, 2017). Developed by [[w:Edward_L._Deci|Edward Deci]] and [[w:Richard_M._Ryan|Richard Ryan]] (1985), SDT uses an organismic-dialectic framework to explain motivation (Deci & Ryan, 2015; Reeve et al., 2018). It is an [[w:Organismic_theory|organismic theory]] in its assumption that humans have an inherent predisposition toward psychological growth and development (Ryan & Deci, 2020). However, this predisposition can be supported or diminished through interactions, the dialectic, with social environments (Ryan & Deci, 2002). Specifically, social environments impact healthy development based on how they satisfy basic psychological needs (Ryan & Deci, 2017). According to SDT, basic psychological needs are psychological nutriments integral to satisfying humans’ inherent organismic inclination toward growth and development (Niemiec et al., 2010; Ryan et al., 2019). Needs are defined as innate, energising forces that, when satisfied, positively contribute to health and [[w:Well-being|wellbeing]]. When they are unsatisfied, they result in illness and pathology (Ryan & Deci, 2000b). While SDT proclaims that basic needs are universal, there is debate about their cross-cultural significance (Niemiec et al., 2010). SDT outlines three basic psychological needs: competence, relatedness, and autonomy (see Figure 2, Ryan & Deci, 2017). [[File:Self-Determination-Theory-Visual 1.png|490px|thumb|'''Figure 2'''. The three basic psychological needs.]] Competence is the desire to feel mastery and effectiveness when performing tasks or activities (Ryan & Deci, 2017). Satisfaction of this need provides opportunities for an individual to challenge themselves and improve their skills and abilities (Ryan & Deci, 2002; Vansteenkiste et al., 2020). When this need is frustrated, it can cause feelings of failure, ineffectiveness, and helplessness (Vansteenkiste et al., 2020). Relatedness is feeling a sense of belonging or connection to others (Ryan & Deci, 2020). It is enhanced when people simultaneously feel cared for and that they have the capacity to care for others (Ryan & Deci, 2017). Thwarting the relatedness need contributes to feeling socially excluded or alienated (Vansteenkiste et al., 2020). Autonomy is the perception that one's behaviours are wholly self-endorsed, and congruent with their interests and values (Ryan & Deci, 2017). Satisfaction of autonomy occurs when an individual experiences their actions as authentic and self-regulated (Vansteenkiste et al., 2020). Frustration of this need typically involves feeling pressured by others, creating internal conflict when one is compelled to act against their own interests (Vansteenkiste et al., 2020). The opposite of autonomy is [[w:Heteronomy|heteronomy]], where an individual feels controlled or pressured to act in specific ways (Chirkov et al., 2003; Niemiec et al., 2010). Autonomy is commonly confused with independence, defined as not relying on external support or influences (Ryan & Deci, 2002). However, a person can be autonomous and still act in accordance with external expectations if they believe their actions to be fully volitional and consistent with their values (Chirkov et al., 2003; Ryan & Deci, 2002). <quiz display="simple"> {SDT uses what kind of framework to understand motivation?:} - A mechanistic framework + An organismic-dialectic framework {Autonomy is satisfied when an individual:} - Is able to be challenged + Experiences their behaviour to be self-regulated - Feels cared for and able to care for others </quiz> == Motivation in self-determination theory == Traditionally, motivation has been conceptualised as a unitary entity and studied in terms of amount or strength (Ryan & Deci, 2017). However, Deci and Ryan (2015) argue that assessing different types of motivation is required to predict the quality and maintenance of behaviour. SDT therefore focuses on three types of motivation: amotivation, extrinsic motivation, and intrinsic motivation (Deci & Ryan, 2015). These motivation types are distinguished according to how autonomous they are (Ryan & Deci, 2017). === Amotivation and extrinsic motivation === [[File:Muhammad Intrinsic vs Extrinsic Motivation.png|300px|thumb|'''Figure 3'''. Red player is playing to win as an example of extrinsic motivation. Blue player is playing for fun as an example of intrinsic motivation.]] [[Motivation and emotion/Book/2014/Amotivation|Amotivation]] is the lack of intentionality to act, or absence of motivation (Ryan & Deci, 2017). It can be caused by a person not perceiving the value of an activity, feeling incompetent, or not believing that their actions will lead to a favourable outcome (Ryan & Deci, 2000a). [[Motivation and emotion/Book/2013/Extrinsic motivation|Extrinsic motivation]] involves performing an activity to achieve an outcome separate to the activity itself (see Figure 3, Ryan & Deci, 2000b). There are four types of extrinsic motivation which vary in levels of autonomy. The least autonomous forms of extrinsic motivation are external and introjected regulation, while identification and integration regulation are more autonomous (Ryan & Deci, 2000a). Integrated regulation shares some similarities with intrinsic motivation, however, it is classified as an extrinsic motivation because one’s actions are still done to fulfill external outcomes, instead of personal satisfaction (Ryan & Deci, 2000b). === Intrinsic motivation === Intrinsic motivation is defined as actions committed out of inherent interest or pleasure (Ryan & Deci, 2020). Unlike extrinsic motivation, it is not dependent on external pressures, rewards, or incentives (Ryan & Deci, 2020). According to SDT, humans evolved to develop spontaneously through play and exploration to learn and expand their own capabilities (Ryan & Deci, 2000b, 2017). Intrinsic motivation is the prototypical representation of this self-determining behaviour (Ryan & Deci, 2019). It is the most autonomous type of motivation, as intrinsically motivated behaviours are experienced as being fully volitional and originating from the self (Niemiec & Ryan, 2009; Ryan & Deci, 2017). In line with SDT’s organismic-dialectic framework, while people are born with intrinsic motivation, it requires support from social environments to be sustained or increased (Ryan & Deci, 2000b). This is achieved through satisfaction of the basic psychological needs of autonomy and competence (Deci et al., 1999). In comparison to autonomy and competence, relatedness is suggested to be less directly impactful on intrinsic motivation (Ryan & Deci, 2000b). Autonomy is particularly critical for intrinsic motivation as competence by itself is unable to sustain intrinsic motivation. For competence to affect intrinsic motivation, it must be accompanied by a sense that one's behaviours are self-determined, or autonomously driven (Ryan & Deci, 2000b; Ryan & Deci, 2017). CET, a mini-theory within SDT, studies the relationship between intrinsic motivation and autonomy in greater detail. <quiz display=simple> {SDT studies different types of motivation, instead of amount or strength:} + True - False {Intrinsic motivation is the most autonomous form of motivation:} + True - False </quiz> == Cognitive evaluation theory == CET was the first SDT mini-theory, and its primary purpose is to explore the various social-contextual factors that enhance or decrease intrinsic motivation (Ryan & Deci, 2019). Factors which satisfy autonomy and competence enhance intrinsic motivation (Reeve et al., 2018). Conversely, factors which thwart autonomy and competence diminish intrinsic motivation (Reeve et al., 2018). CET uses certain concepts to explain how these factors impact intrinsic motivation through their effects on autonomy. These include whether the factor contributes to an internal perceived locus of causality (IPLOC) or external perceived locus of causality (EPLOC, de Charms, 1983), and the functional significance of the factor (Ryan & Deci, 2002). === Internal versus external perceived locus of causality === The basis of CET was heavily informed by Deci's (1971, 1972a) earlier studies of the impact of rewards on intrinsic motivation (Ryan & Deci, 2019). The results of these studies found that certain types of rewards undermined intrinsic motivation because they promoted the participants’ perceptions of their behaviour as being extrinsically motivated (Deci, 1972a, 1972b). Drawing from the works of de Charms (1983), Deci (1971, 1972b) attributed this motivational shift to a transition from an IPLOC to an EPLOC. An individual with an IPLOC perceives themself to be the origin of their own behaviour, and is intrinsically motivated (de Charms, 1983). When an individual perceives their behaviour to be caused by external factors, or has an EPLOC, they are thus extrinsically motivated (de Charms, 1983). Simply put, the perceived locus of causality is the degree of autonomy over an individual's behaviour (Deci & Ryan, 1985). === Functional significance === Another concept foundational to CET is that the impact of external events on intrinsic motivation is dependent on the psychological meaning attributed to that event (Ryan & Deci, 2017). This meaning is otherwise known as functional significance. Functional significance is an individual’s interpretation of an external event as it relates to how it affects their feelings of autonomy and competence (Deci et al., 1999). CET proposes that all external events, such as rewards or choice, have two aspects of functional significance: an informational aspect, and a controlling aspect (Ryan & Deci, 2002). This is sometimes extended to three with the inclusion of an amotivating aspect (Ryan & Deci, 2017). External events which have the amotivating aspect invoke feelings of lacking the autonomy or competence to achieve outcomes, decreasing both intrinsic and extrinsic motivation, and instead increasing amotivation (Ryan & Deci, 2017). An informational aspect of an external event delivers self-determined, competence-related feedback, promoting an IPLOC and improving perceived competence (Reeve, 2012; Ryan & Deci, 2002). Controlling external events pressure people to behave towards a specific outcome, prompting a shift to an EPLOC, and undermining autonomy (Ryan & Deci, 2002). It is the relative salience of the informational aspect versus the controlling aspect which influences its impact on autonomy and, by extent, intrinsic motivation (Reeve, 2012; Ryan & Deci, 2002). That is, an individual’s perception of an external event as being more informational or controlling determines whether it supports or diminishes their intrinsic motivation. <quiz display=simple> {If an individual feels they are the origin of their behaviour, they have an:} - Internal perceived locus of control + Internal perceived locus of causality - External perceived locus of causality {What are the three aspects of functional significance?:} - Controlling, informational, demotivating - Controllable, informative, amotivating + Controlling, informational, amotivating </quiz> == Factors which support or undermine intrinsic motivation == CET proposes that external factors influence intrinsic motivation through their thwarting or satisfaction of autonomy (Reeve et al., 2018). Autonomy is thwarted when a factor contributes to an EPLOC, or the factor is perceived as controlling (Ryan & Deci, 2017, 2019). Autonomy is satisfied when a factor induces an IPLOC, or the factor is interpreted to be non-controlling (Ryan & Deci, 2017, 2019). Two of the most extensively studied factors are rewards (see Figure 4) and choice. === Rewards === [[File:Money in hands.jpg|350px|thumb|'''Figure 4.''' Money is often used as an external reward.]] When Deci (1971) initially found that rewards decreased intrinsic motivation, they theorised that receiving a reward caused the participants to cognitively re-evaluate their actions to be instrumental to acquiring a reward, as opposed to genuine autonomous interest in the activity. By creating an EPLOC and the perception of being externally controlled, this thwarted their need for autonomy and, subsequently, undermined intrinsic motivation. Deci’s (1972a, 1972b) following studies suggested that this undermining effect was only apparent on certain kinds of rewards. Specifically, rewards that were contingent on engagement of the activity. When participants were rewarded merely for attending the experiment, rather than for engaging with or completing the activity, their intrinsic motivation did not diminish (Deci, 1972a, 1972b). Ryan et al. (1983) expanded on these findings by categorising rewards and their unique effects on intrinsic motivation. Task-contingent rewards are rewards given for working on or completing a task. Task-non-contingent rewards are awarded for participation, without consideration of completion or performance (Ryan et al., 1983). Task-contingent rewards were found to reduce intrinsic motivation, while task non-contingent rewards did not have an effect. A third type of reward identified in the study was performance-contingent rewards; given for meeting a certain standard of performance (Ryan et al., 1983). Whether performance-contingent rewards enhanced or decreased intrinsic motivation was dependent on how the context was administered. Performance-contingent rewards delivered in an intentionally controlling style undermined intrinsic motivation, whereas an informational style increased intrinsic motivation. While these results appear to align with CET, it is important to note that Ryan et al. (1983) is the only study to have examined the differing impacts of a controlling and informational administrative styles on rewards. Further research is required in this area. A meta-analysis by Deci et al. (1999) examined over 100 studies on the effects of reward on intrinsic motivation. The results were analysed across two common measures of intrinsic motivation: free-choice behaviour and self-reporting. The free-choice behaviour method measures the amount of time a participant autonomously interacts with an interesting task after being notified by an experimenter that the experiment has concluded (Deci, 1971). Self-reports have the participants respond to a questionnaire regarding their perceived intrinsic interest in the task (Ryan, 1982). Deci et al. (1999) found that, for the free-choice behaviour measure, task-contingent rewards, and performance-contingent rewards both had a significant negative effect on intrinsic motivation. However, similar to the findings of Deci (1972a, 1972b), task non-contingent rewards did not show a significant undermining of intrinsic motivation. The results on the overall effects on intrinsic motivation for the self-report method were weaker than those of the free-choice measure, while still being significant (Deci et al., 1999). The exception was that performance-contingent rewards did not present significant undermining as was found in the free-choice method. Deci et al. (1999) attributed this result to an issue with the self-report measure: participants were potentially confusing pleasure from receiving a reward with inherent interest in the activity. This may have increased the chances of participants erroneously self-reporting interest in rewards conditions. Deci et al. (1999) suggests this may have led to an underestimation of the undermining effects of rewards. The meta-analysis concluded that both free-choice and self-report methods remain useful as measures of intrinsic motivation (Deci et al., 1999). However, they recommended ensuring accurate assessment of intrinsic motivation by having both measures correlate within conditions or studies (Deci et al., 1999).   Deci et al. (1999) also noted that the impact of rewards differed based upon participant age; rewards were more detrimental to intrinsic motivation in children than college students for the free-choice method. No data was available regarding the moderating effects of participant age on the influence of rewards on intrinsic motivation in a self-report measure (Deci et al., 1999). It was theorised that children would perceive rewards as a means of control more frequently than college students, and this likely negatively impacted intrinsic motivation. Further, college students may have had greater ability to separate the informational and controlling aspects of rewards, and therefore more likely to interpret rewards as informational (Deci et al., 1999). In accordance with CET, it is largely assumed that perceived autonomy serves as the mediating factor between rewards and intrinsic motivation (Ryan & Deci, 2019). However, there are only a small number of studies which assess autonomy as a direct mediator (Deci et al., 1999). The prevalence of this issue within the CET literature severely limits any attempt of forming definitive conclusions on autonomy’s impact on intrinsic motivation. === Choice === CET generally holds that choice enhances intrinsic motivation because it supports an individual’s autonomy (Deci & Ryan, 1985; Ryan & Deci, 2000b). Reeve et al. (2003) found that only certain types of choice, known as action choices, positively affect autonomy and intrinsic motivation. For example, the impact of a choice between multiple options had little effect on intrinsic motivation (Reeve et al., 2003). Instead, conditions where participants were able to self-initiate and self-regulate their actions improved their intrinsic motivation. Reeve et al. (2003) suggested this is because action choices increased IPLOC, whereas option choices did not (Reeve et al., 2003). However, very few of the studies investigated in Reeve et al. (2003) directly tested for autonomy as a mediator between choice and intrinsic motivation. Therefore, CET’s proposal that autonomy acts as the causal mediator for intrinsic motivation remains speculative. A meta-analysis by Patall et al. (2008) further discovered that instructionally irrelevant choices, such as participants picking music to study to, enhanced intrinsic motivation. This was presumed to be because they allowed participants the opportunity for autonomous self-expression (Patall et al., 2008). The study also found that external rewards diminished the positive impact of choice on intrinsic motivation, as the rewards were perceived as controlling (Patall et al., 2008). When participants chose the reward themselves, they did not perceive the reward as controlling, and it did not negatively affect their intrinsic motivation. Similarly, when participants were denied choice, or when they were made aware of alternative options that they were not allowed to choose, their intrinsic motivation decreased because they felt controlled (Patall et al., 2008). Patall et al. (2008) hypothesised that the negative effect of a lack of choice on intrinsic motivation may be neutralised if the participant was not aware of being controlled. It was proposed that only when the participant was aware of their lack of choice that intrinsic motivation would diminish (Patall et al., 2008). This could potentially align with CET regarding the importance of the salience of a controlling aspect as determining its effects on autonomy (Reeve, 2012; Ryan & Deci, 2002). However, this theory requires further empirical support. The study also concluded that choice had a greater positive impact on intrinsic motivation for children (Patall et al., 2008). It was theorised that as children are often not granted as many choices as adults, their ability to feel autonomous is limited. Therefore, when children are provided the opportunity to make their own choices, the following impact on their autonomy and intrinsic motivation may be larger. Further analysis on the moderating effects of age would likely benefit the literature of CET. {{RoundBoxTop|theme=3}} '''Case study''' Lisa’s teacher, Ms Greene, noticed that Lisa and some of the other students hadn’t been as engaged with the content since she started giving out gold stars for good grades. Ms Greene did some research on how to best motivate her students, finding that satisfying her students’ need for autonomy would enhance their intrinsic motivation. Reading about CET, she learned that autonomy is supported when students feel they are the source of their own behaviour (IPLOC), and that the psychological meaning (functional significance) of an event is not attributed to be controlling. She realised that handing out gold stars as a reward had caused her students to perceive that they were acting outside of their own interests (i.e. not for the inherent pleasure of learning) and that they were being externally controlled. In other words, because she had thwarted her students’ autonomy, they lost their intrinsic motivation. To rectify this issue, Ms Greene began to give her students more opportunities to feel autonomous in the classroom. She stopped handing out gold stars and, knowing that choices were more effective on children’s intrinsic motivation, gave her students more choices over how they learned and studied class material. This included choices that weren’t relevant to class activities, such as choosing colour of pens to use on tests. When she did use rewards, she allowed students to pick their own prizes. After supporting her students’ autonomy in these ways, Ms Greene observed greater interest in content from the students. In Lisa’s case, she rediscovered her passion for learning! {{RoundBoxBottom}} == Conclusion == SDT is a motivational theory which states that the satisfaction of basic psychological needs positively affects intrinsic motivation (Ryan & Deci, 2017). One of these psychological needs, autonomy, is the perception that one’s actions and behaviours are entirely volitional and aligned with personal interests (Ryan & Deci, 2017). Autonomy is satisfied when an individual believes their actions are self-directed (Vansteenkiste et al., 2020). It is frustrated by feelings of pressure or control (Vansteenkiste et al., 2020). Intrinsic motivation is the most autonomous form of motivation, where an individual’s actions are committed out of interest or enjoyment (Ryan & Deci, 2020). CET arose to explore the various factors that increased or decreased intrinsic motivation by their effect on autonomy (Ryan & Deci, 2019). CET explains the impact of autonomy on intrinsic motivation through the concepts of perceived locus of causality, and informational or controlling functional significance of external events (Deci & Ryan, 1985; Ryan & Deci, 2017). Rewards generally decrease intrinsic motivation, but this is dependent on the category of reward, and how they are administered (Deci et al., 1999; Ryan et al., 1983). Choice increases intrinsic motivation when the participant has the capacity to act, and the choices are not relevant to the task (Patall et al., 2008; Reeve et al., 2003). When choices are paired with external rewards, intrinsic motivation decreases. If a reward is chosen by an individual, they do not perceive the reward as controlling, and intrinsic motivation does not diminish (Patall et al., 2008). Age may also be a significant moderating factor in both supporting and undermining autonomy and intrinsic motivation (Deci et al., 1999; Patall et al., 2008). Within the literature, there are strong assumptions supporting CET’s proposed motivational model of external events influencing shifts in autonomy which subsequently impacts intrinsic motivation (Deci et al., 1999; Patall et al., 2008; Reeve et al., 2003). However, very few studies explicitly measure autonomy as a mediator between external factors and intrinsic motivation. Future research would need to examine autonomy as a direct, causal mediator to determine CET’s true validity. Together, this chapter suggests that the support or thwarting of autonomy by external factors influences whether intrinsic motivation is enhanced or undermined, respectively.   ==See also== * [[Motivation and emotion/Book/2021/Cognitive evaluation theory and motivation|Cognitive evaluation theory and motivation]] (Book chapter, 2021) * [[Motivation and emotion/Book/2013/Intrinsic motivation|Intrinsic motivation]] (Book chapter, 2013) * [[Motivation and emotion/Book/2011/Self-determination theory|Self-determination theory]] (Book chapter, 2011) * [[w:Self determination theory|Self-determination theory]] (Wikipedia) ==References== {{Hanging indent|1= Chirkov, V., Ryan, R. M., Kim, Y., & Kaplan, U. (2003). Differentiating autonomy from individualism and independence: A self-determination theory perspective on internalization of cultural orientations and well-being. ''Journal of Personality and Social Psychology, 84''(1), 97–110. de Charms, R. (1983). ''Personal causation: The internal affective determinants of behavior'' (1st ed.). Routledge. https://doi.org/10.4324/9781315825632 Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. ''Journal of Personality and Social Psychology, 18''(1), 105–115. https://doi.org/10.1037/h0030644 Deci, E. L. (1972a). Intrinsic motivation, extrinsic reinforcement, and inequity. ''Journal of Personality and Social Psychology, 22''(1), 113–120. https://doi.org/10.1037/h0032355 Deci, E. L. (1972b). The effects of contingent and noncontingent rewards and controls on intrinsic motivation. ''Organizational Behavior & Human Performance, 8''(2), 217–229. https://doi.org/10.1016/0030-5073(72)90047-5 Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. ''Psychological Bulletin, 125''(6), 627–668. https://doi.org/10.1037/0033-2909.125.6.627 Deci, E. L., & Ryan, R. M. (1985). ''Intrinsic motivation and self-determination in human behavior'' (1st ed.). Springer New York, NY. https://doi.org/10.1007/978-1-4899-2271-7 Deci, E. L., & Ryan, R. M. (2015). Self-determination theory. In J. D. Wright (Ed.), ''International Encyclopedia of the Social & Behavioral Sciences'' (2nd ed., pp. 486–491). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.26036-4 Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. ''Theory and Research in Education, 7''(2), 133–144. https://doi.org/10.1177/1477878509104318 Niemiec, C. P., Ryan, R. M., & Deci, E. L. (2010). Self-determination theory and the relation of autonomy to self-regulatory processes and personality development. In R. H. Hoyle (Ed.), ''Handbook of personality and self-regulation'' (pp. 169–191). Wiley Blackwell. https://doi.org/10.1002/9781444318111.ch8 Patall, E. A., Cooper, H., & Robinson, J. C. (2008). The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings. ''Psychological Bulletin, 134''(2), 270–300. https://doi.org/10.1037/0033-2909.134.2.270 Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. Christenson, A. Reschly, & C. Wylie (Eds.), ''Handbook of research on student engagement'' (pp. 149–172). Springer. https://doi.org/10.1007/978-1-4614-2018-7_7 Reeve, J., Nix, G., & Hamm, D. (2003). Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. ''Journal of Educational Psychology, 95''(2), 375–392. https://doi.org/10.1037/0022-0663.95.2.375 Reeve, J., Ryan, R. M., & Deci, E. (2018). Sociocultural influences on student motivation as viewed through the lens of self-determination theory. In G. A. D. Liem & D. M. McInerney (Eds.), ''Big theories revisited 2'' (2nd ed., pp. 15–40). Information Age Publishing. Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. ''Journal of Personality and Social Psychology, 43''(3), 450–461. https://doi.org/10.1037/0022-3514.43.3.450 Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic-dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), ''Handbook of self-determination research'' (pp. 3–33). University of Rochester Press. Ryan, R. M., & Deci, E. L. (2017). ''Self-determination theory: Basic psychological needs in motivation, development, and wellness'' (pp. xii, 756). The Guilford Press. https://doi.org/10.1521/978.14625/28806 Ryan, R. M., & Deci, E. L. (2019). Brick by brick: The origins, development, and future of self-determination theory. In A. J. Elliot (Ed.), ''Advances in motivation science'' (pp. 111–156). Elsevier Academic Press. https://doi.org/10.1016/bs.adms.2019.01.001 Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. ''Contemporary Educational Psychology, 61'', 1-11. https://doi.org/10.1016/j.cedpsych.2020.101860 Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. ''Contemporary Educational Psychology, 25''(1), 54–67. https://doi.org/10.1006/ceps.1999.1020 Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. ''The American Psychologist, 55''(1), 68–78. https://doi.org/10.1037//0003-066x.55.1.68 Ryan, R. M., Deci, E. L., Vansteenkiste, M., & Soenens, B. (2021). Building a science of motivated persons: Self-determination theory’s empirical approach to human experience and the regulation of behavior. ''Motivation Science, 7''(2), 97–110. https://doi.org/10.1037/mot0000194 Ryan, R. M., Mims, V., & Koestner, R. (1983). Relation of reward contingency and interpersonal context to intrinsic motivation: A review and test using cognitive evaluation theory. ''Journal of Personality and Social Psychology, 45''(4), 736–750. https://doi.org/10.1037/0022-3514.45.4.736 Ryan, R. M., Ryan, W. S., Di Domenico, S. I., & Deci, E. L. (2019). The nature and the conditions of human autonomy and flourishing: Self-determination theory and basic psychological needs. In R. M. Ryan (Ed.), ''The Oxford handbook of human motivation'' (2nd ed., pp. 89–110). Oxford University Press. Vansteenkiste, M., Ryan, R. M., & Soenens, B. (2020). Basic psychological need theory: Advancements, critical themes, and future directions. ''Motivation and Emotion, 44''(1), 1–31. https://doi.org/10.1007/s11031-019-09818-1 }} ==External links== * [https://psychologyfanatic.com/cognitive-evaluation-theory/ Cognitive evaluation theory] (psychologyfanatic.com) * [https://www.youtube.com/watch?v=m6fm1gt5YAM Edward Deci - self-determination theory] (Youtube.com) * [https://selfdeterminationtheory.org/topics/application-intrinsic-motivation/ Intrinsic motivation] (selfdeterminationtheory.org) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Intrinsic motivation]] [[Category:Motivation and emotion/Book/Self-determination theory/Autonomy]] 894dv3r8772rlx1qr5xl64f9c4gmgz0 2822582 2822581 2026-08-17T22:40:55Z Jtneill 10242 /* Amotivation and extrinsic motivation */ 2822582 wikitext text/x-wiki {{title|Autonomy and intrinsic motivation in self-determination theory:<br>How does autonomy influence intrinsic motivation according to SDT?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} '''Case study''' [[File:Census-reading-hi.jpg|thumb|200px|'''Figure 1'''. Lisa reading one of her favourite books.]] Growing up, Lisa had an inherent love for learning (see Figure 1). She took great pleasure in learning whatever she could, whether it was about animals, history, or science. She was very excited to start school, an institute dedicated to her favourite activity! However, once she became a student, Lisa's desires began to shift. She was less enthused to learn about new facts for the sake of it. Instead, she felt compelled by her teachers to focus on studying to get good grades or receive awards. ''What caused the change in her motivation?'' Lisa, like all people, was born with intrinsic motivation. Intrinsic motivation requires a person to feel fully autonomous in their actions. When people are exposed to external events, especially those that are perceived as controlling, this can negatively impact their feelings of autonomy. Without autonomy, people cannot be intrinsically motivated. {{RoundBoxBottom}} According to [[Motivation and emotion/Book/2011/Self-determination theory|self-determination theory]] (SDT), the most optimal form of motivation is [[Motivation and emotion/Book/2013/Intrinsic motivation|intrinsic motivation]], when actions are committed out of inherent interest, satisfaction, or enjoyment (Ryan & Deci, 2020). Intrinsic motivation is important because of its positive associations with psychological well-being (Ryan et al., 2019). SDT proposes that achieving intrinsic motivation requires the satisfaction of the [[w:Self-determination_theory|basic psychological needs]] (Ryan & Deci, 2017). This chapter specifically discusses the need for autonomy and its influence on intrinsic motivation. In addition, this chapter explores [[Motivation and emotion/Book/2021/Cognitive evaluation theory and motivation|cognitive evaluation theory]] (CET), a mini-theory of SDT, that studies the various social-contextual factors which increase or decrease intrinsic motivation (Ryan & Deci, 2019). CET argues that intrinsic motivation is contingent on whether a particular factor satisfies an individual’s sense of autonomy (Ryan & Deci, 2017). According to CET, autonomy is satisfied when social-contextual factors promote an internal perceived locus of causality (IPLOC) and are interpreted to be non-controlling (Ryan & Deci, 2002). Autonomy and intrinsic motivation are undermined by factors perceived to be controlling and contributing to an external perceived locus of causality (EPLOC) (Ryan et al., 2021). Finally, this chapter discusses the two factors of rewards and choice, and their impact on autonomy and intrinsic motivation. Certain types of rewards have been found to lower autonomy and intrinsic motivation because of their externally controlling associations (Deci et al., 1999; Ryan et al., 1983). Alternatively, studies show choice typically facilitates autonomy and increases intrinsic motivation (Patall et al., 2008; Reeve et al., 2003). The results of these studies will be analysed on how they explain the relationship between autonomy and intrinsic motivation in adherence with CET. {{RoundBoxTop|theme=3}} '''Focus questions''' * What is autonomy, according to self-determination theory? * What is intrinsic motivation? * What is cognitive evaluation theory, and how does it explain the impact of autonomy on intrinsic motivation? * What factors support or undermine intrinsic motivation through their impact on autonomy? {{RoundBoxBottom}} ==Self-determination theory== SDT is a macro-theory of human behaviour and motivation (Ryan & Deci, 2017). Developed by [[w:Edward_L._Deci|Edward Deci]] and [[w:Richard_M._Ryan|Richard Ryan]] (1985), SDT uses an organismic-dialectic framework to explain motivation (Deci & Ryan, 2015; Reeve et al., 2018). It is an [[w:Organismic_theory|organismic theory]] in its assumption that humans have an inherent predisposition toward psychological growth and development (Ryan & Deci, 2020). However, this predisposition can be supported or diminished through interactions, the dialectic, with social environments (Ryan & Deci, 2002). Specifically, social environments impact healthy development based on how they satisfy basic psychological needs (Ryan & Deci, 2017). According to SDT, basic psychological needs are psychological nutriments integral to satisfying humans’ inherent organismic inclination toward growth and development (Niemiec et al., 2010; Ryan et al., 2019). Needs are defined as innate, energising forces that, when satisfied, positively contribute to health and [[w:Well-being|wellbeing]]. When they are unsatisfied, they result in illness and pathology (Ryan & Deci, 2000b). While SDT proclaims that basic needs are universal, there is debate about their cross-cultural significance (Niemiec et al., 2010). SDT outlines three basic psychological needs: competence, relatedness, and autonomy (see Figure 2, Ryan & Deci, 2017). [[File:Self-Determination-Theory-Visual 1.png|490px|thumb|'''Figure 2'''. The three basic psychological needs.]] Competence is the desire to feel mastery and effectiveness when performing tasks or activities (Ryan & Deci, 2017). Satisfaction of this need provides opportunities for an individual to challenge themselves and improve their skills and abilities (Ryan & Deci, 2002; Vansteenkiste et al., 2020). When this need is frustrated, it can cause feelings of failure, ineffectiveness, and helplessness (Vansteenkiste et al., 2020). Relatedness is feeling a sense of belonging or connection to others (Ryan & Deci, 2020). It is enhanced when people simultaneously feel cared for and that they have the capacity to care for others (Ryan & Deci, 2017). Thwarting the relatedness need contributes to feeling socially excluded or alienated (Vansteenkiste et al., 2020). Autonomy is the perception that one's behaviours are wholly self-endorsed, and congruent with their interests and values (Ryan & Deci, 2017). Satisfaction of autonomy occurs when an individual experiences their actions as authentic and self-regulated (Vansteenkiste et al., 2020). Frustration of this need typically involves feeling pressured by others, creating internal conflict when one is compelled to act against their own interests (Vansteenkiste et al., 2020). The opposite of autonomy is [[w:Heteronomy|heteronomy]], where an individual feels controlled or pressured to act in specific ways (Chirkov et al., 2003; Niemiec et al., 2010). Autonomy is commonly confused with independence, defined as not relying on external support or influences (Ryan & Deci, 2002). However, a person can be autonomous and still act in accordance with external expectations if they believe their actions to be fully volitional and consistent with their values (Chirkov et al., 2003; Ryan & Deci, 2002). <quiz display="simple"> {SDT uses what kind of framework to understand motivation?:} - A mechanistic framework + An organismic-dialectic framework {Autonomy is satisfied when an individual:} - Is able to be challenged + Experiences their behaviour to be self-regulated - Feels cared for and able to care for others </quiz> == Motivation in self-determination theory == Traditionally, motivation has been conceptualised as a unitary entity and studied in terms of amount or strength (Ryan & Deci, 2017). However, Deci and Ryan (2015) argue that assessing different types of motivation is required to predict the quality and maintenance of behaviour. SDT therefore focuses on three types of motivation: amotivation, extrinsic motivation, and intrinsic motivation (Deci & Ryan, 2015). These motivation types are distinguished according to how autonomous they are (Ryan & Deci, 2017). === Amotivation and extrinsic motivation === [[File:Muhammad Intrinsic vs Extrinsic Motivation.png|300px|thumb|'''Figure 3'''. The red player is playing to win as an example of extrinsic motivation. The blue player is playing for fun as an example of intrinsic motivation.]] [[Motivation and emotion/Book/2014/Amotivation|Amotivation]] is the lack of intentionality to act, or absence of motivation (Ryan & Deci, 2017). It can be caused by a person not perceiving the value of an activity, feeling incompetent, or not believing that their actions will lead to a favourable outcome (Ryan & Deci, 2000a). [[Motivation and emotion/Book/2013/Extrinsic motivation|Extrinsic motivation]] involves performing an activity to achieve an outcome separate to the activity itself (see Figure 3, Ryan & Deci, 2000b). There are four types of extrinsic motivation which vary in levels of autonomy. The least autonomous forms of extrinsic motivation are external and introjected regulation, while identification and integration regulation are more autonomous (Ryan & Deci, 2000a). Integrated regulation shares some similarities with intrinsic motivation, however, it is classified as an extrinsic motivation because one’s actions are still done to fulfill external outcomes, instead of personal satisfaction (Ryan & Deci, 2000b). === Intrinsic motivation === Intrinsic motivation is defined as actions committed out of inherent interest or pleasure (Ryan & Deci, 2020). Unlike extrinsic motivation, it is not dependent on external pressures, rewards, or incentives (Ryan & Deci, 2020). According to SDT, humans evolved to develop spontaneously through play and exploration to learn and expand their own capabilities (Ryan & Deci, 2000b, 2017). Intrinsic motivation is the prototypical representation of this self-determining behaviour (Ryan & Deci, 2019). It is the most autonomous type of motivation, as intrinsically motivated behaviours are experienced as being fully volitional and originating from the self (Niemiec & Ryan, 2009; Ryan & Deci, 2017). In line with SDT’s organismic-dialectic framework, while people are born with intrinsic motivation, it requires support from social environments to be sustained or increased (Ryan & Deci, 2000b). This is achieved through satisfaction of the basic psychological needs of autonomy and competence (Deci et al., 1999). In comparison to autonomy and competence, relatedness is suggested to be less directly impactful on intrinsic motivation (Ryan & Deci, 2000b). Autonomy is particularly critical for intrinsic motivation as competence by itself is unable to sustain intrinsic motivation. For competence to affect intrinsic motivation, it must be accompanied by a sense that one's behaviours are self-determined, or autonomously driven (Ryan & Deci, 2000b; Ryan & Deci, 2017). CET, a mini-theory within SDT, studies the relationship between intrinsic motivation and autonomy in greater detail. <quiz display=simple> {SDT studies different types of motivation, instead of amount or strength:} + True - False {Intrinsic motivation is the most autonomous form of motivation:} + True - False </quiz> == Cognitive evaluation theory == CET was the first SDT mini-theory, and its primary purpose is to explore the various social-contextual factors that enhance or decrease intrinsic motivation (Ryan & Deci, 2019). Factors which satisfy autonomy and competence enhance intrinsic motivation (Reeve et al., 2018). Conversely, factors which thwart autonomy and competence diminish intrinsic motivation (Reeve et al., 2018). CET uses certain concepts to explain how these factors impact intrinsic motivation through their effects on autonomy. These include whether the factor contributes to an internal perceived locus of causality (IPLOC) or external perceived locus of causality (EPLOC, de Charms, 1983), and the functional significance of the factor (Ryan & Deci, 2002). === Internal versus external perceived locus of causality === The basis of CET was heavily informed by Deci's (1971, 1972a) earlier studies of the impact of rewards on intrinsic motivation (Ryan & Deci, 2019). The results of these studies found that certain types of rewards undermined intrinsic motivation because they promoted the participants’ perceptions of their behaviour as being extrinsically motivated (Deci, 1972a, 1972b). Drawing from the works of de Charms (1983), Deci (1971, 1972b) attributed this motivational shift to a transition from an IPLOC to an EPLOC. An individual with an IPLOC perceives themself to be the origin of their own behaviour, and is intrinsically motivated (de Charms, 1983). When an individual perceives their behaviour to be caused by external factors, or has an EPLOC, they are thus extrinsically motivated (de Charms, 1983). Simply put, the perceived locus of causality is the degree of autonomy over an individual's behaviour (Deci & Ryan, 1985). === Functional significance === Another concept foundational to CET is that the impact of external events on intrinsic motivation is dependent on the psychological meaning attributed to that event (Ryan & Deci, 2017). This meaning is otherwise known as functional significance. Functional significance is an individual’s interpretation of an external event as it relates to how it affects their feelings of autonomy and competence (Deci et al., 1999). CET proposes that all external events, such as rewards or choice, have two aspects of functional significance: an informational aspect, and a controlling aspect (Ryan & Deci, 2002). This is sometimes extended to three with the inclusion of an amotivating aspect (Ryan & Deci, 2017). External events which have the amotivating aspect invoke feelings of lacking the autonomy or competence to achieve outcomes, decreasing both intrinsic and extrinsic motivation, and instead increasing amotivation (Ryan & Deci, 2017). An informational aspect of an external event delivers self-determined, competence-related feedback, promoting an IPLOC and improving perceived competence (Reeve, 2012; Ryan & Deci, 2002). Controlling external events pressure people to behave towards a specific outcome, prompting a shift to an EPLOC, and undermining autonomy (Ryan & Deci, 2002). It is the relative salience of the informational aspect versus the controlling aspect which influences its impact on autonomy and, by extent, intrinsic motivation (Reeve, 2012; Ryan & Deci, 2002). That is, an individual’s perception of an external event as being more informational or controlling determines whether it supports or diminishes their intrinsic motivation. <quiz display=simple> {If an individual feels they are the origin of their behaviour, they have an:} - Internal perceived locus of control + Internal perceived locus of causality - External perceived locus of causality {What are the three aspects of functional significance?:} - Controlling, informational, demotivating - Controllable, informative, amotivating + Controlling, informational, amotivating </quiz> == Factors which support or undermine intrinsic motivation == CET proposes that external factors influence intrinsic motivation through their thwarting or satisfaction of autonomy (Reeve et al., 2018). Autonomy is thwarted when a factor contributes to an EPLOC, or the factor is perceived as controlling (Ryan & Deci, 2017, 2019). Autonomy is satisfied when a factor induces an IPLOC, or the factor is interpreted to be non-controlling (Ryan & Deci, 2017, 2019). Two of the most extensively studied factors are rewards (see Figure 4) and choice. === Rewards === [[File:Money in hands.jpg|350px|thumb|'''Figure 4.''' Money is often used as an external reward.]] When Deci (1971) initially found that rewards decreased intrinsic motivation, they theorised that receiving a reward caused the participants to cognitively re-evaluate their actions to be instrumental to acquiring a reward, as opposed to genuine autonomous interest in the activity. By creating an EPLOC and the perception of being externally controlled, this thwarted their need for autonomy and, subsequently, undermined intrinsic motivation. Deci’s (1972a, 1972b) following studies suggested that this undermining effect was only apparent on certain kinds of rewards. Specifically, rewards that were contingent on engagement of the activity. When participants were rewarded merely for attending the experiment, rather than for engaging with or completing the activity, their intrinsic motivation did not diminish (Deci, 1972a, 1972b). Ryan et al. (1983) expanded on these findings by categorising rewards and their unique effects on intrinsic motivation. Task-contingent rewards are rewards given for working on or completing a task. Task-non-contingent rewards are awarded for participation, without consideration of completion or performance (Ryan et al., 1983). Task-contingent rewards were found to reduce intrinsic motivation, while task non-contingent rewards did not have an effect. A third type of reward identified in the study was performance-contingent rewards; given for meeting a certain standard of performance (Ryan et al., 1983). Whether performance-contingent rewards enhanced or decreased intrinsic motivation was dependent on how the context was administered. Performance-contingent rewards delivered in an intentionally controlling style undermined intrinsic motivation, whereas an informational style increased intrinsic motivation. While these results appear to align with CET, it is important to note that Ryan et al. (1983) is the only study to have examined the differing impacts of a controlling and informational administrative styles on rewards. Further research is required in this area. A meta-analysis by Deci et al. (1999) examined over 100 studies on the effects of reward on intrinsic motivation. The results were analysed across two common measures of intrinsic motivation: free-choice behaviour and self-reporting. The free-choice behaviour method measures the amount of time a participant autonomously interacts with an interesting task after being notified by an experimenter that the experiment has concluded (Deci, 1971). Self-reports have the participants respond to a questionnaire regarding their perceived intrinsic interest in the task (Ryan, 1982). Deci et al. (1999) found that, for the free-choice behaviour measure, task-contingent rewards, and performance-contingent rewards both had a significant negative effect on intrinsic motivation. However, similar to the findings of Deci (1972a, 1972b), task non-contingent rewards did not show a significant undermining of intrinsic motivation. The results on the overall effects on intrinsic motivation for the self-report method were weaker than those of the free-choice measure, while still being significant (Deci et al., 1999). The exception was that performance-contingent rewards did not present significant undermining as was found in the free-choice method. Deci et al. (1999) attributed this result to an issue with the self-report measure: participants were potentially confusing pleasure from receiving a reward with inherent interest in the activity. This may have increased the chances of participants erroneously self-reporting interest in rewards conditions. Deci et al. (1999) suggests this may have led to an underestimation of the undermining effects of rewards. The meta-analysis concluded that both free-choice and self-report methods remain useful as measures of intrinsic motivation (Deci et al., 1999). However, they recommended ensuring accurate assessment of intrinsic motivation by having both measures correlate within conditions or studies (Deci et al., 1999).   Deci et al. (1999) also noted that the impact of rewards differed based upon participant age; rewards were more detrimental to intrinsic motivation in children than college students for the free-choice method. No data was available regarding the moderating effects of participant age on the influence of rewards on intrinsic motivation in a self-report measure (Deci et al., 1999). It was theorised that children would perceive rewards as a means of control more frequently than college students, and this likely negatively impacted intrinsic motivation. Further, college students may have had greater ability to separate the informational and controlling aspects of rewards, and therefore more likely to interpret rewards as informational (Deci et al., 1999). In accordance with CET, it is largely assumed that perceived autonomy serves as the mediating factor between rewards and intrinsic motivation (Ryan & Deci, 2019). However, there are only a small number of studies which assess autonomy as a direct mediator (Deci et al., 1999). The prevalence of this issue within the CET literature severely limits any attempt of forming definitive conclusions on autonomy’s impact on intrinsic motivation. === Choice === CET generally holds that choice enhances intrinsic motivation because it supports an individual’s autonomy (Deci & Ryan, 1985; Ryan & Deci, 2000b). Reeve et al. (2003) found that only certain types of choice, known as action choices, positively affect autonomy and intrinsic motivation. For example, the impact of a choice between multiple options had little effect on intrinsic motivation (Reeve et al., 2003). Instead, conditions where participants were able to self-initiate and self-regulate their actions improved their intrinsic motivation. Reeve et al. (2003) suggested this is because action choices increased IPLOC, whereas option choices did not (Reeve et al., 2003). However, very few of the studies investigated in Reeve et al. (2003) directly tested for autonomy as a mediator between choice and intrinsic motivation. Therefore, CET’s proposal that autonomy acts as the causal mediator for intrinsic motivation remains speculative. A meta-analysis by Patall et al. (2008) further discovered that instructionally irrelevant choices, such as participants picking music to study to, enhanced intrinsic motivation. This was presumed to be because they allowed participants the opportunity for autonomous self-expression (Patall et al., 2008). The study also found that external rewards diminished the positive impact of choice on intrinsic motivation, as the rewards were perceived as controlling (Patall et al., 2008). When participants chose the reward themselves, they did not perceive the reward as controlling, and it did not negatively affect their intrinsic motivation. Similarly, when participants were denied choice, or when they were made aware of alternative options that they were not allowed to choose, their intrinsic motivation decreased because they felt controlled (Patall et al., 2008). Patall et al. (2008) hypothesised that the negative effect of a lack of choice on intrinsic motivation may be neutralised if the participant was not aware of being controlled. It was proposed that only when the participant was aware of their lack of choice that intrinsic motivation would diminish (Patall et al., 2008). This could potentially align with CET regarding the importance of the salience of a controlling aspect as determining its effects on autonomy (Reeve, 2012; Ryan & Deci, 2002). However, this theory requires further empirical support. The study also concluded that choice had a greater positive impact on intrinsic motivation for children (Patall et al., 2008). It was theorised that as children are often not granted as many choices as adults, their ability to feel autonomous is limited. Therefore, when children are provided the opportunity to make their own choices, the following impact on their autonomy and intrinsic motivation may be larger. Further analysis on the moderating effects of age would likely benefit the literature of CET. {{RoundBoxTop|theme=3}} '''Case study''' Lisa’s teacher, Ms Greene, noticed that Lisa and some of the other students hadn’t been as engaged with the content since she started giving out gold stars for good grades. Ms Greene did some research on how to best motivate her students, finding that satisfying her students’ need for autonomy would enhance their intrinsic motivation. Reading about CET, she learned that autonomy is supported when students feel they are the source of their own behaviour (IPLOC), and that the psychological meaning (functional significance) of an event is not attributed to be controlling. She realised that handing out gold stars as a reward had caused her students to perceive that they were acting outside of their own interests (i.e. not for the inherent pleasure of learning) and that they were being externally controlled. In other words, because she had thwarted her students’ autonomy, they lost their intrinsic motivation. To rectify this issue, Ms Greene began to give her students more opportunities to feel autonomous in the classroom. She stopped handing out gold stars and, knowing that choices were more effective on children’s intrinsic motivation, gave her students more choices over how they learned and studied class material. This included choices that weren’t relevant to class activities, such as choosing colour of pens to use on tests. When she did use rewards, she allowed students to pick their own prizes. After supporting her students’ autonomy in these ways, Ms Greene observed greater interest in content from the students. In Lisa’s case, she rediscovered her passion for learning! {{RoundBoxBottom}} == Conclusion == SDT is a motivational theory which states that the satisfaction of basic psychological needs positively affects intrinsic motivation (Ryan & Deci, 2017). One of these psychological needs, autonomy, is the perception that one’s actions and behaviours are entirely volitional and aligned with personal interests (Ryan & Deci, 2017). Autonomy is satisfied when an individual believes their actions are self-directed (Vansteenkiste et al., 2020). It is frustrated by feelings of pressure or control (Vansteenkiste et al., 2020). Intrinsic motivation is the most autonomous form of motivation, where an individual’s actions are committed out of interest or enjoyment (Ryan & Deci, 2020). CET arose to explore the various factors that increased or decreased intrinsic motivation by their effect on autonomy (Ryan & Deci, 2019). CET explains the impact of autonomy on intrinsic motivation through the concepts of perceived locus of causality, and informational or controlling functional significance of external events (Deci & Ryan, 1985; Ryan & Deci, 2017). Rewards generally decrease intrinsic motivation, but this is dependent on the category of reward, and how they are administered (Deci et al., 1999; Ryan et al., 1983). Choice increases intrinsic motivation when the participant has the capacity to act, and the choices are not relevant to the task (Patall et al., 2008; Reeve et al., 2003). When choices are paired with external rewards, intrinsic motivation decreases. If a reward is chosen by an individual, they do not perceive the reward as controlling, and intrinsic motivation does not diminish (Patall et al., 2008). Age may also be a significant moderating factor in both supporting and undermining autonomy and intrinsic motivation (Deci et al., 1999; Patall et al., 2008). Within the literature, there are strong assumptions supporting CET’s proposed motivational model of external events influencing shifts in autonomy which subsequently impacts intrinsic motivation (Deci et al., 1999; Patall et al., 2008; Reeve et al., 2003). However, very few studies explicitly measure autonomy as a mediator between external factors and intrinsic motivation. Future research would need to examine autonomy as a direct, causal mediator to determine CET’s true validity. Together, this chapter suggests that the support or thwarting of autonomy by external factors influences whether intrinsic motivation is enhanced or undermined, respectively.   ==See also== * [[Motivation and emotion/Book/2021/Cognitive evaluation theory and motivation|Cognitive evaluation theory and motivation]] (Book chapter, 2021) * [[Motivation and emotion/Book/2013/Intrinsic motivation|Intrinsic motivation]] (Book chapter, 2013) * [[Motivation and emotion/Book/2011/Self-determination theory|Self-determination theory]] (Book chapter, 2011) * [[w:Self determination theory|Self-determination theory]] (Wikipedia) ==References== {{Hanging indent|1= Chirkov, V., Ryan, R. M., Kim, Y., & Kaplan, U. (2003). Differentiating autonomy from individualism and independence: A self-determination theory perspective on internalization of cultural orientations and well-being. ''Journal of Personality and Social Psychology, 84''(1), 97–110. de Charms, R. (1983). ''Personal causation: The internal affective determinants of behavior'' (1st ed.). Routledge. https://doi.org/10.4324/9781315825632 Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. ''Journal of Personality and Social Psychology, 18''(1), 105–115. https://doi.org/10.1037/h0030644 Deci, E. L. (1972a). Intrinsic motivation, extrinsic reinforcement, and inequity. ''Journal of Personality and Social Psychology, 22''(1), 113–120. https://doi.org/10.1037/h0032355 Deci, E. L. (1972b). The effects of contingent and noncontingent rewards and controls on intrinsic motivation. ''Organizational Behavior & Human Performance, 8''(2), 217–229. https://doi.org/10.1016/0030-5073(72)90047-5 Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. ''Psychological Bulletin, 125''(6), 627–668. https://doi.org/10.1037/0033-2909.125.6.627 Deci, E. L., & Ryan, R. M. (1985). ''Intrinsic motivation and self-determination in human behavior'' (1st ed.). Springer New York, NY. https://doi.org/10.1007/978-1-4899-2271-7 Deci, E. L., & Ryan, R. M. (2015). Self-determination theory. In J. D. Wright (Ed.), ''International Encyclopedia of the Social & Behavioral Sciences'' (2nd ed., pp. 486–491). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.26036-4 Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. ''Theory and Research in Education, 7''(2), 133–144. https://doi.org/10.1177/1477878509104318 Niemiec, C. P., Ryan, R. M., & Deci, E. L. (2010). Self-determination theory and the relation of autonomy to self-regulatory processes and personality development. In R. H. Hoyle (Ed.), ''Handbook of personality and self-regulation'' (pp. 169–191). Wiley Blackwell. https://doi.org/10.1002/9781444318111.ch8 Patall, E. A., Cooper, H., & Robinson, J. C. (2008). The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings. ''Psychological Bulletin, 134''(2), 270–300. https://doi.org/10.1037/0033-2909.134.2.270 Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. Christenson, A. Reschly, & C. Wylie (Eds.), ''Handbook of research on student engagement'' (pp. 149–172). Springer. https://doi.org/10.1007/978-1-4614-2018-7_7 Reeve, J., Nix, G., & Hamm, D. (2003). Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. ''Journal of Educational Psychology, 95''(2), 375–392. https://doi.org/10.1037/0022-0663.95.2.375 Reeve, J., Ryan, R. M., & Deci, E. (2018). Sociocultural influences on student motivation as viewed through the lens of self-determination theory. In G. A. D. Liem & D. M. McInerney (Eds.), ''Big theories revisited 2'' (2nd ed., pp. 15–40). Information Age Publishing. Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. ''Journal of Personality and Social Psychology, 43''(3), 450–461. https://doi.org/10.1037/0022-3514.43.3.450 Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic-dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), ''Handbook of self-determination research'' (pp. 3–33). University of Rochester Press. Ryan, R. M., & Deci, E. L. (2017). ''Self-determination theory: Basic psychological needs in motivation, development, and wellness'' (pp. xii, 756). The Guilford Press. https://doi.org/10.1521/978.14625/28806 Ryan, R. M., & Deci, E. L. (2019). Brick by brick: The origins, development, and future of self-determination theory. In A. J. Elliot (Ed.), ''Advances in motivation science'' (pp. 111–156). Elsevier Academic Press. https://doi.org/10.1016/bs.adms.2019.01.001 Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. ''Contemporary Educational Psychology, 61'', 1-11. https://doi.org/10.1016/j.cedpsych.2020.101860 Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. ''Contemporary Educational Psychology, 25''(1), 54–67. https://doi.org/10.1006/ceps.1999.1020 Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. ''The American Psychologist, 55''(1), 68–78. https://doi.org/10.1037//0003-066x.55.1.68 Ryan, R. M., Deci, E. L., Vansteenkiste, M., & Soenens, B. (2021). Building a science of motivated persons: Self-determination theory’s empirical approach to human experience and the regulation of behavior. ''Motivation Science, 7''(2), 97–110. https://doi.org/10.1037/mot0000194 Ryan, R. M., Mims, V., & Koestner, R. (1983). Relation of reward contingency and interpersonal context to intrinsic motivation: A review and test using cognitive evaluation theory. ''Journal of Personality and Social Psychology, 45''(4), 736–750. https://doi.org/10.1037/0022-3514.45.4.736 Ryan, R. M., Ryan, W. S., Di Domenico, S. I., & Deci, E. L. (2019). The nature and the conditions of human autonomy and flourishing: Self-determination theory and basic psychological needs. In R. M. Ryan (Ed.), ''The Oxford handbook of human motivation'' (2nd ed., pp. 89–110). Oxford University Press. Vansteenkiste, M., Ryan, R. M., & Soenens, B. (2020). Basic psychological need theory: Advancements, critical themes, and future directions. ''Motivation and Emotion, 44''(1), 1–31. https://doi.org/10.1007/s11031-019-09818-1 }} ==External links== * [https://psychologyfanatic.com/cognitive-evaluation-theory/ Cognitive evaluation theory] (psychologyfanatic.com) * [https://www.youtube.com/watch?v=m6fm1gt5YAM Edward Deci - self-determination theory] (Youtube.com) * [https://selfdeterminationtheory.org/topics/application-intrinsic-motivation/ Intrinsic motivation] (selfdeterminationtheory.org) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Intrinsic motivation]] [[Category:Motivation and emotion/Book/Self-determination theory/Autonomy]] qpbhl2enq858h9h2dyoidwa9kuwyfk9 0 322805 2822636 2812805 2026-08-18T04:56:33Z StretchBeyond 3105744 Grammar and editorial changes as part of social contribution. Added a couple references. 2822636 wikitext text/x-wiki {{title|Neurodivergence and trauma:<br>What are the impacts of trauma on neurodivergence and what can be done about it?}} __TOC__ ==Overview== {{robelbox|theme=8|title=Case study}} <div style="{{Robelbox/pad}}"> [[File:Mabel Nicholson (1871-1918) - Study of a Child - GMA 4787 - National Galleries of Scotland.jpg|right|thumb|150px|'''Figure 1'''. Trauma can impact learning by impairing attention, communication, information retention and language development, especially in neurodivergent populations.]] Mitchell is a seventh-grade student who experiences difficulties coping with the stress and demands of high school..He frequently experiences headaches and physical discomfort. He has many fears, including failing, not being liked by other students and being seen as 'different'. He becomes very self-conscious whenever he presents, worrying that others will judge him for being different. He has never had close friends and is often the target of bullying and ridicule at school. He finds it difficult to understand and thus trust people in his new environment. His anxiety becomes so intense, along with excessive feelings of guilt and shame, that he cannot eat and sleep well; therefore, he misses classes and schoolwork. </div> {{Robelbox/close}} This chapter introduces the concepts of [[wikipedia:Neurodiversity#Neurodivergent|neurodivergence]] and [[w:_https://en.wikipedia.org/wiki/Trauma|trauma]] and examines how they may interact, and how they can significantly impair an individuals ability to function. The chapter will alos help readers identify signs of trauma-related behaviours and consider strategies for positive change. {{robelbox|theme=8|title=Focus questions|iconwidth=55px|icon=Search-icon-white-background.png}} <div style="{{Robelbox/pad}}"> * What is neurodivergence? * What is trauma? * What might the relationship between common neurodivergent conditions and associated traumas look like? * What approaches would you rely on in terms of treatments and supporting strategies{{vague}}? * What specific interventions could work best, and in what ways? </div> {{RoundBoxBottom}} ==Understanding neurodivergence and trauma== {{ic|Include an introductory paragraph before branching into sub-sections}} ===What is neurodivergence?=== Neurodivergence is a non-medical term, referring to the variations in how [[w:_https://en.wikipedia.org/wiki/Human_brain|human brains]] function, process information and behave. These neurological differences refer to natural variations in neurological functioning and include [[wikipedia:Autism|Autism]] Spectrum Disorder (ASD), [[wikipedia:Attention_deficit_hyperactivity_disorder|Attention Deficit Hyperactivity Disorder]] (ADHD), [[wikipedia:Obsessive–compulsive_disorder|Obsessive Compulsive Disorder]] (OCD) and [[w:_https://en.wikipedia.org/wiki/Learning_disability|learning disabilities]] such as [[w:_https://en.wikipedia.org/wiki/Dyslexia|dyslexia]]. (Butcher & Lane, 2024<ref>{{Cite journal|last=Butcher|first=Luke|last2=Lane|first2=Stevie|date=2025-07-01|title=Neurodivergent (Autism and ADHD) student experiences of access and inclusion in higher education: an ecological systems theory perspective|url=https://doi.org/10.1007/s10734-024-01319-6|journal=Higher Education|volume=90|issue=1|pages=243–263|doi=10.1007/s10734-024-01319-6|issn=1573-174X}}</ref>; Wilson et al., 2024). === What is trauma? === An emotional response to a single or a series of distressing, harmful or even life-threatening event/s that overwhelm one's ability to cope at the time and function normally in everyday life. [[w:_https://en.wikipedia.org/wiki/Trauma|Trauma]] can take many forms and affects not only those to whom it is directly exposed but those living alongside the affected individual. ==Common neurodivergent conditions (NDCs)== {{ic|Include an introductory paragraph before branching into sub-sections}} ===[[w:_https://en.wikipedia.org/wiki/Autism|Autism spectrum disorder]] (ASD)=== Autism or ASD is a lifelong [[w:_https://en.wikipedia.org/wiki/Developmental_disorder|developmental disorder]] characterised by differences in neurodevelopment affecting social communication, behaviour and sensory processing<ref>{{Cite journal|date=2026-08-16|title=Autism|url=https://en.wikipedia.org/w/index.php?title=Autism&oldid=1369669649|journal=Wikipedia|language=en}}</ref>. Those affected show various patterns of difficulties including in, but not limiting to socialisation (how to interact with others), [[w:_https://en.wikipedia.org/wiki/Communication|communication]] (ability to understand verbal/non-verbal language in social contexts) and engaging in repetitive [[w:_https://en.wikipedia.org/wiki/Behavior|behaviours]] or activities (APA, 2013). Due to the differences in how information is processed in the autistic brain, some autistic individuals can respond strongly to different external stimuli. these reactions may include being extremely emotional, not seeking [[w:_https://en.wikipedia.org/wiki/Comfort|comfort]], avoiding eye contact or play with others. They may also dive into own [[w:_https://en.wikipedia.org/wiki/Imagination|imagination]] and manipulate objects to make play, get fixated on specific (cartoon) characters and preferred routines or express themselves through the repetitive use of [[w:_https://en.wikipedia.org/wiki/Expression|expressions]] and [[w:_https://en.wikipedia.org/wiki/Symbol|symbols]]. Therefore, environment change can, if not managed, become problematic and a source of [[w:_https://en.wikipedia.org/wiki/Tantrum|tantrum]] and [[w:_https://en.wikipedia.org/wiki/Challenging_behaviour|challenging behaviour]]. Recent research exploring new techniques and technologies to assist individuals navigate social and workplace demands (Grillo et al., 2026). This variation in symptomatic patterns makes autism one of the most difficult conditions for understanding and treatment.{{f}} '''Theory of mind and ASD''' The current Diagnostic and Statistical Manual of Mental Disorders-5 ([[w:_https://en.wikipedia.org/wiki/DSM-5|DSM-5]]) suggests the differential diagnoses of language disorders and social (pragmatic) communication in the absence of the restricted range of interests or behaviour (APA, 2013). The weak areas of [[w:_https://en.wikipedia.org/wiki/Communication|communication]] and socialisation skills in those with an ASD can be identified as [[w:_https://en.wikipedia.org/wiki/Theory_of_mind|theory of mind]] (ToM) and pragmatic language (PL) deficits. ToM refers to the ability to understand/recognise humans’ different “minds” in terms of [[w:_https://en.wikipedia.org/wiki/Belief|beliefs]] or [[w:_https://en.wikipedia.org/wiki/Intention|intentions]] and relating to those in order to empathise for what they are doing/feeling{{f}}. PL, meanwhile, refers to the ability to effectively apply practical language in reciprocal communication – knowing the back-and-forth conversational context, when it is appropriate to initiate a conversation, what to say and how to take turns{{f}}. Accordingly, pragmatic effectiveness requires working ToM to figure out what the other person know/think to predict their intents/actions (Duval et al., 2023). With impaired pragmatic and ToM skills (see Table 1), the child’s [[w:_https://en.wikipedia.org/wiki/Perception|perception]] of the world around them is severely altered, restricting their ability to not only realise own [[w:_https://en.wikipedia.org/wiki/Feeling|feelings]] and [[w:_https://en.wikipedia.org/wiki/Need|needs]], but also recognise and empathise with the other [[w:_https://en.wikipedia.org/wiki/Mind|mind]]. Many autistic individuals desire social and professional relationships, but as they seek to develop them, may face barriers in communication, reciprocity, sensory processing and social expectations. Table 1. ''ASD and ToM vs. PL{{ic|what does this abbreviation stand for?}} skills'' <div align="left"> {| class="wikitable" ! ''' ''' ! '''Affected brain areas''' ! '''Associated symptoms''' |- | ToM | Hyperactivation in the left medial prefrontal cortex, anterior paracingulate cortex, orbital interior frontal gyrus and bilateral anterior cingulate cortex Hypoactivation in the right anterior superior temporal gyrus, posterior superior temporal sulcus and amygdala Partially altered levels of activation in the superior temporal sulcus, temporoparietal junction and the medial prefrontal cortex | Emotionally challenging Lack of eye contact Lack of perception of social cues and conversational turns-taking |- | PL | Hyperactivation in the superior temporal gyrus, left lingual gyrus, middle occipital gyrus and the thalamus Hypoactivation in the bilateral medial temporal gyrus, bilateral anterior insula and left interior parietal lobule | Struggle to interpret figurative language, facial expressions and understand humours Unable to identify communicative intents Lack of interest for initiating shared social interaction |} </div> Adapted from Duval{{sp}} et al. (2023) ===[[w:_https://en.wikipedia.org/wiki/Attention_deficit_hyperactivity_disorder|Attention deficit hyperactivity disorder]] (ADHD)=== The DSM-5 identifies ADHD as two distinct inattention and/or hyperactivity-impulsivity types. Of those, three subtypes of ADHD were specified: (1) ADHD-I as predominantly inattentive, (2) ADHD-H as predominantly hyperactive/impulsive and (3) the most common form of ADHD-C as combined inattentive and hyperactive/impulsive. In reality, children with ADHD are often found to be constantly irritated and unable to concentrate on tasks especially of little interest{{f}}. They tend to display disruptive behaviours and act out of control across contexts as a result of an inability to inhibition{{f}} (see Table 2). The [[w:_https://en.wikipedia.org/wiki/Prefrontal_cortex|prefrontal cortex]] (PFC), as part of the large [[w:_https://en.wikipedia.org/wiki/Frontal_lobe|frontal lobes]] in our [[w:_https://en.wikipedia.org/wiki/Brain|brain]], is considered as an inhibitory centre allowing us ample time to process contextual and sensory inputs to decide where we are, where we want to go then take purposeful and controllable actions in order to get there. Thus, the ability to inhibit is of great importance in [[w:_https://en.wikipedia.org/wiki/Executive_functions|executive function]] including planning and self-regulatory skills. However, the impaired connection between the PFC and other parts of the brain hinders abilities to filter incoming stimuli to prioritise ([[w:_https://en.wikipedia.org/wiki/Basal_ganglia|basal ganglia]]), to determine appropriately emotional reactions ([[w:_https://en.wikipedia.org/wiki/Limbic_system|limbic system]]) and to manage the sense of time ([[w:_https://en.wikipedia.org/wiki/Cerebellum|cerebellum]]). These deficiencies, resulting from an under-functioning PFC, can lead to other executive dysfunctions – leaving ADHDers with classic symptoms of disorganisation, poor [[w:_https://en.wikipedia.org/wiki/Time_management|time management]], lack of [[w:_https://en.wikipedia.org/wiki/Foresight|foresight]] and reaction without consideration of all available options.{{f}} Additionally, it {{what}} appears in ADHD that when the specific [[w:_https://en.wikipedia.org/wiki/Neurotransmitter|neurotransmitter]] [[w:_https://en.wikipedia.org/wiki/Dopamine|dopamine]] is released into the [[w:_https://en.wikipedia.org/wiki/Synapse|synapse]], the altered dopamine signalling prevents it from reaching the target [[w:_https://en.wikipedia.org/wiki/Neuron|neuron]] on the other side of the synapse. This leaves the brain with less dopamine than it requires to function properly and thus causes the disrupted flow of information between the frontal lobes and other parts of the brain in order to inhibit other brain activities for self-directed regulation. In turn, the abnormally low levels of dopamine across the brain regions directly impact on higher functions of concentration, [[w:_https://en.wikipedia.org/wiki/Problem_solving|problem-solving]] and [[w:_https://en.wikipedia.org/wiki/Decision-making|decision-making]], which relates to symptoms of inattention and [[w:_https://en.wikipedia.org/wiki/Impulsivity|impulsivity]].{{f}} Table 2. ''Difficulties associated with ADHD'' <div align="left"> {| class="wikitable" ! '''Attention''' ! '''Organisation''' ! '''Hyperactivity''' ! '''Impulsivity''' |- | Inability to stay focused on tasks | Inability to organise or complete tasks | Being fidgety | Inability to wait for turns |- | Inability to inhibit distractions | Poor time management | Talking excessively | Interrupting |- | Frequently careless mistakes | Absentmindedness | Feeling restless or constantly "on the go" | Intruding |- | Appearance of not listening or paying close attention | Loss of important things or belongings | Inability to play or stay quietly | Blurting out answers |} </div> Adapted from APA (2013). ===[[w:_https://en.wikipedia.org/wiki/Obsessive%E2%80%93compulsive_disorder|Obsessive-compulsive disorder]] (OCD)=== The DSM-5 classified OCD as one of the anxiety-related disorders with the presence of either obsessions or compulsions or both. Obsessions are unwanted and nonsense but intrusive thoughts, mental images or urges often arisen from periods of [[w:_https://en.wikipedia.org/wiki/Anxiety|anxiety]] or distress. Accordingly, compulsions are performed as repetitive behaviours (hand washing in response to fear of contamination, rechecking in prevention of harm) or mental acts (counting, silently repeating words/phrases and the need for [[w:_https://en.wikipedia.org/wiki/Symmetry|symmetry]]) in attempts to decrease the level of anxiety caused by obsessions (APA, 2013) following rigid rules. These behaviours must become clearly excessive, unreasonable, unrealistic and time-consuming (1 – 3 hours per day) to the extent that cause severe distress and impair general life functioning before a diagnosis can be considered. Once confirmed, additional attention should be paid for tics of approximately 30% at lifetime risk and other possible related disorders such as [[w:_https://en.wikipedia.org/wiki/Body_dysmorphic_disorder|body dysmorphic disorder]], skin picking disorder and [[w:https://en.wikipedia.org/wiki/Trichotillomania|trichotillomania]]. [[w:_https://en.wikipedia.org/wiki/Functional_imaging|Functional imagining]] studies in OCD have shown it specifically linked to structural abnormalities in various brain regions including the [[w:_https://en.wikipedia.org/wiki/Orbitofrontal_cortex|orbitofrontal cortex]] (OFC), [[w:_https://en.wikipedia.org/wiki/Anterior_cingulate_cortex|anterior cingulate cortex]] (ACC), [[w:_https://en.wikipedia.org/wiki/Striatum|striatum]] and [[w:_https://en.wikipedia.org/wiki/Thalamus|thalamus]] (see Table 3) (Huey et al., 2008). Table 3. ''OCD and the brain'' <div align="left"> {| class="wikitable" ! '''Brain areas''' ! '''Functions''' ! '''Differences in OCD''' |- | OFC | Reasoning, reward learning and social behaviours | Difficulty modifying behaviour in change of reward. Hyperactivity in disruption of social and emotional behaviours |- | ACC | Error detection, decision making and emotional regulation | Hyperactivation linked to anxiety and perfectionism |- | Thalamus | Sensory processing and movement signals | Altered signals in relation to compulsions |- | Striatum | Movement | Hyperactivity affects compulsive behaviours |} </div> Adapted from Huey et al. (2008) {{Robelbox|theme=8|title=Quiz}} <quiz display=simple> {Which neurodivergent condition is characterised by a need to perform rituals over and over again, an unnatural concern with order or symmetry, and fear of contamination or dirt? |type="()"} - ADHD - OCD + ASD </quiz> {{Robelbox/close}} ==The relationship between trauma and NDCs == Research indicates the interconnection between trauma and neurodivergence due to overlapping symptoms, with both impacting brain development and function resulting in altering behaviours (AI-Attar & Worthington, 2024). [[w:_https://en.wikipedia.org/wiki/Comorbidity|Comorbidities]] thus exist between neurodivergences and trauma- and stressor-related disorders. Comparing to the neurotypical population, there is a great tendency for neurodivergent individuals, with a history of traumatic experiences, to develop associated traumas such as [[w:_https://en.wikipedia.org/wiki/Childhood_trauma|childhood trauma]], [[w:_https://en.wikipedia.org/wiki/Interpersonal_trauma|interpersonal trauma]] or [[w:_https://en.wikipedia.org/wiki/Post-traumatic_stress_disorder|post-traumatic stress disorder]] (PTSD){{f}}. In fact, Gajwani and Minnis (2022) found that childhood trauma or [[w:_https://en.wikipedia.org/wiki/Adverse_childhood_experiences|adverse childhood experiences]] (ACEs) of childhood maltreatment in particular and the term they coined as “neurodevelopmental conditions” (consisting of ADHD, ASD) are unlikely to occur in isolation, creating a double jeopardy of long-term negative health impacts associated with potent risks of stress responses and maladaptive coping behaviours (Wilson et al., 2024). A further study, aiming to investigate the relationship between NDs and ACEs, was conducted by Wilson (2024) and colleagues of 5,395 English residents aged 18 years and above using 1-item ND and 9-item ACEs self-reports to measure their general health and mental wellbeing. Findings indicated that comparing to a nearly half of neurotypical (NT) people, almost three quarters of ND people had experienced at least one ACE (or interpersonal trauma), defined as physical or [[w:_https://en.wikipedia.org/wiki/Sexual_abuse|sexual abuse]]; physical or emotional [[w:_https://en.wikipedia.org/wiki/Neglect|neglect]]; and other familial [[w:_https://en.wikipedia.org/wiki/Stressor|stressors]] including being raised by a single parent, witnessing [[w:_https://en.wikipedia.org/wiki/Domestic_violence|domestic violence]]; having a household member who was illegally arrested, mentally ill or suicidal, or abusing alcohol and/or other drugs (also see Kalisch et al., 2025). [[File:Lasting affects of Adverse Childhood Experiences.png|thumb|404x404px|'''Figure 2.''' Lasting effects of ACEs]] Importantly, the research team also found that comparing to the NT sample population, ND individuals, consisting of all those with an official diagnosis; being self-diagnosed and suspecting, were significantly likely at 4.9 times to experience more than 4 ACEs, at twice to experience 2 – 3 ACEs and 1.6 times to experience 1 ACE{{f}}. Thus, these findings suggested the higher prevalence of ACEs amongst ND individuals, the greater impacts on their overall health and wellbeing over the course of their life. In other words, ACEs can predict a wide range of serious health problems into adulthood such as [[w:_https://en.wikipedia.org/wiki/Depression|depression]], [[w:_https://en.wikipedia.org/wiki/Obesity|obesity]], alcohol and/or other drugs abuse, impaired life functioning (including [[w:_https://en.wikipedia.org/wiki/Education|education]] and [[w:_https://en.wikipedia.org/wiki/Employment|employment]]), childhood or developmental trauma and dissociation. And that, the more ACEs, the greater the likelihood of developing these health-related problems later in life (see Figure 2). ===Attachment theory and ACEs=== As John Bowlby, the British psychologist, developed his [[w:_https://en.wikipedia.org/wiki/Attachment_theory|attachment theory]], he saw attachment as a secure base that explained the early emotional bonds between infants and caregivers{{f}}. This primary attachment bond is considered vital for survival and social/emotional development as it helps shape relationships throughout life (Khadka, 2022). Accordingly, the more responsive the adult is to the child, the stronger the attachment and the more likely the child will develop healthy ways in response to the world around him. Bowlby’s (1969) original work was intensively expanded later on by Mary Ainsworth (1978){{ic|not in references}}, who conducted the “[[w:_https://en.wikipedia.org/wiki/Strange_situation|strange situation]]” experiment aiming to assess how the 12- to 18-month-old children responded to brief periods of separations then reunions with their caregivers and identifying four different attachment styles of [[w:_https://en.wikipedia.org/wiki/Secure_attachment|secure]], anxious-ambivalent, avoidant and disorganised. [[w:_https://en.wikipedia.org/wiki/Secure_attachment|Secure attachment]] tends to develop if the caregiver shows consistent nurturing behaviours with delicate levels of physical interactions (e.g., holding their babies) and “affect attunement” (e.g., making them feel understood and their needs met) (also see Newman et al., 2015). As these children grow into adulthood, histories of responsive and reliable interactions from early life, in turn, form a foundation of “[[w:_https://en.wikipedia.org/wiki/Internal_working_model_of_attachment|internal working models]]” for emotional security as part of a formula for relationships (AI-Attar & Worthington, 2024). On the contrary{{g}}, children with insecure (anxious-ambivalent or avoidant) and disorganised attachment styles – perhaps resulted by experiencing abuse and neglect – often become very defensive, hypervigilant to the surroundings and sensitive to slight changes to the extent that they may overreact to situations, easily be withdrawn or lose control of impulses{{f}}. ===ACEs and interpersonal trauma=== It is believed that these children may grow up with frequent moments of misattunement in the transition between affective states, which not only ruptures the attachment bond but hinders the development of self-regulation skill (Khadka, 2022). Such disrupted attachment to a primary caregiver (e.g., a neglectful parent who failed to provide unconditional love and bond to a child because s/he was mentally ill or traumatised) can be counted towards some forms of abuse and neglect (Cross et al., 2017). Other early experiences, linked to the [[w:_https://en.wikipedia.org/wiki/Interpersonal_trauma|interpersonal trauma]], might include [[w:_https://en.wikipedia.org/wiki/Bullying|bullying]] and domestic violence outside of home (e.g., school, neighbourhood or local communities) (Kalisch et al., 2025). While single-event PTSD is quite straightforward, prolonged and repeated exposure to these multiple forms of interpersonal traumas can consequently results in complex trauma or PTSD (Kliethermes et al., 2014; Maercker et al., 2022). ===Complex trauma and PTSD=== Humans are vulnerable and that {{g}} anyone of us can get PTSD upon exposure to [[w:_https://en.wikipedia.org/wiki/Traumatic_event|traumatic events]]. However, certain factors can heighten the risk of developing PTSD and one of which is the long lasting consequences of disorganised attachment patterns (Khadka, 2022; Kliethermes et al., 2014). It is particularly important to explore ACEs in the high-risk population of NDs (e.g., ADHD, OCD and especially ASD), in which multiple ACEs can highly be identified (AI-Attar & Worthington, 2024). Having said that, combined factors such as the exposure frequency (repeated, long-term) and exposure outcomes (affected emotional and behavioural dysregulation, altered self-perception and relationship/attachment issues) are commonly known in [[w:_https://en.wikipedia.org/wiki/Complex_post-traumatic_stress_disorder|complex trauma]], indicating the diversity and severity of trauma symptoms as well as involving the requirement for longer duration and combination of treatment modalities (AI-Attar & Worthington, 2024; Kliethermes et al., 2014). The impact of complex trauma tends to worsen amongst the population of children and adolescence following their critical developmental periods, which disrupts the [[w:_https://en.wikipedia.org/wiki/Identity_formation|identity formation]] as a result. Complex trauma or PTSD is sometimes misdiagnosed as neurodivergent conditions{{f}}. Thus, another view holds that complex trauma significantly impairs one’s [[w:_https://en.wikipedia.org/wiki/Self-concept|self-concept]], psychological wellbeing, attachment capabilities (e.g., bonding, intimate relationships) and social interaction, which necessitate a comprehensive assessment considering differential diagnoses for trauma to be ruled out of its greatly associated conditions in order to provide properly individualised treatment and care plans (Gajwani & Minnis, 2022). According to Miller and Brock (2017){{ic| not in references}}, trauma victims may be at high risk for OCD with obsessive thoughts, negative feelings and restricted or repetitive behaviours, perhaps resulting from ACEs, to prevent them from reoccurring; these symptoms can, in turn, be accompanied with excessive worry, phobias, panic attacks and compulsive behaviours (as cited in AI-Attar & Worthington, 2024). For example, a victim of rape or sexually abuse compulsively washes herself in response to obsessive feelings of being contaminated and become inbound or avoid public places. Affected dysregulation such as difficulties in regulating [[w:_https://en.wikipedia.org/wiki/Emotion|emotions]], controlling [[w:_https://en.wikipedia.org/wiki/Impulse|impulses]] and seeking [[w:_https://en.wikipedia.org/wiki/Attention|attention]] (e.g., emotional outbursts, aggression, rule breaking, restlessness) can easily be labeled as ADHD. Other trauma-related symptoms include misunderstanding of [[w:_https://en.wikipedia.org/wiki/Social_cue|social cues]] or intentions, inability to identify emotions, (sensory) [[w:_https://en.wikipedia.org/wiki/Sensitivity|sensitivity]], [[w:_https://en.wikipedia.org/wiki/Hypervigilance|hypervigilance]] (e.g., sustained scanning for threats) and dissociation due to feeling unsafe, which can be mistaken for typically autistic processing deficits especially in relation to ToM/PL skills.{{f}} ==Interventions and support strategies== {{ic|Include an introductory paragraph before branching into sub-sections}} ===[[w:_https://en.wikipedia.org/wiki/Pharmacotherapy|Pharmacotherapy]]=== The increasing prevalence of ND individuals, identified as having ASD with comorbid ADHD (25 – 28%) and OCD (7 – 10%) can become a source of stress for caregivers (Deb, Roy & Limbu, 2023). The nature of these conditions may be seen as being anxious or depressed, underlying challenging behaviours as the results of cognitive and psychosocial functioning difficulties. This has led to the significant rise (64% as at 2014) in the use of medication (e.g., psychotropics and [[w:_https://en.wikipedia.org/wiki/Mood_stabilizer|mood stabilisers]]) as preferred treatment within the population of children and adolescents. For example, stimulants improve [[w:_https://en.wikipedia.org/wiki/Aggression|aggression]] in developing children with ADHD and reduce anxiety when ADHD with comorbid [[w:_https://en.wikipedia.org/wiki/Anxiety_disorder|anxiety disorder]] (e.g., OCD). However, there is a call for alternative practices in place to avoid overmedication due to concerns around pharmacological intervention, which involve long-term, severe side effects and conflicting findings whether it cures the conditions (Deb, Roy & Limby, 2023). [[w:_https://en.wikipedia.org/wiki/Pharmacotherapy|Pharmacotherapy]] alone do{{g}} not cure PTSD and is highly unlikely to be recommended for young children with PTSD. However, in some cases, relieving symptoms of depression and anxiety can help facilitate other forms of treatment for success (Maercker et al., 2022){{ic|not in references}}. ===[[w:_https://en.wikipedia.org/wiki/Psychotherapy|Psychotherapy]]=== '''Mindfulness''' [[w:_https://en.wikipedia.org/wiki/Mindfulness|Mindfulness]] practice is referred as the ability to intentionally shift focus and intention on [[w:_https://en.wikipedia.org/wiki/Feeling|feelings]], [[w:_https://en.wikipedia.org/wiki/Thought|thoughts]] and bodily experiences in the present moment (Cross et al., 2017). For individuals with neurodivergent conditions such as ADHD and/or ASD ([[w:_https://en.wikipedia.org/wiki/Neurodevelopmental_disorder|neurodevelopmental disorders]] associated with altered brain structures and cognitive/behavioural functioning difficulties) as well as those with complex trauma, mindfulness can be considered a useful tool for stress release and [[w:_https://en.wikipedia.org/wiki/Emotional_self-regulation|emotional self-regulation]] (Cross et al., 2017; Patilima, 2025). Without any mental efforts for change or control, individuals are reaching [[w:_https://en.wikipedia.org/wiki/Self-awareness|self-awareness]] and a greater understanding of their inner experiences in a nonjudgemental and accepting perspective{{explain}}. '''Attachment-based family therapy (ABFT)''' Considering the learning aspects of [[w:_https://en.wikipedia.org/wiki/Attachment_theory|attachment theory]], the ABFT has recently been adjusted as transdiagnostic treatment for various disorders including attachment-related traumas and emotions (Van Vlierberghe et al., 2023). While this approach does not directly focus on neurodivergences, it does focus on addressing the foundation of emotional and attachment insecurities, underlying difficult behaviours, affected regulation and maladaptive coping strategies. With attachment-focused parenting through its core, the 16-session family intervention, incorporating five therapeutic tasks, aims to assist parents in rebuilding a secure base for their 8- to 12 year-old children to redevelop a safe relationship based on unconditional love and acceptance. Under ABFT, much more attention is given to what is happening beneath the behaviour and within the family. Thus, families are required to alternatively complete child-only, parent-only and parent-child tasks. Child- (Task 2) and parent-only (Task 3) sessions not only give the therapist opportunities to build strong [[w:_https://en.wikipedia.org/wiki/Therapeutic_relationship|therapeutic relationships]] with individuals but also help with identifying emotional needs and life stressors which affect parenting styles and contribute to attachment insecurities. Most importantly, other parent-child together sessions are central to the therapy in terms of both attachment and familial relationship repair. Other potential interventions in clinical settings, which utilise the attachment needs and caregiving practices are listed in Newman et al. (2015) as Circle of Security, Watch, Wait and Wonder, and Video Interaction Guidance. '''Trauma-focused therapies''' Results from a multi-level meta-analysis, conducted by Hoogsteder (2022) and colleagues, indicated that both [[w:_https://en.wikipedia.org/wiki/Eye_movement_desensitization_and_reprocessing|Eye movement desensitisation and reprocessing]] (EMDR) and [[w:_https://en.wikipedia.org/wiki/Trauma_focused_cognitive_behavioral_therapy|Trauma-focused cognitive behavioural therapy]] (TF-CBT) can be significantly effective (large effect d = 1.123) in the reduction of trauma symptoms (especially those of PTSD in older adolescents). However, the comparative efficacy between EMDR and TF-CBT requires further investigation with the inclusion of larger amounts of studies especially for EMDR (Hoogsteder et al., 2022). Originally employed by Dr. Francine Shapiro in 1987 for survivors of war, rape and molestation, [[w:_https://en.wikipedia.org/wiki/Eye_movement_desensitization_and_reprocessing|EMDR]] has now becoming an eight-phase comprehensive treatment plan for diverse traumatic experiences across ages. The rhythmic set of (bilateral) eye movements, whilst processing [[w:_https://en.wikipedia.org/wiki/Traumatic_memories|traumatic memory]], is believed to lessen the emotional impact of upsetting experiences. Consequently, negative images, thoughts and feelings identified as trauma symptoms, will be either reduced, eliminated or replaced with positive responses. This is because rapid eye movements stimulate electrical connections and activate parts of brain regions that process [[w:_https://en.wikipedia.org/wiki/Memory|memories]]. Also, a focus on eye movement provides distraction from the pain of intrusive memories while processing them with adaptive [[w:_https://en.wikipedia.org/wiki/Cognition|cognitions]]{{f}}. [[w:_https://en.wikipedia.org/wiki/Trauma_focused_cognitive_behavioral_therapy|TF-CBT]] is an evidence-based treatment recommended for children aged 5 and above experiencing interpersonal and complex trauma (Kalisch et al., 2025; Maercker et al., 2022). TF-CBT treatment plan usually involves both individual child sessions and joint sessions with a non-offending caregiver. It incorporates essential components of cognitive behavioural techniques and trauma-sensitive interventions (e.g., [[w:_https://en.wikipedia.org/wiki/Psychoeducation|psychoeducation]], [[w:_https://en.wikipedia.org/wiki/Relaxation_technique|relaxation techniques]], [[w:_https://en.wikipedia.org/wiki/Cognitive_processing_therapy|cognitive processing]] and [[w:_https://en.wikipedia.org/wiki/Narrative_exposure_therapy|narrative exposure]]). Research shows TF-CBT significantly improve core symptoms of PTSD with a moderate to large effect size (Maercker et al., 2022). ===Environmental and social supports=== As [[w:_https://en.wikipedia.org/wiki/Hypothalamic-pituitary-adrenal_axis|hypothalamic-pituitary-adrenal (HPA) axis]] dysfunction is not present in all individuals experiencing trauma, especially those found neurobiologically resilient, Cross et al. (2017) recommended some protective factors to make any environments sensorily safe for them. These recommendations include offering opportunities for supportive relationships (e.g., friends, carers, partners or other significant others) as buffers while stress is happening or during stressful events (Kalisch et al., 2025). It can also be useful for mental healthcare professionals to take into consideration the environments, in which individuals live and spend most of their time (e.g., home, school, local communities) with ongoing trauma exposure and received threats, may impede interventions (Cross et al., 2017). Modifications that apply [[w:_https://en.wikipedia.org/wiki/Trauma-informed_approaches_in_education|trauma-informed educational practices]], such as individualised learning plans, [[w:_https://en.wikipedia.org/wiki/Universal_Design_for_Learning|universal design for learning]], flexible (seating) and sensory-friendly classroom arrangements (sensorily safe space, visual aids, checklists/planners, relaxation strategies), can help reduce anxious, dissociative behaviours, promote learning and engagement in classroom contexts, and therefore improve academic outcomes (Patilima, 2025). Additionally, early access to mental health networks for families of neurodivergent children experiencing trauma, have positive conversations around diversity and acceptance and participate in peer mentoring programs can provide these students with support and guidance to navigate social situations with confidence and build [[w:_https://en.wikipedia.org/wiki/Social_skills|interpersonal skills]] overtime (Cross et al., 2017; Patilima, 2025). ==Conclusion== but This chapter recognises the interplay between neurodivergence and trauma. It also shows possible directions to follow in the selection of methods and trying them out in order to address individual needs of each child for effective support and healing. Trauma can cause alterations in brain structure and function involving the [[w:_https://en.wikipedia.org/wiki/Hippocampus|hippocampus]], [[w:_https://en.wikipedia.org/wiki/Prefrontal_cortex|prefrontal cortex]] and [[w:_https://en.wikipedia.org/wiki/Amygdala|amygdala]], which result in neurodivergent traits such as heightened anxiety, sensitivity, sensory, emotional and cognitive processing dysfunction (Cross et al., 2017). Reversely{{awkward}}, neurodivergent individuals can highly likely be susceptible to experiencing trauma, as the results of misunderstanding, mislabeling, underrepresentation and possible societal stigma. This can then create a cycle where trauma symptoms and neurodivergent traits exacerbate each other, making it vital to identify and address them both in any treatment plan. The type and intensity of selected treatment should depend on the type and severity of NDCs and traumatic experiences. However, any intervention and support strategies should not aim to change these individuals, but rather to help them cope with their problems and learn to function life matters in healthier ways. ==See also== * [[wikipedia:Attachment_theory|Attachment theory]] (Wikipedia) *[[w:DSM-5|DSM-5]] (Wikipedia) * [[Evidence-based assessment/Rx4DxTx of PTSD|Evidence-based assessment/Rx4DxTx of PTSD]] (Wikiversity) * [[w:Psychological trauma|Psychological trauma]] (Wikipedia) * [[Motivation and emotion/Book/2024/Trauma-informed education|Trauma-informed education]] (Book chapter, 2024) ==References== {{Hanging indent|1= Al-Attar, Z., & Worthington, R. (2024). Trauma or autism?–understanding how the effects of trauma and disrupted attachment can be mistaken for autism. Advances in Autism, 10(3), 120-134. https://doi.org/10.1108/AIA-07-2023-0041 Butcher, L., Lane, S. Neurodivergent (Autism and ADHD) student experiences of access and inclusion in higher education: an ecological systems theory perspective. High Educ 90, 243–263 (2025). https://doi.org/10.1007/s10734-024-01319-6 Cross, D., Fani, N., Powers, A., & Bradley, B. (2017). Neurobiological development in the context of childhood trauma. ''Clinical psychology: science and practice'', ''24''(2), 111–124. https://doi.org/10.1111/cpsp.12198 Deb, S., Roy, M., & Limbu, B. (2023). Pharmacological management of psychopathology in people with intellectual disabilities and/or autism spectrum disorder. BJPsych Advances, 29(5), 322-333. https://doi.org/10.1192/bja.2022.61 Duvall, L., May, K. E., Waltz, A., & Kana, R. K. (2023). The neurobiological map of theory of mind and pragmatic communication in autism. Social Neuroscience, 18(4), 191-204. https://doi.org/10.1080/17470919.2023.2242095 Gajwani, R., & Minnis, H. (2023). Double jeopardy: implications of neurodevelopmental conditions and adverse childhood experiences for child health. ''European Child & Adolescent Psychiatry'', ''32''(1), 1–4. https://doi.org/10.1007/s00787-022-02081-9 Hoogsteder, L. M., Ten Thije, L., Schippers, E. E., & Stams, G. J. J. (2022). A meta-analysis of the effectiveness of EMDR and TF-CBT in reducing trauma symptoms and externalizing behavior problems in adolescents. International journal of offender therapy and comparative criminology, 66(6-7), 735-757. https://doi.org/10.1177/0306624X211010290 Huey, E. D., Zahn, R., Krueger, F., Moll, J., Kapogiannis, D., Wassermann, E. M., & Grafman, J. (2008). A psychological and neuroanatomical model of obsessive-compulsive disorder. The Journal of neuropsychiatry and clinical neurosciences, 20(4), 390-408. https://doi.org/10.1176/appi.neuropsych.20.4.390 Grillo VD, Tanini G, Rana FC and Venuti P (2026) Redefining autism in adulthood interventions in and through social virtual environments: an exploratory cross-cultural study. Front. Child Adolesc. Psychiatry 5:1770399. doi: 10.3389/frcha.2026.1770399 Kalisch, L. A., Lawrence, K. A., Howard, K., Basu, S., Gargaro, B., Kypriano, K., Spencer-Smith, M. & Ure, A. (2025). Recommendations Provided to Families of Neurodivergent Children with Histories of Interpersonal Trauma across Two Clinical Assessment Services within a Major Metropolitan Children’s Hospital in Melbourne, Australia. ''Journal of Child & Adolescent Trauma'', ''18''(2), 467–480. https://doi.org/10.1007/s40653-024-00684-9 Khadka, C. (2022). The Evolution of Attachment Theory: From Bowlby to Modern Perspectives. TUTA Journal, 125-140. https://doi.org/10.3126/tutaj.v10i1.74328 Kliethermes, M., Schacht, M., & Drewry, K. (2014). Complex trauma. ''Child and Adolescent Psychiatric Clinics'', ''23''(2), 339–361. http://dx.doi.org/10.1016/j.chc.2013.12.009 Newman, L., Sivaratnam, C., & Komiti, A. (2015). Attachment and early brain development–neuroprotective interventions in infant–caregiver therapy. Translational Developmental Psychiatry, 3(1), 28647. https://doi.org/10.3402/tdp.v3.28647 Patilima, H. (2025). Neurodiversity and trauma in early childhood: Implications for inclusive learning. ''South African Journal of Childhood Education'', ''15''(1), 1–9. https://doi.org/10.4102/sajce.v15i1.1704 Van Vlierberghe, L., Diamond, G., & Bosmans, G. (2023). Middle childhood attachment‐based family therapy: Theory and model description. Family process, 62(3), 1040-1054. https://doi.org/10.1111/famp.12887 Wilson, C., Butler, N., Quigg, Z., Moore, D., & Bellis, M. (2024). Relationships between neurodivergence status and adverse childhood experiences, and impacts on health, wellbeing, and criminal justice outcomes: findings from a regional household survey study in England. ''BMC medicine'', ''22''(1), 592. https://doi.org/10.1186/s12916-024-03821-1 }} ==External links== * [https://www.who.int/news-room/fact-sheets/detail/post-traumatic-stress-disorder Post-traumatic stress disorder] (World Health Organization) * [https://www.youtube.com/watch?v=8gm-lNpzU4g We can prevent ACEs] (Youtube) * [https://www.verywellmind.com/what-is-attachment-theory-2795337 What is attachment theory?] (Verywell Mind) * [https://www.verywellmind.com/emdr-for-panic-disorder-2584292 What is EMDR Therapy?] (Verywell Mind) * [https://www.verywellmind.com/what-are-the-effects-of-childhood-trauma-4147640 Understand the Effects of Childhood Trauma] (Verywell Mind) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Neurodiversity]] [[Category:Motivation and emotion/Book/Trauma]] nceaddmwmphm3lld19zlh3rttcytdhc 0 322955 2822584 2763475 2026-08-17T22:45:44Z Jtneill 10242 /* Overview */ 2822584 wikitext text/x-wiki {{title|AI use, cognitive load, and motivation: <br>How does generative AI reduce cognitive effort, and what are the motivational consequences?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Person on laptop Wikicurious Charlotte.jpg|Person_on_laptop_Wikicurious_Charlotte|thumb|200px|'''Figure 1.''' Student using generative AI to complete an assignment]] ;Scenario David has an essay due at the end of the week and feels overwhelmed. He struggles to start, as his mind is occupied with recalling concepts, planning the structure, and worrying about the deadline. Turning to a generative AI tool, David quickly receives a structured outline with key points and examples. This reduces his cognitive load, allowing him to focus on refining arguments and adding personal insights. As he gains a sense of control over the assignment and experiences increased competence, he begins to enjoy the task and views it as an opportunity to develop his skills. {{RoundBoxBottom}} [[wikipedia:Cognitive_load|Cognitive load theory]] suggests that [[wikipedia:Working_memory|working memory]] has limited capacity and can only hold so much information at once. To manage this, tasks can be offloaded to external tools, preserving mental effort. Generative AI is emerging as a powerful tool for cognitive offloading, providing immediate, personalised support for routine and complex tasks. This can make tasks more manageable and enhance feelings of competence and autonomy. However, over-reliance on AI may reduce intrinsic motivation by limiting task engagement, independent problem-solving, and confidence in completing tasks unassisted. It is therefore important to examine how AI reduces cognitive load and what the motivational consequences might be. Although AI can be applied across various contexts to reduce cognitive load and influence motivation, this chapter primarily focuses on learners and educational settings, reflecting the main contexts in which research has been conducted. {{RoundBoxTop|theme=11}} ;Focus questions [[File:Crystal Clear app ktip.svg|left|20px|]] *What is cognitive load theory? *How does generative AI reduce cognitive load? *What is self-determination theory? *How does reducing cognitive load with generative AI affect motivation? {{RoundBoxBottom}} == Generative artificial intelligence == {{multiple image|Logotipo y favicon de ChatGPT|150px|align=right|direction=vertical|header=Figure 2. Generative AI tools|image1=Open ai.jpg|caption1=OpenAI's ChatGPT|image2=Google Gemini logo.svg|caption2=Gemini by Google}} [[wikipedia:Generative_artificial_intelligence|Generative artificial intelligence]] (GenAI) refers to technologies that use [[w:Machine_learning|machine learning]] to create new content, such as text, images, audio, and video (Martin et al., 2025). AI systems, which were once limited to routine and repetitive tasks, can now work alongside humans on more complex and cognitively demanding problems by analysing patterns in large datasets and generating outputs in response to human input (Wu et al., 2025). There has been rapid uptake of GenAI around the world, transforming the nature and structure of many professional tasks and reshaping teaching and learning in educational settings (Martin et al., 2025; Wu et al., 2025). Frequently used GenAI applications include [[w:ChatGPT|ChatGPT]], [[w:Claude_(language_model)|Claude]], [[w:Microsoft_Copilot|Microsoft Copilot]], and [[w:Gemini_(chatbot)|Gemini]] (See figure 2) (Martin et al., 2025). == Cognitive load and cognitive offloading == {{ic|Include an introductory paragraph before branching into sub-sections}} === Cognitive load theory === [[wikipedia:Cognitive_load|Cognitive load theory]] explains the amount of mental effort required to process information. Human [[w:Working_memory|working memory]] has limited capacity, which constrains how much information can be processed at once. The theory highlights the load imposed on working memory by a given task and emphasises that instructional design should optimise cognitive resources to reduce overload and enhance learning efficiency (Gkintoni et al., 2025; Sweller et al., 2011). Broadly, there are three types of cognitive load: '''Intrinsic load''' refers to the inherent difficulty of the material being learned. Some tasks are naturally more complex than others, such as solving advanced mathematical problems compared to simple arithmetic. The level of intrinsic load depends on the nature of the content and the learner’ level of knowledge, with more unfamiliar or abstract information placing greater demands on working memory. As such, intrinsic cognitive load cannot be altered except by altering what is learned or the levels of expertise of the learners (Sweller et al., 2011). In an educational context, teachers can manage intrinsic cognitive load by presenting instructional material that is appropriate to students' level of knowledge (Martin et al., 2021). '''Extraneous load''' is caused by the way information is structured and presented (Martin et al., 2021). It occurs when unclear instructions, irrelevant details, or poorly designed materials place unnecessary demands on working memory. Such overload interferes with learning, as learners must process too many elements simultaneously (Sweller et al., 2011). Unlike intrinsic cognitive load, extraneous cognitive load should always be reduced and under no circumstances increased (Sweller et al., 2011). In an educational context, teachers can manage extraneous load by presenting instructional material sequentially, clearly, and explicitly to students (Martin et al., 2021). Cognitive load theory is primarily concerned with identifying techniques to reduce extraneous cognitive load (Sweller et al., 2010). '''Germane load''' facilitates meaningful cognitive processing that is essential for [[w:Schema_(psychology)|schema]] formation and deep learning (Gkintoni et al., 2025). It relates to the working memory resources that the learner uses to process and understand the information (Sweller, 2010). While extraneous load should be minimised, germane load is beneficial and can be encouraged through instructional techniques like self-explanation, elaboration, and active retrieval practice (Gkintoni et al., 2025). For example, if students are prompted to question the rationale behind factual information rather than simply memorising it, they actively engage with the material, creating richer connections between schemata, improving long-term retention (Gkintoni et al., 2025). '''Table 1.''' The three types of cognitive load {| class="wikitable" |'''Intrinsic load''' |Inherent difficulty of the task (Can’t easily change) |- |'''Extraneous load''' |Unnecessary effort caused by poor design (Should be reduced) |- |'''Germane load''' |Meaningful cognitive processing (Should be encouraged) |} === Cognitive offloading === {{multiple image|align=right|direction=vertical|width=200|header=Figure 3. External tools|image1=Windows 8.1 Calculator.png|alt1=|class1=bg-transparent|caption1=Calculator|image2=A screenshot of suggestions by Google Search when "wikip" is typed.png|alt2=Colored dice with checkered background|caption2=Internet search engine}} [[wikipedia:Cognitive_load|Cognitive offloading]], as described by Risko and Gilbert (2016) involves using external tools to reduce the mental effort and cognitive demands of a task. Because working memory is limited in capacity, delegating parts of a task to external aids allows individuals to conserve cognitive resources (Risko & Gilbert, 2016). Research shows that offloading can make tasks more manageable and improve performance across domains such as memory, arithmetic, counting, and spatial reasoning (Risko & Gilbert, 2016). Calculators and the internet are examples of external tools that have transformed the way individuals process, store, and retrieve information (see Figure 3) (Gerlich, 2025). GenAI has emerged as an extension on these tools, capable of performing complex tasks, generating content, and supporting decision-making (Gerlich, 2025). == Generative AI and cognitive load == GenAI has the potential to reduce cognitive effort across multiple dimensions of cognitive load. While Intrinsic load, the inherent complexity of a task, cannot be directly reduced by AI, AI tools can make tasks more manageable by slowing the pace of explanations, providing examples, simplifying concepts, or presenting information in multiple formats. For more advanced students, AI can offer additional challenges to prevent boredom (Hussain et al., 2025). AI can also minimise extraneous load caused by irrelevant or distracting information by filtering out unnecessary information, highlighting important content, organising tasks into smaller, logically ordered blocks, and improving clarity and pacing (Gerlich, 2025; Hussain et al., 2025). Beyond managing difficulty and distractions, AI can also enhance germane load by promoting meaningful learning through interactive and engaging features such as quizzes, flashcards, and simulations, which encourage active recall, self-assessment, and schema development (Hussain et al., 2025). '''Table 2.''' How AI manages the three types of cognitive load {| class="wikitable" |'''Intrinsic load''' |AI can help simplify content to the learner’s level |- |'''Extraneous load''' |AI can remove unnecessary information or clarify instructions |- |'''Germane load''' |AI can structure material and highlight meaningful patterns |} Reducing cognitive load using GenAI has clear benefits: tasks can become more approachable, manageable, and efficient, allowing cognitive resources to be directed to higher-order thinking. While utilisation of AI may be highly beneficial for managing cognitive load, there are also concerns around the consequences excessive reliance on offloading may also have. Reducing the need for engagement in deep, reflective thinking may undermine the intrinsic motivation that drives learning and growth (Fan et al., 2025; Wu et al., 2025). == Motivational theories == Motivation can be defined as the driving force that influences a person’s choices, actions and persistence (Galindo-Domínguez et al., 2025). A large body of theories have emerged to understand individual motivation, such as expectancy-value theory, attribution theory, social cognitive theory, and goal-orientation theory. [[w:Self-determination_theory|Self-determination theory]] (SDT) is one of the most significant frameworks for understanding human motivation (Ryan & Deci, 2000). === Basic psychological needs theory === One mini-theory of SDT is the basic psychological needs theory, which proposes that human well-being and optimal functioning depends on the universal needs for autonomy, competence, and relatedness. The theory argues that all three needs are essential and need to be supported or there will be distinct functional costs (Ryan & Deci, 2000). ==== Competence ==== Competence refers to the need for an individual to develop their skills and experience a sense of mastery (Galindo-Domínguez et al., 2025). AI has the potential to create competence through customised learning, providing tailored learning methods and adapting to accommodate a person’s strengths and weaknesses (Jose et al., 2025; Wu, 2023). This relates to the concept of self-efficacy, which reflects an individual’s belief in their ability to succeed in specific tasks. By offering personalised support and ongoing feedback, AI can strengthen self-efficacy and, in turn, enhance learners’ sense of competence, confidence, and motivation (Wu, 2023). While AI can support competence through personalised learning, other research warns that over-reliance on AI tools may diminish learners’ sense of self-efficacy, and undermine competence (Fan et al., 2025; Jose et al., 2025). ==== Autonomy ==== Autonomy refers to the need to feel a sense of choice in one’s actions and to pursue activities that align with personal values and interests (Galindo-Domínguez et al., 2025). Task engagement increases when individuals perceive that they have control and are the primary agents of their actions (Wu et al., 2025). By providing personalised learning paths, AI tools may support students to engage in activities that align with their interests, allowing them to take ownership of their learning. However, reliance on AI or a lack of ownership over AI-generated content, may weaken an individual’s sense of autonomy (Fan et al., 2025; Jose et al., 2025). ==== Relatedness ==== Relatedness refers to the need for a sense of social connectedness and belonging (Galindo-Domínguez et al., 2025). The immediate responsiveness of AI tools and personalised outputs can make individuals feel connected during otherwise solitary tasks, and as AI becomes more human-like, it may further support this need. However, if users turn to AI instead of seeking guidance from peers and teachers, relatedness may be inhibited (Jose et al., 2025). If engaging with AI tools does provide a sense of relatedness, it may increase the dependence on AI tools as tasks without AI assistance may feel less enjoyable (Wu et al., 2025). [[File:Muhammad Intrinsic vs Extrinsic Motivation.png|thumb|'''Figure 4. Comparison of intrinsic and extrinsic motivation'''|274x274px]] === '''Intrinsic and extrinsic motivation''' === Intrinsic motivation refers to the desire to engage in a task out of enjoyment, curiosity, or a sense of fulfilment. People who are intrinsically motivated complete a task because it feels rewarding or meaningful. Extrinsic motivation, on the other hand, occurs when people engage in a task for the outcome, such as rewards, punishments, or a response from others. Figure 4 shows two children playing sports: one plays for enjoyment, representing intrinsic motivation, while the other plays to earn a reward, illustrating extrinsic motivation. Intrinsic motivation is the preferred motivator of behaviour as it drives high-quality engagement, supporting sustained effort and deeper satisfaction. According to SDT, intrinsic motivation arises from fulfilment of the three basic psychological needs (Ryan & Deci, 2000). AI tools can impact these motivational factors either positively or negatively. If AI supports these needs, it fosters intrinsic motivation; if it undermines them, motivation becomes more extrinsic (Wu et al., 2025). == Motivational consequences of AI-based offloading == {{ic|Include an introductory paragraph before branching into sub-sections}} === Positive effects === High cognitive load can overwhelm students, undermining their sense of competence and motivation. The following research suggests that AI tools can reduce this load by personalising learning, enhancing focus, and supporting autonomy, creating conditions that foster intrinsic motivation and deeper engagement. Hussain et al. (2025) discuss that experiencing high cognitive load adds pressure and stress, which reduces students' interests in learning. It can also affect emotional control, with learners having a tendency of giving up easily when they face academic challenges. From an SDT perspective, when the complexity of a task leads to cognitive overload, learners are less likely to feel capable and have their sense of autonomy and competence supported, which in turn undermines their intrinsic motivation to engage. Building on this reasoning, Hussain et al. (2025) sought to evaluate whether AI could make learning easier, more interesting, and more meaningful by reducing cognitive load and personalising responses to learners’ needs. They conducted a study with a sample of 250 university students in Punjab, using a quantitative correlational design to examine associations between AI use, cognitive load, focus, and memory. Their findings revealed a moderate, statistically significant negative correlation between cognitive load and student focus (r = –0.457, p < .001), suggesting that when AI reduces cognitive load, students' engagement with tasks improves. When cognitive load is reduced and feedback is personalised, students may engage more fully with the material, supporting their intrinsic motivation, as described in SDT. Emerging research has expanded on the value of AI tools in supporting highly personalised learning. Gkintoni et al. (2025) conducted a systematic review demonstrating how AI-driven adaptive learning systems, informed by real-time neurophysiological data such as EEG, can optimise cognitive load. By monitoring mental effort, these systems can adjust learning pathways, pacing, difficulty, and feedback to align with each student’s individual needs. The review notes that tools such as portable EEG headsets and brain–computer interfaces could one day be used in classrooms to provide AI with real-time information about an individual student’s cognitive state. Although widespread classroom use of EEG technology may not be practical, the findings are promising: AI can interpret neurophysiological data to understand the relationship between brain activity, cognitive load, and emotions, and adapt learning accordingly. Such insights are valuable for training AI models to recognise cognitive overload and adapt output to support student engagement and feelings of competence. This research and other studies (e.g., Byers, 2024; Chen & Chang, 2024) support the idea that AI can enhance autonomy and competence by reducing cognitive load. It is also theorised that the human-like nature of interactions with AI, and its ability to provide immediate, highly personalised support may also enhance relatedness. However, Chiu et al. (2024) note that this area has not been extensively studied, and it remains unclear how AI, as a form of digital support, satisfies the need for relatedness. Most research suggesting that AI tools can foster intrinsic motivation focuses on short-term effects, with limited evidence of long-term benefits. However, Hussain et al. (2025) provides findings with implications for longer-term outcomes. They found that AI tools enhance deep comprehension and learning by providing opportunities for metacognitive practice, including self-assessment and reflection. Their regression analyses showed a strong positive correlation between AI use and students’ ability to retain information (β = 0.582). If AI improves knowledge retention, learners may approach future tasks with greater perceived autonomy and competence, fostering intrinsic motivation. {{RoundBoxTop|theme=13}} ;Key points * AI tools can reduce mental effort, making tasks easier and more meaningful. * Personalised AI feedback supports deeper engagement and learning. * Deeper task engagement supports autonomy and competence. * AI may support relatedness through human-like interaction. * By improving knowledge retention, AI could have long-term benefits on autonomy and competence. {{RoundBoxBottom}} === Negative effects === While AI can reduce cognitive load and momentarily increase engagement, several studies suggest these benefits may not translate into sustained intrinsic motivation. Fan et al. (2025) conducted an experimental study with 117 university students to explore the effect of AI support on learners’ intrinsic motivation, relative to support from a human expert, a checklist tool, or no support (control). While no significant differences in intrinsic motivation were found across the four groups, descriptive statistics indicated that the control group reported the lowest interest and enjoyment and the highest pressure and tension. Notably, the checklist group reported the highest levels of interest, enjoyment and perceived competence. These findings suggest that receiving any form of support, including AI, may reduce cognitive load by easing pressure and tension and improve short-term engagement, however AI does not appear to enhance perceived competence any more than other supports. Moreover, Fan et al. (2025) raised concerns that by lowering cognitive effort, AI may limit opportunities for deeper learning and long-term motivational development. Excessive reliance on AI could prevent learners from experiencing the disfluency or cognitive difficulty necessary to engage deeper metacognitive processes. This contrasts with Hussain et al. (2025), who suggested that AI can increase germane load and support sustained intrinsic motivation. These differing findings indicate that AI’s impact on germane load, and by extension, on autonomy and competence, may depend on whether it is designed to support learners’ cognitive processing or to replace it. Providing further evidence that AI may limit opportunities for meaningful mental effort, Chen et al. (2025) conducted an experimental study with 160 college students and found that heavy reliance on AI led to measurable declines in cognitive engagement, raising concerns about potential long-term effects on human cognition. Similarly, Gerlich (2025), in a mixed-method study of 669 participants across diverse ages, educational levels, and professions, reported that increased AI use was associated with lower critical thinking skills, with cognitive offloading acting as a mediating factor. As AI tools reduce engagement in critical thinking, users may become accustomed to the ease and convenience of AI-provided solutions (Gerlich, 2025). Jose et al. (2025) emphasise that engagement encompasses both the quality and extent of mental effort. Over-reliance on AI not only reduces this engagement but also impairs the development of independent problem-solving abilities. When learners are no longer challenged to learn and solve problems independently, they may struggle to maintain the sense of satisfaction and competence that reinforces intrinsic motivation (Wu, 2025). If the thinking is done by AI, students may lose not only cognitive engagement but also the intrinsic motivation to learn and solve problems on their own (Jose et al., 2025). This reduction in independent effort can undermine learners’ autonomy, as they may no longer see themselves as the primary agents of their learning, which can also diminish their sense of competence by limiting opportunities to overcome challenges and experience achievement. The need for relatedness can also be undermined when learners rely heavily on AI. If students engage less in collaborative problem-solving, discussion, or peer feedback because AI provides easy solutions, they may feel isolated or disconnected from the learning community. If the needs of autonomy, competence, and relatedness are not supported, individuals are less likely to sustain intrinsic motivation, reducing both engagement and the long-term development of independent learning skills. {{RoundBoxTop|theme=13}} ;Key points *AI may reduce cognitive load, but not necessarily better than other supports. *Over-reliance on AI may limit opportunities for deeper learning and metacognitive engagement. *Heavy AI use can reduce independent problem-solving, lowering satisfaction and perceived competence. *Learners may experience reduced autonomy, seeing themselves as less responsible for their learning. *AI can undermine relatedness by decreasing peer interaction. {{RoundBoxBottom}} ==Conclusion== AI tools reduce cognitive effort by offloading working memory demands, minimising extraneous load, and structuring information to support germane processing. This can make tasks more manageable, enhancing competence and autonomy, and supporting intrinsic motivation in the short term by increasing engagement, focus, and task mastery. However, over-reliance on AI may have negative consequences: it can reduce independent problem-solving, critical thinking, and opportunities for meaningful social interaction, undermining autonomy, competence, and relatedness. While AI can enhance motivation by making tasks easier, depending on it too much may reduce long-term intrinsic motivation if it replaces active effort and reduces confidence in completing tasks independently. {{RoundBoxTop|theme=11}} [[File:Nuvola apps kuser.svg|Nuvola apps kuser|left|20px]] '''Take home message:''' AI is a powerful tool for supporting learning, but its benefits are maximised when it complements, rather than replaces, active cognitive effort, reflective thinking, and collaborative engagement. Long-term motivation and growth depend on maintaining ownership, mastery, and connection in learning. {{RoundBoxBottom}} ==See also== * [[wikipedia:Cognitive_load|Cognitive load]] (Wikipedia) * [[wikipedia:Generative_artificial_intelligence|Generative artificial intelligence]] (Wikipedia) * [[Motivation and emotion/Book/2025/Motivation for using AI companions|Motivation for using AI companions]] (Book chapter, 2025) * [[w:Self determination theory|Self determination theory]] (Wikipedia) ==References== {{Hanging indent|1= Byers, C. M. (2024). AI-Powered Educational Tools and Their Effect on Student Motivation in Online Learning Environments: A Preliminary Study. ''Graduate Student Theses, Dissertations, & Professional Papers.'' 12377. https://scholarworks.umt.edu/etd/12377 Chen, C. H., & Chang, C. L. (2024). Effectiveness of AI-assisted game-based learning on science learning outcomes, intrinsic motivation, cognitive load, and learning behavior. ''Education and Information Technologies'', 29(14), 18621-18642. https://doi.org/10.1007/s10639-024-12553-x Chen, Y., Wang, Y., Wüstenberg, T. Kizilcec, R., Fan, Y., Li, Y., Lu, B., Yuan, M., Zhang, J., Zhang, Z., Geldsetzer, P., Chen S., & Bärnighausen, T. (2025) Effects of generative artificial intelligence on cognitive effort and task performance: study protocol for a randomized controlled experiment among college students. ''Trials'', 26(1), 244. https://doi.org/10.1186/s13063-025-08950-3 Chiu, T. K. (2024). A classification tool to foster self-regulated learning with generative artificial intelligence by applying self-determination theory: A case of ChatGPT. ''Educational technology research and development'', 72(4), 2401-2416. https://doi.org/10.1007/s11423-024-10366-w Fan, Y., Tang, L., Le, H., Shen, K., Tan, S., Zhao, Y., Shen, Y., Li, X., & Gasevic, D. (2025). Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performance. ''British Journal of Educational Technology'', 56(2), 489-530. https://doi.org/10.1111/bjet.13544 Galindo‐Domínguez, H., Delgado, N., Urruzola, M. V., Etxabe, J. M., & Campo, L. (2025). Using Artificial Intelligence to Promote Adolescents' Learning Motivation. A Longitudinal Intervention From the Self‐Determination Theory. ''Journal of Computer Assisted Learning'', 41(2), e70020. https://doi.org/10.1111/jcal.70020 Gerlich, M. (2025). AI Tools in Society: Impacts on Cognitive Offloading and the ''Future of Critical Thinking. Societies'', 15(1), 6. https://doi.org/10.3390/soc15010006 Gkintoni, E., Antonopoulou, H., Sortwell, A., & Halkiopoulos, C. (2025). Challenging cognitive load theory: The role of educational neuroscience and artificial intelligence in redefining learning efficacy. ''Brain Sciences'', 15(2), 203. https://doi.org/10.3390/brainsci15020203 Hussain, S. A., Ayub, F., & Ahmed, N. (2025). Cognitive Load Management Through Adaptive AI learning System Implications for Student Focus and Retention. ''The Critical Review of Social Sciences Studies'', 3(3), 701-719. https://doi.org/10.59075/kpfrdv65 Jose B, Cherian J, Verghis A. M., Varghise S. M., & Joseph S. (2025). The cognitive paradox of AI in education: between enhancement and erosion. ''Frontiers in Psychology'', 16, 1550621. https://doi.org/10.3389/fpsyg.2025.1550621 Martin, A. J., Ginns, P., Burns, E. C., Kennett, R., Munro-Smith, V., Collie, R. J., & Pearson, J. (2021). Assessing Instructional Cognitive Load in the Context of Students' Psychological Challenge and Threat Orientations: A Multi-Level Latent Profile Analysis of Students and Classrooms. ''Frontiers in psychology'', 12, 656994. https://doi.org/10.3389/fpsyg.2021.656994 Martin, A. J., Collie, R. J., Kennett, R., Liu, D., Ginns, P., Sudimantara, L. B., Dewi, E. W., & Rüschenpöhler, L. (2025). Integrating generative AI and load reduction instruction to individualize and optimize students' learning. ''Learning and Individual Differences'', 121, 102723. https://doi.org/10.1016/j.lindif.2025.102723 Risko, E. F., & Gilbert, S. J. (2016). Cognitive Offloading. ''Trends in cognitive sciences'', 20(9), 676–688. https://doi.org/10.1016/j.tics.2016.07.002 Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. ''American Psychologist'', 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68 Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. ''Educational psychology review'', 22(2), 123-138. https://doi.org/10.1007/s10648-010-9128-5 Sweller J., Ayres P., Kalyuga S. (2011). ''Cognitive Load Theory''. Springer. 10.1007/978-1-4419-8126-4 Wu, Y. (2023). Integrating generative AI in education: how ChatGPT brings challenges for future learning and teaching. ''Journal of Advanced Research in Education'', 2(4), 6-10. https://doi.org/10.56397/JARE.2023.07.02 Wu, S., Liu, Y., Ruan, M., Chen, S., & Xie, X. Y. (2025). Human-generative AI collaboration enhances task performance but undermines human’s intrinsic motivation. ''Scientific Reports'', 15(1), 15105. https://doi.org/10.1038/s41598-025-98385-2 }} == External links == * [https://aicompetence.org/cognitive-load-theory-ai/ Cognitive load theory & AI] (AI competence) * [https://selfdeterminationtheory.org/the-theory/ Self-determination theory] (Centre for self-determination theory) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Artificial intelligence]] [[Category:Motivation and emotion/Book/Cognition]] [[Category:Motivation and emotion/Book/Education]] [[Category:Motivation and emotion/Book/Learning]] 7vo76mdwxn7jmyfjf82v8zbaxtt9r1c 2822585 2822584 2026-08-17T22:47:04Z Jtneill 10242 /* Cognitive load theory */ Adjust style of Table 1 caption 2822585 wikitext text/x-wiki {{title|AI use, cognitive load, and motivation: <br>How does generative AI reduce cognitive effort, and what are the motivational consequences?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Person on laptop Wikicurious Charlotte.jpg|Person_on_laptop_Wikicurious_Charlotte|thumb|200px|'''Figure 1.''' Student using generative AI to complete an assignment]] ;Scenario David has an essay due at the end of the week and feels overwhelmed. He struggles to start, as his mind is occupied with recalling concepts, planning the structure, and worrying about the deadline. Turning to a generative AI tool, David quickly receives a structured outline with key points and examples. This reduces his cognitive load, allowing him to focus on refining arguments and adding personal insights. As he gains a sense of control over the assignment and experiences increased competence, he begins to enjoy the task and views it as an opportunity to develop his skills. {{RoundBoxBottom}} [[wikipedia:Cognitive_load|Cognitive load theory]] suggests that [[wikipedia:Working_memory|working memory]] has limited capacity and can only hold so much information at once. To manage this, tasks can be offloaded to external tools, preserving mental effort. Generative AI is emerging as a powerful tool for cognitive offloading, providing immediate, personalised support for routine and complex tasks. This can make tasks more manageable and enhance feelings of competence and autonomy. However, over-reliance on AI may reduce intrinsic motivation by limiting task engagement, independent problem-solving, and confidence in completing tasks unassisted. It is therefore important to examine how AI reduces cognitive load and what the motivational consequences might be. Although AI can be applied across various contexts to reduce cognitive load and influence motivation, this chapter primarily focuses on learners and educational settings, reflecting the main contexts in which research has been conducted. {{RoundBoxTop|theme=11}} ;Focus questions [[File:Crystal Clear app ktip.svg|left|20px|]] *What is cognitive load theory? *How does generative AI reduce cognitive load? *What is self-determination theory? *How does reducing cognitive load with generative AI affect motivation? {{RoundBoxBottom}} == Generative artificial intelligence == {{multiple image|Logotipo y favicon de ChatGPT|150px|align=right|direction=vertical|header=Figure 2. Generative AI tools|image1=Open ai.jpg|caption1=OpenAI's ChatGPT|image2=Google Gemini logo.svg|caption2=Gemini by Google}} [[wikipedia:Generative_artificial_intelligence|Generative artificial intelligence]] (GenAI) refers to technologies that use [[w:Machine_learning|machine learning]] to create new content, such as text, images, audio, and video (Martin et al., 2025). AI systems, which were once limited to routine and repetitive tasks, can now work alongside humans on more complex and cognitively demanding problems by analysing patterns in large datasets and generating outputs in response to human input (Wu et al., 2025). There has been rapid uptake of GenAI around the world, transforming the nature and structure of many professional tasks and reshaping teaching and learning in educational settings (Martin et al., 2025; Wu et al., 2025). Frequently used GenAI applications include [[w:ChatGPT|ChatGPT]], [[w:Claude_(language_model)|Claude]], [[w:Microsoft_Copilot|Microsoft Copilot]], and [[w:Gemini_(chatbot)|Gemini]] (See figure 2) (Martin et al., 2025). == Cognitive load and cognitive offloading == {{ic|Include an introductory paragraph before branching into sub-sections}} === Cognitive load theory === [[wikipedia:Cognitive_load|Cognitive load theory]] explains the amount of mental effort required to process information. Human [[w:Working_memory|working memory]] has limited capacity, which constrains how much information can be processed at once. The theory highlights the load imposed on working memory by a given task and emphasises that instructional design should optimise cognitive resources to reduce overload and enhance learning efficiency (Gkintoni et al., 2025; Sweller et al., 2011). Broadly, there are three types of cognitive load: '''Intrinsic load''' refers to the inherent difficulty of the material being learned. Some tasks are naturally more complex than others, such as solving advanced mathematical problems compared to simple arithmetic. The level of intrinsic load depends on the nature of the content and the learner’ level of knowledge, with more unfamiliar or abstract information placing greater demands on working memory. As such, intrinsic cognitive load cannot be altered except by altering what is learned or the levels of expertise of the learners (Sweller et al., 2011). In an educational context, teachers can manage intrinsic cognitive load by presenting instructional material that is appropriate to students' level of knowledge (Martin et al., 2021). '''Extraneous load''' is caused by the way information is structured and presented (Martin et al., 2021). It occurs when unclear instructions, irrelevant details, or poorly designed materials place unnecessary demands on working memory. Such overload interferes with learning, as learners must process too many elements simultaneously (Sweller et al., 2011). Unlike intrinsic cognitive load, extraneous cognitive load should always be reduced and under no circumstances increased (Sweller et al., 2011). In an educational context, teachers can manage extraneous load by presenting instructional material sequentially, clearly, and explicitly to students (Martin et al., 2021). Cognitive load theory is primarily concerned with identifying techniques to reduce extraneous cognitive load (Sweller et al., 2010). '''Germane load''' facilitates meaningful cognitive processing that is essential for [[w:Schema_(psychology)|schema]] formation and deep learning (Gkintoni et al., 2025). It relates to the working memory resources that the learner uses to process and understand the information (Sweller, 2010). While extraneous load should be minimised, germane load is beneficial and can be encouraged through instructional techniques like self-explanation, elaboration, and active retrieval practice (Gkintoni et al., 2025). For example, if students are prompted to question the rationale behind factual information rather than simply memorising it, they actively engage with the material, creating richer connections between schemata, improving long-term retention (Gkintoni et al., 2025). '''Table 1.''' Types of Cognitive Load {| class="wikitable" |'''Intrinsic load''' |Inherent difficulty of the task (Can’t easily change) |- |'''Extraneous load''' |Unnecessary effort caused by poor design (Should be reduced) |- |'''Germane load''' |Meaningful cognitive processing (Should be encouraged) |} === Cognitive offloading === {{multiple image|align=right|direction=vertical|width=200|header=Figure 3. External tools|image1=Windows 8.1 Calculator.png|alt1=|class1=bg-transparent|caption1=Calculator|image2=A screenshot of suggestions by Google Search when "wikip" is typed.png|alt2=Colored dice with checkered background|caption2=Internet search engine}} [[wikipedia:Cognitive_load|Cognitive offloading]], as described by Risko and Gilbert (2016) involves using external tools to reduce the mental effort and cognitive demands of a task. Because working memory is limited in capacity, delegating parts of a task to external aids allows individuals to conserve cognitive resources (Risko & Gilbert, 2016). Research shows that offloading can make tasks more manageable and improve performance across domains such as memory, arithmetic, counting, and spatial reasoning (Risko & Gilbert, 2016). Calculators and the internet are examples of external tools that have transformed the way individuals process, store, and retrieve information (see Figure 3) (Gerlich, 2025). GenAI has emerged as an extension on these tools, capable of performing complex tasks, generating content, and supporting decision-making (Gerlich, 2025). == Generative AI and cognitive load == GenAI has the potential to reduce cognitive effort across multiple dimensions of cognitive load. While Intrinsic load, the inherent complexity of a task, cannot be directly reduced by AI, AI tools can make tasks more manageable by slowing the pace of explanations, providing examples, simplifying concepts, or presenting information in multiple formats. For more advanced students, AI can offer additional challenges to prevent boredom (Hussain et al., 2025). AI can also minimise extraneous load caused by irrelevant or distracting information by filtering out unnecessary information, highlighting important content, organising tasks into smaller, logically ordered blocks, and improving clarity and pacing (Gerlich, 2025; Hussain et al., 2025). Beyond managing difficulty and distractions, AI can also enhance germane load by promoting meaningful learning through interactive and engaging features such as quizzes, flashcards, and simulations, which encourage active recall, self-assessment, and schema development (Hussain et al., 2025). '''Table 2.''' How AI manages the three types of cognitive load {| class="wikitable" |'''Intrinsic load''' |AI can help simplify content to the learner’s level |- |'''Extraneous load''' |AI can remove unnecessary information or clarify instructions |- |'''Germane load''' |AI can structure material and highlight meaningful patterns |} Reducing cognitive load using GenAI has clear benefits: tasks can become more approachable, manageable, and efficient, allowing cognitive resources to be directed to higher-order thinking. While utilisation of AI may be highly beneficial for managing cognitive load, there are also concerns around the consequences excessive reliance on offloading may also have. Reducing the need for engagement in deep, reflective thinking may undermine the intrinsic motivation that drives learning and growth (Fan et al., 2025; Wu et al., 2025). == Motivational theories == Motivation can be defined as the driving force that influences a person’s choices, actions and persistence (Galindo-Domínguez et al., 2025). A large body of theories have emerged to understand individual motivation, such as expectancy-value theory, attribution theory, social cognitive theory, and goal-orientation theory. [[w:Self-determination_theory|Self-determination theory]] (SDT) is one of the most significant frameworks for understanding human motivation (Ryan & Deci, 2000). === Basic psychological needs theory === One mini-theory of SDT is the basic psychological needs theory, which proposes that human well-being and optimal functioning depends on the universal needs for autonomy, competence, and relatedness. The theory argues that all three needs are essential and need to be supported or there will be distinct functional costs (Ryan & Deci, 2000). ==== Competence ==== Competence refers to the need for an individual to develop their skills and experience a sense of mastery (Galindo-Domínguez et al., 2025). AI has the potential to create competence through customised learning, providing tailored learning methods and adapting to accommodate a person’s strengths and weaknesses (Jose et al., 2025; Wu, 2023). This relates to the concept of self-efficacy, which reflects an individual’s belief in their ability to succeed in specific tasks. By offering personalised support and ongoing feedback, AI can strengthen self-efficacy and, in turn, enhance learners’ sense of competence, confidence, and motivation (Wu, 2023). While AI can support competence through personalised learning, other research warns that over-reliance on AI tools may diminish learners’ sense of self-efficacy, and undermine competence (Fan et al., 2025; Jose et al., 2025). ==== Autonomy ==== Autonomy refers to the need to feel a sense of choice in one’s actions and to pursue activities that align with personal values and interests (Galindo-Domínguez et al., 2025). Task engagement increases when individuals perceive that they have control and are the primary agents of their actions (Wu et al., 2025). By providing personalised learning paths, AI tools may support students to engage in activities that align with their interests, allowing them to take ownership of their learning. However, reliance on AI or a lack of ownership over AI-generated content, may weaken an individual’s sense of autonomy (Fan et al., 2025; Jose et al., 2025). ==== Relatedness ==== Relatedness refers to the need for a sense of social connectedness and belonging (Galindo-Domínguez et al., 2025). The immediate responsiveness of AI tools and personalised outputs can make individuals feel connected during otherwise solitary tasks, and as AI becomes more human-like, it may further support this need. However, if users turn to AI instead of seeking guidance from peers and teachers, relatedness may be inhibited (Jose et al., 2025). If engaging with AI tools does provide a sense of relatedness, it may increase the dependence on AI tools as tasks without AI assistance may feel less enjoyable (Wu et al., 2025). [[File:Muhammad Intrinsic vs Extrinsic Motivation.png|thumb|'''Figure 4. Comparison of intrinsic and extrinsic motivation'''|274x274px]] === '''Intrinsic and extrinsic motivation''' === Intrinsic motivation refers to the desire to engage in a task out of enjoyment, curiosity, or a sense of fulfilment. People who are intrinsically motivated complete a task because it feels rewarding or meaningful. Extrinsic motivation, on the other hand, occurs when people engage in a task for the outcome, such as rewards, punishments, or a response from others. Figure 4 shows two children playing sports: one plays for enjoyment, representing intrinsic motivation, while the other plays to earn a reward, illustrating extrinsic motivation. Intrinsic motivation is the preferred motivator of behaviour as it drives high-quality engagement, supporting sustained effort and deeper satisfaction. According to SDT, intrinsic motivation arises from fulfilment of the three basic psychological needs (Ryan & Deci, 2000). AI tools can impact these motivational factors either positively or negatively. If AI supports these needs, it fosters intrinsic motivation; if it undermines them, motivation becomes more extrinsic (Wu et al., 2025). == Motivational consequences of AI-based offloading == {{ic|Include an introductory paragraph before branching into sub-sections}} === Positive effects === High cognitive load can overwhelm students, undermining their sense of competence and motivation. The following research suggests that AI tools can reduce this load by personalising learning, enhancing focus, and supporting autonomy, creating conditions that foster intrinsic motivation and deeper engagement. Hussain et al. (2025) discuss that experiencing high cognitive load adds pressure and stress, which reduces students' interests in learning. It can also affect emotional control, with learners having a tendency of giving up easily when they face academic challenges. From an SDT perspective, when the complexity of a task leads to cognitive overload, learners are less likely to feel capable and have their sense of autonomy and competence supported, which in turn undermines their intrinsic motivation to engage. Building on this reasoning, Hussain et al. (2025) sought to evaluate whether AI could make learning easier, more interesting, and more meaningful by reducing cognitive load and personalising responses to learners’ needs. They conducted a study with a sample of 250 university students in Punjab, using a quantitative correlational design to examine associations between AI use, cognitive load, focus, and memory. Their findings revealed a moderate, statistically significant negative correlation between cognitive load and student focus (r = –0.457, p < .001), suggesting that when AI reduces cognitive load, students' engagement with tasks improves. When cognitive load is reduced and feedback is personalised, students may engage more fully with the material, supporting their intrinsic motivation, as described in SDT. Emerging research has expanded on the value of AI tools in supporting highly personalised learning. Gkintoni et al. (2025) conducted a systematic review demonstrating how AI-driven adaptive learning systems, informed by real-time neurophysiological data such as EEG, can optimise cognitive load. By monitoring mental effort, these systems can adjust learning pathways, pacing, difficulty, and feedback to align with each student’s individual needs. The review notes that tools such as portable EEG headsets and brain–computer interfaces could one day be used in classrooms to provide AI with real-time information about an individual student’s cognitive state. Although widespread classroom use of EEG technology may not be practical, the findings are promising: AI can interpret neurophysiological data to understand the relationship between brain activity, cognitive load, and emotions, and adapt learning accordingly. Such insights are valuable for training AI models to recognise cognitive overload and adapt output to support student engagement and feelings of competence. This research and other studies (e.g., Byers, 2024; Chen & Chang, 2024) support the idea that AI can enhance autonomy and competence by reducing cognitive load. It is also theorised that the human-like nature of interactions with AI, and its ability to provide immediate, highly personalised support may also enhance relatedness. However, Chiu et al. (2024) note that this area has not been extensively studied, and it remains unclear how AI, as a form of digital support, satisfies the need for relatedness. Most research suggesting that AI tools can foster intrinsic motivation focuses on short-term effects, with limited evidence of long-term benefits. However, Hussain et al. (2025) provides findings with implications for longer-term outcomes. They found that AI tools enhance deep comprehension and learning by providing opportunities for metacognitive practice, including self-assessment and reflection. Their regression analyses showed a strong positive correlation between AI use and students’ ability to retain information (β = 0.582). If AI improves knowledge retention, learners may approach future tasks with greater perceived autonomy and competence, fostering intrinsic motivation. {{RoundBoxTop|theme=13}} ;Key points * AI tools can reduce mental effort, making tasks easier and more meaningful. * Personalised AI feedback supports deeper engagement and learning. * Deeper task engagement supports autonomy and competence. * AI may support relatedness through human-like interaction. * By improving knowledge retention, AI could have long-term benefits on autonomy and competence. {{RoundBoxBottom}} === Negative effects === While AI can reduce cognitive load and momentarily increase engagement, several studies suggest these benefits may not translate into sustained intrinsic motivation. Fan et al. (2025) conducted an experimental study with 117 university students to explore the effect of AI support on learners’ intrinsic motivation, relative to support from a human expert, a checklist tool, or no support (control). While no significant differences in intrinsic motivation were found across the four groups, descriptive statistics indicated that the control group reported the lowest interest and enjoyment and the highest pressure and tension. Notably, the checklist group reported the highest levels of interest, enjoyment and perceived competence. These findings suggest that receiving any form of support, including AI, may reduce cognitive load by easing pressure and tension and improve short-term engagement, however AI does not appear to enhance perceived competence any more than other supports. Moreover, Fan et al. (2025) raised concerns that by lowering cognitive effort, AI may limit opportunities for deeper learning and long-term motivational development. Excessive reliance on AI could prevent learners from experiencing the disfluency or cognitive difficulty necessary to engage deeper metacognitive processes. This contrasts with Hussain et al. (2025), who suggested that AI can increase germane load and support sustained intrinsic motivation. These differing findings indicate that AI’s impact on germane load, and by extension, on autonomy and competence, may depend on whether it is designed to support learners’ cognitive processing or to replace it. Providing further evidence that AI may limit opportunities for meaningful mental effort, Chen et al. (2025) conducted an experimental study with 160 college students and found that heavy reliance on AI led to measurable declines in cognitive engagement, raising concerns about potential long-term effects on human cognition. Similarly, Gerlich (2025), in a mixed-method study of 669 participants across diverse ages, educational levels, and professions, reported that increased AI use was associated with lower critical thinking skills, with cognitive offloading acting as a mediating factor. As AI tools reduce engagement in critical thinking, users may become accustomed to the ease and convenience of AI-provided solutions (Gerlich, 2025). Jose et al. (2025) emphasise that engagement encompasses both the quality and extent of mental effort. Over-reliance on AI not only reduces this engagement but also impairs the development of independent problem-solving abilities. When learners are no longer challenged to learn and solve problems independently, they may struggle to maintain the sense of satisfaction and competence that reinforces intrinsic motivation (Wu, 2025). If the thinking is done by AI, students may lose not only cognitive engagement but also the intrinsic motivation to learn and solve problems on their own (Jose et al., 2025). This reduction in independent effort can undermine learners’ autonomy, as they may no longer see themselves as the primary agents of their learning, which can also diminish their sense of competence by limiting opportunities to overcome challenges and experience achievement. The need for relatedness can also be undermined when learners rely heavily on AI. If students engage less in collaborative problem-solving, discussion, or peer feedback because AI provides easy solutions, they may feel isolated or disconnected from the learning community. If the needs of autonomy, competence, and relatedness are not supported, individuals are less likely to sustain intrinsic motivation, reducing both engagement and the long-term development of independent learning skills. {{RoundBoxTop|theme=13}} ;Key points *AI may reduce cognitive load, but not necessarily better than other supports. *Over-reliance on AI may limit opportunities for deeper learning and metacognitive engagement. *Heavy AI use can reduce independent problem-solving, lowering satisfaction and perceived competence. *Learners may experience reduced autonomy, seeing themselves as less responsible for their learning. *AI can undermine relatedness by decreasing peer interaction. {{RoundBoxBottom}} ==Conclusion== AI tools reduce cognitive effort by offloading working memory demands, minimising extraneous load, and structuring information to support germane processing. This can make tasks more manageable, enhancing competence and autonomy, and supporting intrinsic motivation in the short term by increasing engagement, focus, and task mastery. However, over-reliance on AI may have negative consequences: it can reduce independent problem-solving, critical thinking, and opportunities for meaningful social interaction, undermining autonomy, competence, and relatedness. While AI can enhance motivation by making tasks easier, depending on it too much may reduce long-term intrinsic motivation if it replaces active effort and reduces confidence in completing tasks independently. {{RoundBoxTop|theme=11}} [[File:Nuvola apps kuser.svg|Nuvola apps kuser|left|20px]] '''Take home message:''' AI is a powerful tool for supporting learning, but its benefits are maximised when it complements, rather than replaces, active cognitive effort, reflective thinking, and collaborative engagement. Long-term motivation and growth depend on maintaining ownership, mastery, and connection in learning. {{RoundBoxBottom}} ==See also== * [[wikipedia:Cognitive_load|Cognitive load]] (Wikipedia) * [[wikipedia:Generative_artificial_intelligence|Generative artificial intelligence]] (Wikipedia) * [[Motivation and emotion/Book/2025/Motivation for using AI companions|Motivation for using AI companions]] (Book chapter, 2025) * [[w:Self determination theory|Self determination theory]] (Wikipedia) ==References== {{Hanging indent|1= Byers, C. M. (2024). AI-Powered Educational Tools and Their Effect on Student Motivation in Online Learning Environments: A Preliminary Study. ''Graduate Student Theses, Dissertations, & Professional Papers.'' 12377. https://scholarworks.umt.edu/etd/12377 Chen, C. H., & Chang, C. L. (2024). Effectiveness of AI-assisted game-based learning on science learning outcomes, intrinsic motivation, cognitive load, and learning behavior. ''Education and Information Technologies'', 29(14), 18621-18642. https://doi.org/10.1007/s10639-024-12553-x Chen, Y., Wang, Y., Wüstenberg, T. Kizilcec, R., Fan, Y., Li, Y., Lu, B., Yuan, M., Zhang, J., Zhang, Z., Geldsetzer, P., Chen S., & Bärnighausen, T. (2025) Effects of generative artificial intelligence on cognitive effort and task performance: study protocol for a randomized controlled experiment among college students. ''Trials'', 26(1), 244. https://doi.org/10.1186/s13063-025-08950-3 Chiu, T. K. (2024). A classification tool to foster self-regulated learning with generative artificial intelligence by applying self-determination theory: A case of ChatGPT. ''Educational technology research and development'', 72(4), 2401-2416. https://doi.org/10.1007/s11423-024-10366-w Fan, Y., Tang, L., Le, H., Shen, K., Tan, S., Zhao, Y., Shen, Y., Li, X., & Gasevic, D. (2025). Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performance. ''British Journal of Educational Technology'', 56(2), 489-530. https://doi.org/10.1111/bjet.13544 Galindo‐Domínguez, H., Delgado, N., Urruzola, M. V., Etxabe, J. M., & Campo, L. (2025). Using Artificial Intelligence to Promote Adolescents' Learning Motivation. A Longitudinal Intervention From the Self‐Determination Theory. ''Journal of Computer Assisted Learning'', 41(2), e70020. https://doi.org/10.1111/jcal.70020 Gerlich, M. (2025). AI Tools in Society: Impacts on Cognitive Offloading and the ''Future of Critical Thinking. Societies'', 15(1), 6. https://doi.org/10.3390/soc15010006 Gkintoni, E., Antonopoulou, H., Sortwell, A., & Halkiopoulos, C. (2025). Challenging cognitive load theory: The role of educational neuroscience and artificial intelligence in redefining learning efficacy. ''Brain Sciences'', 15(2), 203. https://doi.org/10.3390/brainsci15020203 Hussain, S. A., Ayub, F., & Ahmed, N. (2025). Cognitive Load Management Through Adaptive AI learning System Implications for Student Focus and Retention. ''The Critical Review of Social Sciences Studies'', 3(3), 701-719. https://doi.org/10.59075/kpfrdv65 Jose B, Cherian J, Verghis A. M., Varghise S. M., & Joseph S. (2025). The cognitive paradox of AI in education: between enhancement and erosion. ''Frontiers in Psychology'', 16, 1550621. https://doi.org/10.3389/fpsyg.2025.1550621 Martin, A. J., Ginns, P., Burns, E. C., Kennett, R., Munro-Smith, V., Collie, R. J., & Pearson, J. (2021). Assessing Instructional Cognitive Load in the Context of Students' Psychological Challenge and Threat Orientations: A Multi-Level Latent Profile Analysis of Students and Classrooms. ''Frontiers in psychology'', 12, 656994. https://doi.org/10.3389/fpsyg.2021.656994 Martin, A. J., Collie, R. J., Kennett, R., Liu, D., Ginns, P., Sudimantara, L. B., Dewi, E. W., & Rüschenpöhler, L. (2025). Integrating generative AI and load reduction instruction to individualize and optimize students' learning. ''Learning and Individual Differences'', 121, 102723. https://doi.org/10.1016/j.lindif.2025.102723 Risko, E. F., & Gilbert, S. J. (2016). Cognitive Offloading. ''Trends in cognitive sciences'', 20(9), 676–688. https://doi.org/10.1016/j.tics.2016.07.002 Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. ''American Psychologist'', 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68 Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. ''Educational psychology review'', 22(2), 123-138. https://doi.org/10.1007/s10648-010-9128-5 Sweller J., Ayres P., Kalyuga S. (2011). ''Cognitive Load Theory''. Springer. 10.1007/978-1-4419-8126-4 Wu, Y. (2023). Integrating generative AI in education: how ChatGPT brings challenges for future learning and teaching. ''Journal of Advanced Research in Education'', 2(4), 6-10. https://doi.org/10.56397/JARE.2023.07.02 Wu, S., Liu, Y., Ruan, M., Chen, S., & Xie, X. Y. (2025). Human-generative AI collaboration enhances task performance but undermines human’s intrinsic motivation. ''Scientific Reports'', 15(1), 15105. https://doi.org/10.1038/s41598-025-98385-2 }} == External links == * [https://aicompetence.org/cognitive-load-theory-ai/ Cognitive load theory & AI] (AI competence) * [https://selfdeterminationtheory.org/the-theory/ Self-determination theory] (Centre for self-determination theory) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Artificial intelligence]] [[Category:Motivation and emotion/Book/Cognition]] [[Category:Motivation and emotion/Book/Education]] [[Category:Motivation and emotion/Book/Learning]] tirxlrpzzkjkeapgisj7ysjmme9wct9 2822587 2822585 2026-08-17T22:47:50Z Jtneill 10242 /* Generative AI and cognitive load */ Adjust Table 2 caption 2822587 wikitext text/x-wiki {{title|AI use, cognitive load, and motivation: <br>How does generative AI reduce cognitive effort, and what are the motivational consequences?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Person on laptop Wikicurious Charlotte.jpg|Person_on_laptop_Wikicurious_Charlotte|thumb|200px|'''Figure 1.''' Student using generative AI to complete an assignment]] ;Scenario David has an essay due at the end of the week and feels overwhelmed. He struggles to start, as his mind is occupied with recalling concepts, planning the structure, and worrying about the deadline. Turning to a generative AI tool, David quickly receives a structured outline with key points and examples. This reduces his cognitive load, allowing him to focus on refining arguments and adding personal insights. As he gains a sense of control over the assignment and experiences increased competence, he begins to enjoy the task and views it as an opportunity to develop his skills. {{RoundBoxBottom}} [[wikipedia:Cognitive_load|Cognitive load theory]] suggests that [[wikipedia:Working_memory|working memory]] has limited capacity and can only hold so much information at once. To manage this, tasks can be offloaded to external tools, preserving mental effort. Generative AI is emerging as a powerful tool for cognitive offloading, providing immediate, personalised support for routine and complex tasks. This can make tasks more manageable and enhance feelings of competence and autonomy. However, over-reliance on AI may reduce intrinsic motivation by limiting task engagement, independent problem-solving, and confidence in completing tasks unassisted. It is therefore important to examine how AI reduces cognitive load and what the motivational consequences might be. Although AI can be applied across various contexts to reduce cognitive load and influence motivation, this chapter primarily focuses on learners and educational settings, reflecting the main contexts in which research has been conducted. {{RoundBoxTop|theme=11}} ;Focus questions [[File:Crystal Clear app ktip.svg|left|20px|]] *What is cognitive load theory? *How does generative AI reduce cognitive load? *What is self-determination theory? *How does reducing cognitive load with generative AI affect motivation? {{RoundBoxBottom}} == Generative artificial intelligence == {{multiple image|Logotipo y favicon de ChatGPT|150px|align=right|direction=vertical|header=Figure 2. Generative AI tools|image1=Open ai.jpg|caption1=OpenAI's ChatGPT|image2=Google Gemini logo.svg|caption2=Gemini by Google}} [[wikipedia:Generative_artificial_intelligence|Generative artificial intelligence]] (GenAI) refers to technologies that use [[w:Machine_learning|machine learning]] to create new content, such as text, images, audio, and video (Martin et al., 2025). AI systems, which were once limited to routine and repetitive tasks, can now work alongside humans on more complex and cognitively demanding problems by analysing patterns in large datasets and generating outputs in response to human input (Wu et al., 2025). There has been rapid uptake of GenAI around the world, transforming the nature and structure of many professional tasks and reshaping teaching and learning in educational settings (Martin et al., 2025; Wu et al., 2025). Frequently used GenAI applications include [[w:ChatGPT|ChatGPT]], [[w:Claude_(language_model)|Claude]], [[w:Microsoft_Copilot|Microsoft Copilot]], and [[w:Gemini_(chatbot)|Gemini]] (See figure 2) (Martin et al., 2025). == Cognitive load and cognitive offloading == {{ic|Include an introductory paragraph before branching into sub-sections}} === Cognitive load theory === [[wikipedia:Cognitive_load|Cognitive load theory]] explains the amount of mental effort required to process information. Human [[w:Working_memory|working memory]] has limited capacity, which constrains how much information can be processed at once. The theory highlights the load imposed on working memory by a given task and emphasises that instructional design should optimise cognitive resources to reduce overload and enhance learning efficiency (Gkintoni et al., 2025; Sweller et al., 2011). Broadly, there are three types of cognitive load: '''Intrinsic load''' refers to the inherent difficulty of the material being learned. Some tasks are naturally more complex than others, such as solving advanced mathematical problems compared to simple arithmetic. The level of intrinsic load depends on the nature of the content and the learner’ level of knowledge, with more unfamiliar or abstract information placing greater demands on working memory. As such, intrinsic cognitive load cannot be altered except by altering what is learned or the levels of expertise of the learners (Sweller et al., 2011). In an educational context, teachers can manage intrinsic cognitive load by presenting instructional material that is appropriate to students' level of knowledge (Martin et al., 2021). '''Extraneous load''' is caused by the way information is structured and presented (Martin et al., 2021). It occurs when unclear instructions, irrelevant details, or poorly designed materials place unnecessary demands on working memory. Such overload interferes with learning, as learners must process too many elements simultaneously (Sweller et al., 2011). Unlike intrinsic cognitive load, extraneous cognitive load should always be reduced and under no circumstances increased (Sweller et al., 2011). In an educational context, teachers can manage extraneous load by presenting instructional material sequentially, clearly, and explicitly to students (Martin et al., 2021). Cognitive load theory is primarily concerned with identifying techniques to reduce extraneous cognitive load (Sweller et al., 2010). '''Germane load''' facilitates meaningful cognitive processing that is essential for [[w:Schema_(psychology)|schema]] formation and deep learning (Gkintoni et al., 2025). It relates to the working memory resources that the learner uses to process and understand the information (Sweller, 2010). While extraneous load should be minimised, germane load is beneficial and can be encouraged through instructional techniques like self-explanation, elaboration, and active retrieval practice (Gkintoni et al., 2025). For example, if students are prompted to question the rationale behind factual information rather than simply memorising it, they actively engage with the material, creating richer connections between schemata, improving long-term retention (Gkintoni et al., 2025). '''Table 1.''' Types of Cognitive Load {| class="wikitable" |'''Intrinsic load''' |Inherent difficulty of the task (Can’t easily change) |- |'''Extraneous load''' |Unnecessary effort caused by poor design (Should be reduced) |- |'''Germane load''' |Meaningful cognitive processing (Should be encouraged) |} === Cognitive offloading === {{multiple image|align=right|direction=vertical|width=200|header=Figure 3. External tools|image1=Windows 8.1 Calculator.png|alt1=|class1=bg-transparent|caption1=Calculator|image2=A screenshot of suggestions by Google Search when "wikip" is typed.png|alt2=Colored dice with checkered background|caption2=Internet search engine}} [[wikipedia:Cognitive_load|Cognitive offloading]], as described by Risko and Gilbert (2016) involves using external tools to reduce the mental effort and cognitive demands of a task. Because working memory is limited in capacity, delegating parts of a task to external aids allows individuals to conserve cognitive resources (Risko & Gilbert, 2016). Research shows that offloading can make tasks more manageable and improve performance across domains such as memory, arithmetic, counting, and spatial reasoning (Risko & Gilbert, 2016). Calculators and the internet are examples of external tools that have transformed the way individuals process, store, and retrieve information (see Figure 3) (Gerlich, 2025). GenAI has emerged as an extension on these tools, capable of performing complex tasks, generating content, and supporting decision-making (Gerlich, 2025). == Generative AI and cognitive load == GenAI has the potential to reduce cognitive effort across multiple dimensions of cognitive load. While Intrinsic load, the inherent complexity of a task, cannot be directly reduced by AI, AI tools can make tasks more manageable by slowing the pace of explanations, providing examples, simplifying concepts, or presenting information in multiple formats. For more advanced students, AI can offer additional challenges to prevent boredom (Hussain et al., 2025). AI can also minimise extraneous load caused by irrelevant or distracting information by filtering out unnecessary information, highlighting important content, organising tasks into smaller, logically ordered blocks, and improving clarity and pacing (Gerlich, 2025; Hussain et al., 2025). Beyond managing difficulty and distractions, AI can also enhance germane load by promoting meaningful learning through interactive and engaging features such as quizzes, flashcards, and simulations, which encourage active recall, self-assessment, and schema development (Hussain et al., 2025). '''Table 2.''' How AI Helps to Manages Three Types of Cognitive Load {| class="wikitable" |'''Intrinsic load''' |AI can help simplify content to the learner’s level |- |'''Extraneous load''' |AI can remove unnecessary information or clarify instructions |- |'''Germane load''' |AI can structure material and highlight meaningful patterns |} Reducing cognitive load using GenAI has clear benefits: tasks can become more approachable, manageable, and efficient, allowing cognitive resources to be directed to higher-order thinking. While utilisation of AI may be highly beneficial for managing cognitive load, there are also concerns around the consequences excessive reliance on offloading may also have. Reducing the need for engagement in deep, reflective thinking may undermine the intrinsic motivation that drives learning and growth (Fan et al., 2025; Wu et al., 2025). == Motivational theories == Motivation can be defined as the driving force that influences a person’s choices, actions and persistence (Galindo-Domínguez et al., 2025). A large body of theories have emerged to understand individual motivation, such as expectancy-value theory, attribution theory, social cognitive theory, and goal-orientation theory. [[w:Self-determination_theory|Self-determination theory]] (SDT) is one of the most significant frameworks for understanding human motivation (Ryan & Deci, 2000). === Basic psychological needs theory === One mini-theory of SDT is the basic psychological needs theory, which proposes that human well-being and optimal functioning depends on the universal needs for autonomy, competence, and relatedness. The theory argues that all three needs are essential and need to be supported or there will be distinct functional costs (Ryan & Deci, 2000). ==== Competence ==== Competence refers to the need for an individual to develop their skills and experience a sense of mastery (Galindo-Domínguez et al., 2025). AI has the potential to create competence through customised learning, providing tailored learning methods and adapting to accommodate a person’s strengths and weaknesses (Jose et al., 2025; Wu, 2023). This relates to the concept of self-efficacy, which reflects an individual’s belief in their ability to succeed in specific tasks. By offering personalised support and ongoing feedback, AI can strengthen self-efficacy and, in turn, enhance learners’ sense of competence, confidence, and motivation (Wu, 2023). While AI can support competence through personalised learning, other research warns that over-reliance on AI tools may diminish learners’ sense of self-efficacy, and undermine competence (Fan et al., 2025; Jose et al., 2025). ==== Autonomy ==== Autonomy refers to the need to feel a sense of choice in one’s actions and to pursue activities that align with personal values and interests (Galindo-Domínguez et al., 2025). Task engagement increases when individuals perceive that they have control and are the primary agents of their actions (Wu et al., 2025). By providing personalised learning paths, AI tools may support students to engage in activities that align with their interests, allowing them to take ownership of their learning. However, reliance on AI or a lack of ownership over AI-generated content, may weaken an individual’s sense of autonomy (Fan et al., 2025; Jose et al., 2025). ==== Relatedness ==== Relatedness refers to the need for a sense of social connectedness and belonging (Galindo-Domínguez et al., 2025). The immediate responsiveness of AI tools and personalised outputs can make individuals feel connected during otherwise solitary tasks, and as AI becomes more human-like, it may further support this need. However, if users turn to AI instead of seeking guidance from peers and teachers, relatedness may be inhibited (Jose et al., 2025). If engaging with AI tools does provide a sense of relatedness, it may increase the dependence on AI tools as tasks without AI assistance may feel less enjoyable (Wu et al., 2025). [[File:Muhammad Intrinsic vs Extrinsic Motivation.png|thumb|'''Figure 4. Comparison of intrinsic and extrinsic motivation'''|274x274px]] === '''Intrinsic and extrinsic motivation''' === Intrinsic motivation refers to the desire to engage in a task out of enjoyment, curiosity, or a sense of fulfilment. People who are intrinsically motivated complete a task because it feels rewarding or meaningful. Extrinsic motivation, on the other hand, occurs when people engage in a task for the outcome, such as rewards, punishments, or a response from others. Figure 4 shows two children playing sports: one plays for enjoyment, representing intrinsic motivation, while the other plays to earn a reward, illustrating extrinsic motivation. Intrinsic motivation is the preferred motivator of behaviour as it drives high-quality engagement, supporting sustained effort and deeper satisfaction. According to SDT, intrinsic motivation arises from fulfilment of the three basic psychological needs (Ryan & Deci, 2000). AI tools can impact these motivational factors either positively or negatively. If AI supports these needs, it fosters intrinsic motivation; if it undermines them, motivation becomes more extrinsic (Wu et al., 2025). == Motivational consequences of AI-based offloading == {{ic|Include an introductory paragraph before branching into sub-sections}} === Positive effects === High cognitive load can overwhelm students, undermining their sense of competence and motivation. The following research suggests that AI tools can reduce this load by personalising learning, enhancing focus, and supporting autonomy, creating conditions that foster intrinsic motivation and deeper engagement. Hussain et al. (2025) discuss that experiencing high cognitive load adds pressure and stress, which reduces students' interests in learning. It can also affect emotional control, with learners having a tendency of giving up easily when they face academic challenges. From an SDT perspective, when the complexity of a task leads to cognitive overload, learners are less likely to feel capable and have their sense of autonomy and competence supported, which in turn undermines their intrinsic motivation to engage. Building on this reasoning, Hussain et al. (2025) sought to evaluate whether AI could make learning easier, more interesting, and more meaningful by reducing cognitive load and personalising responses to learners’ needs. They conducted a study with a sample of 250 university students in Punjab, using a quantitative correlational design to examine associations between AI use, cognitive load, focus, and memory. Their findings revealed a moderate, statistically significant negative correlation between cognitive load and student focus (r = –0.457, p < .001), suggesting that when AI reduces cognitive load, students' engagement with tasks improves. When cognitive load is reduced and feedback is personalised, students may engage more fully with the material, supporting their intrinsic motivation, as described in SDT. Emerging research has expanded on the value of AI tools in supporting highly personalised learning. Gkintoni et al. (2025) conducted a systematic review demonstrating how AI-driven adaptive learning systems, informed by real-time neurophysiological data such as EEG, can optimise cognitive load. By monitoring mental effort, these systems can adjust learning pathways, pacing, difficulty, and feedback to align with each student’s individual needs. The review notes that tools such as portable EEG headsets and brain–computer interfaces could one day be used in classrooms to provide AI with real-time information about an individual student’s cognitive state. Although widespread classroom use of EEG technology may not be practical, the findings are promising: AI can interpret neurophysiological data to understand the relationship between brain activity, cognitive load, and emotions, and adapt learning accordingly. Such insights are valuable for training AI models to recognise cognitive overload and adapt output to support student engagement and feelings of competence. This research and other studies (e.g., Byers, 2024; Chen & Chang, 2024) support the idea that AI can enhance autonomy and competence by reducing cognitive load. It is also theorised that the human-like nature of interactions with AI, and its ability to provide immediate, highly personalised support may also enhance relatedness. However, Chiu et al. (2024) note that this area has not been extensively studied, and it remains unclear how AI, as a form of digital support, satisfies the need for relatedness. Most research suggesting that AI tools can foster intrinsic motivation focuses on short-term effects, with limited evidence of long-term benefits. However, Hussain et al. (2025) provides findings with implications for longer-term outcomes. They found that AI tools enhance deep comprehension and learning by providing opportunities for metacognitive practice, including self-assessment and reflection. Their regression analyses showed a strong positive correlation between AI use and students’ ability to retain information (β = 0.582). If AI improves knowledge retention, learners may approach future tasks with greater perceived autonomy and competence, fostering intrinsic motivation. {{RoundBoxTop|theme=13}} ;Key points * AI tools can reduce mental effort, making tasks easier and more meaningful. * Personalised AI feedback supports deeper engagement and learning. * Deeper task engagement supports autonomy and competence. * AI may support relatedness through human-like interaction. * By improving knowledge retention, AI could have long-term benefits on autonomy and competence. {{RoundBoxBottom}} === Negative effects === While AI can reduce cognitive load and momentarily increase engagement, several studies suggest these benefits may not translate into sustained intrinsic motivation. Fan et al. (2025) conducted an experimental study with 117 university students to explore the effect of AI support on learners’ intrinsic motivation, relative to support from a human expert, a checklist tool, or no support (control). While no significant differences in intrinsic motivation were found across the four groups, descriptive statistics indicated that the control group reported the lowest interest and enjoyment and the highest pressure and tension. Notably, the checklist group reported the highest levels of interest, enjoyment and perceived competence. These findings suggest that receiving any form of support, including AI, may reduce cognitive load by easing pressure and tension and improve short-term engagement, however AI does not appear to enhance perceived competence any more than other supports. Moreover, Fan et al. (2025) raised concerns that by lowering cognitive effort, AI may limit opportunities for deeper learning and long-term motivational development. Excessive reliance on AI could prevent learners from experiencing the disfluency or cognitive difficulty necessary to engage deeper metacognitive processes. This contrasts with Hussain et al. (2025), who suggested that AI can increase germane load and support sustained intrinsic motivation. These differing findings indicate that AI’s impact on germane load, and by extension, on autonomy and competence, may depend on whether it is designed to support learners’ cognitive processing or to replace it. Providing further evidence that AI may limit opportunities for meaningful mental effort, Chen et al. (2025) conducted an experimental study with 160 college students and found that heavy reliance on AI led to measurable declines in cognitive engagement, raising concerns about potential long-term effects on human cognition. Similarly, Gerlich (2025), in a mixed-method study of 669 participants across diverse ages, educational levels, and professions, reported that increased AI use was associated with lower critical thinking skills, with cognitive offloading acting as a mediating factor. As AI tools reduce engagement in critical thinking, users may become accustomed to the ease and convenience of AI-provided solutions (Gerlich, 2025). Jose et al. (2025) emphasise that engagement encompasses both the quality and extent of mental effort. Over-reliance on AI not only reduces this engagement but also impairs the development of independent problem-solving abilities. When learners are no longer challenged to learn and solve problems independently, they may struggle to maintain the sense of satisfaction and competence that reinforces intrinsic motivation (Wu, 2025). If the thinking is done by AI, students may lose not only cognitive engagement but also the intrinsic motivation to learn and solve problems on their own (Jose et al., 2025). This reduction in independent effort can undermine learners’ autonomy, as they may no longer see themselves as the primary agents of their learning, which can also diminish their sense of competence by limiting opportunities to overcome challenges and experience achievement. The need for relatedness can also be undermined when learners rely heavily on AI. If students engage less in collaborative problem-solving, discussion, or peer feedback because AI provides easy solutions, they may feel isolated or disconnected from the learning community. If the needs of autonomy, competence, and relatedness are not supported, individuals are less likely to sustain intrinsic motivation, reducing both engagement and the long-term development of independent learning skills. {{RoundBoxTop|theme=13}} ;Key points *AI may reduce cognitive load, but not necessarily better than other supports. *Over-reliance on AI may limit opportunities for deeper learning and metacognitive engagement. *Heavy AI use can reduce independent problem-solving, lowering satisfaction and perceived competence. *Learners may experience reduced autonomy, seeing themselves as less responsible for their learning. *AI can undermine relatedness by decreasing peer interaction. {{RoundBoxBottom}} ==Conclusion== AI tools reduce cognitive effort by offloading working memory demands, minimising extraneous load, and structuring information to support germane processing. This can make tasks more manageable, enhancing competence and autonomy, and supporting intrinsic motivation in the short term by increasing engagement, focus, and task mastery. However, over-reliance on AI may have negative consequences: it can reduce independent problem-solving, critical thinking, and opportunities for meaningful social interaction, undermining autonomy, competence, and relatedness. While AI can enhance motivation by making tasks easier, depending on it too much may reduce long-term intrinsic motivation if it replaces active effort and reduces confidence in completing tasks independently. {{RoundBoxTop|theme=11}} [[File:Nuvola apps kuser.svg|Nuvola apps kuser|left|20px]] '''Take home message:''' AI is a powerful tool for supporting learning, but its benefits are maximised when it complements, rather than replaces, active cognitive effort, reflective thinking, and collaborative engagement. Long-term motivation and growth depend on maintaining ownership, mastery, and connection in learning. {{RoundBoxBottom}} ==See also== * [[wikipedia:Cognitive_load|Cognitive load]] (Wikipedia) * [[wikipedia:Generative_artificial_intelligence|Generative artificial intelligence]] (Wikipedia) * [[Motivation and emotion/Book/2025/Motivation for using AI companions|Motivation for using AI companions]] (Book chapter, 2025) * [[w:Self determination theory|Self determination theory]] (Wikipedia) ==References== {{Hanging indent|1= Byers, C. M. (2024). AI-Powered Educational Tools and Their Effect on Student Motivation in Online Learning Environments: A Preliminary Study. ''Graduate Student Theses, Dissertations, & Professional Papers.'' 12377. https://scholarworks.umt.edu/etd/12377 Chen, C. H., & Chang, C. L. (2024). Effectiveness of AI-assisted game-based learning on science learning outcomes, intrinsic motivation, cognitive load, and learning behavior. ''Education and Information Technologies'', 29(14), 18621-18642. https://doi.org/10.1007/s10639-024-12553-x Chen, Y., Wang, Y., Wüstenberg, T. Kizilcec, R., Fan, Y., Li, Y., Lu, B., Yuan, M., Zhang, J., Zhang, Z., Geldsetzer, P., Chen S., & Bärnighausen, T. (2025) Effects of generative artificial intelligence on cognitive effort and task performance: study protocol for a randomized controlled experiment among college students. ''Trials'', 26(1), 244. https://doi.org/10.1186/s13063-025-08950-3 Chiu, T. K. (2024). A classification tool to foster self-regulated learning with generative artificial intelligence by applying self-determination theory: A case of ChatGPT. ''Educational technology research and development'', 72(4), 2401-2416. https://doi.org/10.1007/s11423-024-10366-w Fan, Y., Tang, L., Le, H., Shen, K., Tan, S., Zhao, Y., Shen, Y., Li, X., & Gasevic, D. (2025). Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performance. ''British Journal of Educational Technology'', 56(2), 489-530. https://doi.org/10.1111/bjet.13544 Galindo‐Domínguez, H., Delgado, N., Urruzola, M. V., Etxabe, J. M., & Campo, L. (2025). Using Artificial Intelligence to Promote Adolescents' Learning Motivation. A Longitudinal Intervention From the Self‐Determination Theory. ''Journal of Computer Assisted Learning'', 41(2), e70020. https://doi.org/10.1111/jcal.70020 Gerlich, M. (2025). AI Tools in Society: Impacts on Cognitive Offloading and the ''Future of Critical Thinking. Societies'', 15(1), 6. https://doi.org/10.3390/soc15010006 Gkintoni, E., Antonopoulou, H., Sortwell, A., & Halkiopoulos, C. (2025). Challenging cognitive load theory: The role of educational neuroscience and artificial intelligence in redefining learning efficacy. ''Brain Sciences'', 15(2), 203. https://doi.org/10.3390/brainsci15020203 Hussain, S. A., Ayub, F., & Ahmed, N. (2025). Cognitive Load Management Through Adaptive AI learning System Implications for Student Focus and Retention. ''The Critical Review of Social Sciences Studies'', 3(3), 701-719. https://doi.org/10.59075/kpfrdv65 Jose B, Cherian J, Verghis A. M., Varghise S. M., & Joseph S. (2025). The cognitive paradox of AI in education: between enhancement and erosion. ''Frontiers in Psychology'', 16, 1550621. https://doi.org/10.3389/fpsyg.2025.1550621 Martin, A. J., Ginns, P., Burns, E. C., Kennett, R., Munro-Smith, V., Collie, R. J., & Pearson, J. (2021). Assessing Instructional Cognitive Load in the Context of Students' Psychological Challenge and Threat Orientations: A Multi-Level Latent Profile Analysis of Students and Classrooms. ''Frontiers in psychology'', 12, 656994. https://doi.org/10.3389/fpsyg.2021.656994 Martin, A. J., Collie, R. J., Kennett, R., Liu, D., Ginns, P., Sudimantara, L. B., Dewi, E. W., & Rüschenpöhler, L. (2025). Integrating generative AI and load reduction instruction to individualize and optimize students' learning. ''Learning and Individual Differences'', 121, 102723. https://doi.org/10.1016/j.lindif.2025.102723 Risko, E. F., & Gilbert, S. J. (2016). Cognitive Offloading. ''Trends in cognitive sciences'', 20(9), 676–688. https://doi.org/10.1016/j.tics.2016.07.002 Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. ''American Psychologist'', 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68 Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. ''Educational psychology review'', 22(2), 123-138. https://doi.org/10.1007/s10648-010-9128-5 Sweller J., Ayres P., Kalyuga S. (2011). ''Cognitive Load Theory''. Springer. 10.1007/978-1-4419-8126-4 Wu, Y. (2023). Integrating generative AI in education: how ChatGPT brings challenges for future learning and teaching. ''Journal of Advanced Research in Education'', 2(4), 6-10. https://doi.org/10.56397/JARE.2023.07.02 Wu, S., Liu, Y., Ruan, M., Chen, S., & Xie, X. Y. (2025). Human-generative AI collaboration enhances task performance but undermines human’s intrinsic motivation. ''Scientific Reports'', 15(1), 15105. https://doi.org/10.1038/s41598-025-98385-2 }} == External links == * [https://aicompetence.org/cognitive-load-theory-ai/ Cognitive load theory & AI] (AI competence) * [https://selfdeterminationtheory.org/the-theory/ Self-determination theory] (Centre for self-determination theory) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Artificial intelligence]] [[Category:Motivation and emotion/Book/Cognition]] [[Category:Motivation and emotion/Book/Education]] [[Category:Motivation and emotion/Book/Learning]] o88u03o587bn1o2dx4lgl9wgqfhsnx1 2822588 2822587 2026-08-17T22:48:22Z Jtneill 10242 /* Intrinsic and extrinsic motivation */ 2822588 wikitext text/x-wiki {{title|AI use, cognitive load, and motivation: <br>How does generative AI reduce cognitive effort, and what are the motivational consequences?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Person on laptop Wikicurious Charlotte.jpg|Person_on_laptop_Wikicurious_Charlotte|thumb|200px|'''Figure 1.''' Student using generative AI to complete an assignment]] ;Scenario David has an essay due at the end of the week and feels overwhelmed. He struggles to start, as his mind is occupied with recalling concepts, planning the structure, and worrying about the deadline. Turning to a generative AI tool, David quickly receives a structured outline with key points and examples. This reduces his cognitive load, allowing him to focus on refining arguments and adding personal insights. As he gains a sense of control over the assignment and experiences increased competence, he begins to enjoy the task and views it as an opportunity to develop his skills. {{RoundBoxBottom}} [[wikipedia:Cognitive_load|Cognitive load theory]] suggests that [[wikipedia:Working_memory|working memory]] has limited capacity and can only hold so much information at once. To manage this, tasks can be offloaded to external tools, preserving mental effort. Generative AI is emerging as a powerful tool for cognitive offloading, providing immediate, personalised support for routine and complex tasks. This can make tasks more manageable and enhance feelings of competence and autonomy. However, over-reliance on AI may reduce intrinsic motivation by limiting task engagement, independent problem-solving, and confidence in completing tasks unassisted. It is therefore important to examine how AI reduces cognitive load and what the motivational consequences might be. Although AI can be applied across various contexts to reduce cognitive load and influence motivation, this chapter primarily focuses on learners and educational settings, reflecting the main contexts in which research has been conducted. {{RoundBoxTop|theme=11}} ;Focus questions [[File:Crystal Clear app ktip.svg|left|20px|]] *What is cognitive load theory? *How does generative AI reduce cognitive load? *What is self-determination theory? *How does reducing cognitive load with generative AI affect motivation? {{RoundBoxBottom}} == Generative artificial intelligence == {{multiple image|Logotipo y favicon de ChatGPT|150px|align=right|direction=vertical|header=Figure 2. Generative AI tools|image1=Open ai.jpg|caption1=OpenAI's ChatGPT|image2=Google Gemini logo.svg|caption2=Gemini by Google}} [[wikipedia:Generative_artificial_intelligence|Generative artificial intelligence]] (GenAI) refers to technologies that use [[w:Machine_learning|machine learning]] to create new content, such as text, images, audio, and video (Martin et al., 2025). AI systems, which were once limited to routine and repetitive tasks, can now work alongside humans on more complex and cognitively demanding problems by analysing patterns in large datasets and generating outputs in response to human input (Wu et al., 2025). There has been rapid uptake of GenAI around the world, transforming the nature and structure of many professional tasks and reshaping teaching and learning in educational settings (Martin et al., 2025; Wu et al., 2025). Frequently used GenAI applications include [[w:ChatGPT|ChatGPT]], [[w:Claude_(language_model)|Claude]], [[w:Microsoft_Copilot|Microsoft Copilot]], and [[w:Gemini_(chatbot)|Gemini]] (See figure 2) (Martin et al., 2025). == Cognitive load and cognitive offloading == {{ic|Include an introductory paragraph before branching into sub-sections}} === Cognitive load theory === [[wikipedia:Cognitive_load|Cognitive load theory]] explains the amount of mental effort required to process information. Human [[w:Working_memory|working memory]] has limited capacity, which constrains how much information can be processed at once. The theory highlights the load imposed on working memory by a given task and emphasises that instructional design should optimise cognitive resources to reduce overload and enhance learning efficiency (Gkintoni et al., 2025; Sweller et al., 2011). Broadly, there are three types of cognitive load: '''Intrinsic load''' refers to the inherent difficulty of the material being learned. Some tasks are naturally more complex than others, such as solving advanced mathematical problems compared to simple arithmetic. The level of intrinsic load depends on the nature of the content and the learner’ level of knowledge, with more unfamiliar or abstract information placing greater demands on working memory. As such, intrinsic cognitive load cannot be altered except by altering what is learned or the levels of expertise of the learners (Sweller et al., 2011). In an educational context, teachers can manage intrinsic cognitive load by presenting instructional material that is appropriate to students' level of knowledge (Martin et al., 2021). '''Extraneous load''' is caused by the way information is structured and presented (Martin et al., 2021). It occurs when unclear instructions, irrelevant details, or poorly designed materials place unnecessary demands on working memory. Such overload interferes with learning, as learners must process too many elements simultaneously (Sweller et al., 2011). Unlike intrinsic cognitive load, extraneous cognitive load should always be reduced and under no circumstances increased (Sweller et al., 2011). In an educational context, teachers can manage extraneous load by presenting instructional material sequentially, clearly, and explicitly to students (Martin et al., 2021). Cognitive load theory is primarily concerned with identifying techniques to reduce extraneous cognitive load (Sweller et al., 2010). '''Germane load''' facilitates meaningful cognitive processing that is essential for [[w:Schema_(psychology)|schema]] formation and deep learning (Gkintoni et al., 2025). It relates to the working memory resources that the learner uses to process and understand the information (Sweller, 2010). While extraneous load should be minimised, germane load is beneficial and can be encouraged through instructional techniques like self-explanation, elaboration, and active retrieval practice (Gkintoni et al., 2025). For example, if students are prompted to question the rationale behind factual information rather than simply memorising it, they actively engage with the material, creating richer connections between schemata, improving long-term retention (Gkintoni et al., 2025). '''Table 1.''' Types of Cognitive Load {| class="wikitable" |'''Intrinsic load''' |Inherent difficulty of the task (Can’t easily change) |- |'''Extraneous load''' |Unnecessary effort caused by poor design (Should be reduced) |- |'''Germane load''' |Meaningful cognitive processing (Should be encouraged) |} === Cognitive offloading === {{multiple image|align=right|direction=vertical|width=200|header=Figure 3. External tools|image1=Windows 8.1 Calculator.png|alt1=|class1=bg-transparent|caption1=Calculator|image2=A screenshot of suggestions by Google Search when "wikip" is typed.png|alt2=Colored dice with checkered background|caption2=Internet search engine}} [[wikipedia:Cognitive_load|Cognitive offloading]], as described by Risko and Gilbert (2016) involves using external tools to reduce the mental effort and cognitive demands of a task. Because working memory is limited in capacity, delegating parts of a task to external aids allows individuals to conserve cognitive resources (Risko & Gilbert, 2016). Research shows that offloading can make tasks more manageable and improve performance across domains such as memory, arithmetic, counting, and spatial reasoning (Risko & Gilbert, 2016). Calculators and the internet are examples of external tools that have transformed the way individuals process, store, and retrieve information (see Figure 3) (Gerlich, 2025). GenAI has emerged as an extension on these tools, capable of performing complex tasks, generating content, and supporting decision-making (Gerlich, 2025). == Generative AI and cognitive load == GenAI has the potential to reduce cognitive effort across multiple dimensions of cognitive load. While Intrinsic load, the inherent complexity of a task, cannot be directly reduced by AI, AI tools can make tasks more manageable by slowing the pace of explanations, providing examples, simplifying concepts, or presenting information in multiple formats. For more advanced students, AI can offer additional challenges to prevent boredom (Hussain et al., 2025). AI can also minimise extraneous load caused by irrelevant or distracting information by filtering out unnecessary information, highlighting important content, organising tasks into smaller, logically ordered blocks, and improving clarity and pacing (Gerlich, 2025; Hussain et al., 2025). Beyond managing difficulty and distractions, AI can also enhance germane load by promoting meaningful learning through interactive and engaging features such as quizzes, flashcards, and simulations, which encourage active recall, self-assessment, and schema development (Hussain et al., 2025). '''Table 2.''' How AI Helps to Manages Three Types of Cognitive Load {| class="wikitable" |'''Intrinsic load''' |AI can help simplify content to the learner’s level |- |'''Extraneous load''' |AI can remove unnecessary information or clarify instructions |- |'''Germane load''' |AI can structure material and highlight meaningful patterns |} Reducing cognitive load using GenAI has clear benefits: tasks can become more approachable, manageable, and efficient, allowing cognitive resources to be directed to higher-order thinking. While utilisation of AI may be highly beneficial for managing cognitive load, there are also concerns around the consequences excessive reliance on offloading may also have. Reducing the need for engagement in deep, reflective thinking may undermine the intrinsic motivation that drives learning and growth (Fan et al., 2025; Wu et al., 2025). == Motivational theories == Motivation can be defined as the driving force that influences a person’s choices, actions and persistence (Galindo-Domínguez et al., 2025). A large body of theories have emerged to understand individual motivation, such as expectancy-value theory, attribution theory, social cognitive theory, and goal-orientation theory. [[w:Self-determination_theory|Self-determination theory]] (SDT) is one of the most significant frameworks for understanding human motivation (Ryan & Deci, 2000). === Basic psychological needs theory === One mini-theory of SDT is the basic psychological needs theory, which proposes that human well-being and optimal functioning depends on the universal needs for autonomy, competence, and relatedness. The theory argues that all three needs are essential and need to be supported or there will be distinct functional costs (Ryan & Deci, 2000). ==== Competence ==== Competence refers to the need for an individual to develop their skills and experience a sense of mastery (Galindo-Domínguez et al., 2025). AI has the potential to create competence through customised learning, providing tailored learning methods and adapting to accommodate a person’s strengths and weaknesses (Jose et al., 2025; Wu, 2023). This relates to the concept of self-efficacy, which reflects an individual’s belief in their ability to succeed in specific tasks. By offering personalised support and ongoing feedback, AI can strengthen self-efficacy and, in turn, enhance learners’ sense of competence, confidence, and motivation (Wu, 2023). While AI can support competence through personalised learning, other research warns that over-reliance on AI tools may diminish learners’ sense of self-efficacy, and undermine competence (Fan et al., 2025; Jose et al., 2025). ==== Autonomy ==== Autonomy refers to the need to feel a sense of choice in one’s actions and to pursue activities that align with personal values and interests (Galindo-Domínguez et al., 2025). Task engagement increases when individuals perceive that they have control and are the primary agents of their actions (Wu et al., 2025). By providing personalised learning paths, AI tools may support students to engage in activities that align with their interests, allowing them to take ownership of their learning. However, reliance on AI or a lack of ownership over AI-generated content, may weaken an individual’s sense of autonomy (Fan et al., 2025; Jose et al., 2025). ==== Relatedness ==== Relatedness refers to the need for a sense of social connectedness and belonging (Galindo-Domínguez et al., 2025). The immediate responsiveness of AI tools and personalised outputs can make individuals feel connected during otherwise solitary tasks, and as AI becomes more human-like, it may further support this need. However, if users turn to AI instead of seeking guidance from peers and teachers, relatedness may be inhibited (Jose et al., 2025). If engaging with AI tools does provide a sense of relatedness, it may increase the dependence on AI tools as tasks without AI assistance may feel less enjoyable (Wu et al., 2025). [[File:Muhammad Intrinsic vs Extrinsic Motivation.png|thumb|'''Figure 4. Comparison of intrinsic and extrinsic motivation'''|274x274px]] === Intrinsic and extrinsic motivation === Intrinsic motivation refers to the desire to engage in a task out of enjoyment, curiosity, or a sense of fulfilment. People who are intrinsically motivated complete a task because it feels rewarding or meaningful. Extrinsic motivation, on the other hand, occurs when people engage in a task for the outcome, such as rewards, punishments, or a response from others. Figure 4 shows two children playing sports: one plays for enjoyment, representing intrinsic motivation, while the other plays to earn a reward, illustrating extrinsic motivation. Intrinsic motivation is the preferred motivator of behaviour as it drives high-quality engagement, supporting sustained effort and deeper satisfaction. According to SDT, intrinsic motivation arises from fulfilment of the three basic psychological needs (Ryan & Deci, 2000). AI tools can impact these motivational factors either positively or negatively. If AI supports these needs, it fosters intrinsic motivation; if it undermines them, motivation becomes more extrinsic (Wu et al., 2025). == Motivational consequences of AI-based offloading == {{ic|Include an introductory paragraph before branching into sub-sections}} === Positive effects === High cognitive load can overwhelm students, undermining their sense of competence and motivation. The following research suggests that AI tools can reduce this load by personalising learning, enhancing focus, and supporting autonomy, creating conditions that foster intrinsic motivation and deeper engagement. Hussain et al. (2025) discuss that experiencing high cognitive load adds pressure and stress, which reduces students' interests in learning. It can also affect emotional control, with learners having a tendency of giving up easily when they face academic challenges. From an SDT perspective, when the complexity of a task leads to cognitive overload, learners are less likely to feel capable and have their sense of autonomy and competence supported, which in turn undermines their intrinsic motivation to engage. Building on this reasoning, Hussain et al. (2025) sought to evaluate whether AI could make learning easier, more interesting, and more meaningful by reducing cognitive load and personalising responses to learners’ needs. They conducted a study with a sample of 250 university students in Punjab, using a quantitative correlational design to examine associations between AI use, cognitive load, focus, and memory. Their findings revealed a moderate, statistically significant negative correlation between cognitive load and student focus (r = –0.457, p < .001), suggesting that when AI reduces cognitive load, students' engagement with tasks improves. When cognitive load is reduced and feedback is personalised, students may engage more fully with the material, supporting their intrinsic motivation, as described in SDT. Emerging research has expanded on the value of AI tools in supporting highly personalised learning. Gkintoni et al. (2025) conducted a systematic review demonstrating how AI-driven adaptive learning systems, informed by real-time neurophysiological data such as EEG, can optimise cognitive load. By monitoring mental effort, these systems can adjust learning pathways, pacing, difficulty, and feedback to align with each student’s individual needs. The review notes that tools such as portable EEG headsets and brain–computer interfaces could one day be used in classrooms to provide AI with real-time information about an individual student’s cognitive state. Although widespread classroom use of EEG technology may not be practical, the findings are promising: AI can interpret neurophysiological data to understand the relationship between brain activity, cognitive load, and emotions, and adapt learning accordingly. Such insights are valuable for training AI models to recognise cognitive overload and adapt output to support student engagement and feelings of competence. This research and other studies (e.g., Byers, 2024; Chen & Chang, 2024) support the idea that AI can enhance autonomy and competence by reducing cognitive load. It is also theorised that the human-like nature of interactions with AI, and its ability to provide immediate, highly personalised support may also enhance relatedness. However, Chiu et al. (2024) note that this area has not been extensively studied, and it remains unclear how AI, as a form of digital support, satisfies the need for relatedness. Most research suggesting that AI tools can foster intrinsic motivation focuses on short-term effects, with limited evidence of long-term benefits. However, Hussain et al. (2025) provides findings with implications for longer-term outcomes. They found that AI tools enhance deep comprehension and learning by providing opportunities for metacognitive practice, including self-assessment and reflection. Their regression analyses showed a strong positive correlation between AI use and students’ ability to retain information (β = 0.582). If AI improves knowledge retention, learners may approach future tasks with greater perceived autonomy and competence, fostering intrinsic motivation. {{RoundBoxTop|theme=13}} ;Key points * AI tools can reduce mental effort, making tasks easier and more meaningful. * Personalised AI feedback supports deeper engagement and learning. * Deeper task engagement supports autonomy and competence. * AI may support relatedness through human-like interaction. * By improving knowledge retention, AI could have long-term benefits on autonomy and competence. {{RoundBoxBottom}} === Negative effects === While AI can reduce cognitive load and momentarily increase engagement, several studies suggest these benefits may not translate into sustained intrinsic motivation. Fan et al. (2025) conducted an experimental study with 117 university students to explore the effect of AI support on learners’ intrinsic motivation, relative to support from a human expert, a checklist tool, or no support (control). While no significant differences in intrinsic motivation were found across the four groups, descriptive statistics indicated that the control group reported the lowest interest and enjoyment and the highest pressure and tension. Notably, the checklist group reported the highest levels of interest, enjoyment and perceived competence. These findings suggest that receiving any form of support, including AI, may reduce cognitive load by easing pressure and tension and improve short-term engagement, however AI does not appear to enhance perceived competence any more than other supports. Moreover, Fan et al. (2025) raised concerns that by lowering cognitive effort, AI may limit opportunities for deeper learning and long-term motivational development. Excessive reliance on AI could prevent learners from experiencing the disfluency or cognitive difficulty necessary to engage deeper metacognitive processes. This contrasts with Hussain et al. (2025), who suggested that AI can increase germane load and support sustained intrinsic motivation. These differing findings indicate that AI’s impact on germane load, and by extension, on autonomy and competence, may depend on whether it is designed to support learners’ cognitive processing or to replace it. Providing further evidence that AI may limit opportunities for meaningful mental effort, Chen et al. (2025) conducted an experimental study with 160 college students and found that heavy reliance on AI led to measurable declines in cognitive engagement, raising concerns about potential long-term effects on human cognition. Similarly, Gerlich (2025), in a mixed-method study of 669 participants across diverse ages, educational levels, and professions, reported that increased AI use was associated with lower critical thinking skills, with cognitive offloading acting as a mediating factor. As AI tools reduce engagement in critical thinking, users may become accustomed to the ease and convenience of AI-provided solutions (Gerlich, 2025). Jose et al. (2025) emphasise that engagement encompasses both the quality and extent of mental effort. Over-reliance on AI not only reduces this engagement but also impairs the development of independent problem-solving abilities. When learners are no longer challenged to learn and solve problems independently, they may struggle to maintain the sense of satisfaction and competence that reinforces intrinsic motivation (Wu, 2025). If the thinking is done by AI, students may lose not only cognitive engagement but also the intrinsic motivation to learn and solve problems on their own (Jose et al., 2025). This reduction in independent effort can undermine learners’ autonomy, as they may no longer see themselves as the primary agents of their learning, which can also diminish their sense of competence by limiting opportunities to overcome challenges and experience achievement. The need for relatedness can also be undermined when learners rely heavily on AI. If students engage less in collaborative problem-solving, discussion, or peer feedback because AI provides easy solutions, they may feel isolated or disconnected from the learning community. If the needs of autonomy, competence, and relatedness are not supported, individuals are less likely to sustain intrinsic motivation, reducing both engagement and the long-term development of independent learning skills. {{RoundBoxTop|theme=13}} ;Key points *AI may reduce cognitive load, but not necessarily better than other supports. *Over-reliance on AI may limit opportunities for deeper learning and metacognitive engagement. *Heavy AI use can reduce independent problem-solving, lowering satisfaction and perceived competence. *Learners may experience reduced autonomy, seeing themselves as less responsible for their learning. *AI can undermine relatedness by decreasing peer interaction. {{RoundBoxBottom}} ==Conclusion== AI tools reduce cognitive effort by offloading working memory demands, minimising extraneous load, and structuring information to support germane processing. This can make tasks more manageable, enhancing competence and autonomy, and supporting intrinsic motivation in the short term by increasing engagement, focus, and task mastery. However, over-reliance on AI may have negative consequences: it can reduce independent problem-solving, critical thinking, and opportunities for meaningful social interaction, undermining autonomy, competence, and relatedness. While AI can enhance motivation by making tasks easier, depending on it too much may reduce long-term intrinsic motivation if it replaces active effort and reduces confidence in completing tasks independently. {{RoundBoxTop|theme=11}} [[File:Nuvola apps kuser.svg|Nuvola apps kuser|left|20px]] '''Take home message:''' AI is a powerful tool for supporting learning, but its benefits are maximised when it complements, rather than replaces, active cognitive effort, reflective thinking, and collaborative engagement. Long-term motivation and growth depend on maintaining ownership, mastery, and connection in learning. {{RoundBoxBottom}} ==See also== * [[wikipedia:Cognitive_load|Cognitive load]] (Wikipedia) * [[wikipedia:Generative_artificial_intelligence|Generative artificial intelligence]] (Wikipedia) * [[Motivation and emotion/Book/2025/Motivation for using AI companions|Motivation for using AI companions]] (Book chapter, 2025) * [[w:Self determination theory|Self determination theory]] (Wikipedia) ==References== {{Hanging indent|1= Byers, C. M. (2024). AI-Powered Educational Tools and Their Effect on Student Motivation in Online Learning Environments: A Preliminary Study. ''Graduate Student Theses, Dissertations, & Professional Papers.'' 12377. https://scholarworks.umt.edu/etd/12377 Chen, C. H., & Chang, C. L. (2024). Effectiveness of AI-assisted game-based learning on science learning outcomes, intrinsic motivation, cognitive load, and learning behavior. ''Education and Information Technologies'', 29(14), 18621-18642. https://doi.org/10.1007/s10639-024-12553-x Chen, Y., Wang, Y., Wüstenberg, T. Kizilcec, R., Fan, Y., Li, Y., Lu, B., Yuan, M., Zhang, J., Zhang, Z., Geldsetzer, P., Chen S., & Bärnighausen, T. (2025) Effects of generative artificial intelligence on cognitive effort and task performance: study protocol for a randomized controlled experiment among college students. ''Trials'', 26(1), 244. https://doi.org/10.1186/s13063-025-08950-3 Chiu, T. K. (2024). A classification tool to foster self-regulated learning with generative artificial intelligence by applying self-determination theory: A case of ChatGPT. ''Educational technology research and development'', 72(4), 2401-2416. https://doi.org/10.1007/s11423-024-10366-w Fan, Y., Tang, L., Le, H., Shen, K., Tan, S., Zhao, Y., Shen, Y., Li, X., & Gasevic, D. (2025). Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performance. ''British Journal of Educational Technology'', 56(2), 489-530. https://doi.org/10.1111/bjet.13544 Galindo‐Domínguez, H., Delgado, N., Urruzola, M. V., Etxabe, J. M., & Campo, L. (2025). Using Artificial Intelligence to Promote Adolescents' Learning Motivation. A Longitudinal Intervention From the Self‐Determination Theory. ''Journal of Computer Assisted Learning'', 41(2), e70020. https://doi.org/10.1111/jcal.70020 Gerlich, M. (2025). AI Tools in Society: Impacts on Cognitive Offloading and the ''Future of Critical Thinking. Societies'', 15(1), 6. https://doi.org/10.3390/soc15010006 Gkintoni, E., Antonopoulou, H., Sortwell, A., & Halkiopoulos, C. (2025). Challenging cognitive load theory: The role of educational neuroscience and artificial intelligence in redefining learning efficacy. ''Brain Sciences'', 15(2), 203. https://doi.org/10.3390/brainsci15020203 Hussain, S. A., Ayub, F., & Ahmed, N. (2025). Cognitive Load Management Through Adaptive AI learning System Implications for Student Focus and Retention. ''The Critical Review of Social Sciences Studies'', 3(3), 701-719. https://doi.org/10.59075/kpfrdv65 Jose B, Cherian J, Verghis A. M., Varghise S. M., & Joseph S. (2025). The cognitive paradox of AI in education: between enhancement and erosion. ''Frontiers in Psychology'', 16, 1550621. https://doi.org/10.3389/fpsyg.2025.1550621 Martin, A. J., Ginns, P., Burns, E. C., Kennett, R., Munro-Smith, V., Collie, R. J., & Pearson, J. (2021). Assessing Instructional Cognitive Load in the Context of Students' Psychological Challenge and Threat Orientations: A Multi-Level Latent Profile Analysis of Students and Classrooms. ''Frontiers in psychology'', 12, 656994. https://doi.org/10.3389/fpsyg.2021.656994 Martin, A. J., Collie, R. J., Kennett, R., Liu, D., Ginns, P., Sudimantara, L. B., Dewi, E. W., & Rüschenpöhler, L. (2025). Integrating generative AI and load reduction instruction to individualize and optimize students' learning. ''Learning and Individual Differences'', 121, 102723. https://doi.org/10.1016/j.lindif.2025.102723 Risko, E. F., & Gilbert, S. J. (2016). Cognitive Offloading. ''Trends in cognitive sciences'', 20(9), 676–688. https://doi.org/10.1016/j.tics.2016.07.002 Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. ''American Psychologist'', 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68 Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. ''Educational psychology review'', 22(2), 123-138. https://doi.org/10.1007/s10648-010-9128-5 Sweller J., Ayres P., Kalyuga S. (2011). ''Cognitive Load Theory''. Springer. 10.1007/978-1-4419-8126-4 Wu, Y. (2023). Integrating generative AI in education: how ChatGPT brings challenges for future learning and teaching. ''Journal of Advanced Research in Education'', 2(4), 6-10. https://doi.org/10.56397/JARE.2023.07.02 Wu, S., Liu, Y., Ruan, M., Chen, S., & Xie, X. Y. (2025). Human-generative AI collaboration enhances task performance but undermines human’s intrinsic motivation. ''Scientific Reports'', 15(1), 15105. https://doi.org/10.1038/s41598-025-98385-2 }} == External links == * [https://aicompetence.org/cognitive-load-theory-ai/ Cognitive load theory & AI] (AI competence) * [https://selfdeterminationtheory.org/the-theory/ Self-determination theory] (Centre for self-determination theory) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Artificial intelligence]] [[Category:Motivation and emotion/Book/Cognition]] [[Category:Motivation and emotion/Book/Education]] [[Category:Motivation and emotion/Book/Learning]] 74bbjwv2c9pvgqa8zg5if1v6wubrsef 2822589 2822588 2026-08-17T22:49:04Z Jtneill 10242 /* Relatedness */ 2822589 wikitext text/x-wiki {{title|AI use, cognitive load, and motivation: <br>How does generative AI reduce cognitive effort, and what are the motivational consequences?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Person on laptop Wikicurious Charlotte.jpg|Person_on_laptop_Wikicurious_Charlotte|thumb|200px|'''Figure 1.''' Student using generative AI to complete an assignment]] ;Scenario David has an essay due at the end of the week and feels overwhelmed. He struggles to start, as his mind is occupied with recalling concepts, planning the structure, and worrying about the deadline. Turning to a generative AI tool, David quickly receives a structured outline with key points and examples. This reduces his cognitive load, allowing him to focus on refining arguments and adding personal insights. As he gains a sense of control over the assignment and experiences increased competence, he begins to enjoy the task and views it as an opportunity to develop his skills. {{RoundBoxBottom}} [[wikipedia:Cognitive_load|Cognitive load theory]] suggests that [[wikipedia:Working_memory|working memory]] has limited capacity and can only hold so much information at once. To manage this, tasks can be offloaded to external tools, preserving mental effort. Generative AI is emerging as a powerful tool for cognitive offloading, providing immediate, personalised support for routine and complex tasks. This can make tasks more manageable and enhance feelings of competence and autonomy. However, over-reliance on AI may reduce intrinsic motivation by limiting task engagement, independent problem-solving, and confidence in completing tasks unassisted. It is therefore important to examine how AI reduces cognitive load and what the motivational consequences might be. Although AI can be applied across various contexts to reduce cognitive load and influence motivation, this chapter primarily focuses on learners and educational settings, reflecting the main contexts in which research has been conducted. {{RoundBoxTop|theme=11}} ;Focus questions [[File:Crystal Clear app ktip.svg|left|20px|]] *What is cognitive load theory? *How does generative AI reduce cognitive load? *What is self-determination theory? *How does reducing cognitive load with generative AI affect motivation? {{RoundBoxBottom}} == Generative artificial intelligence == {{multiple image|Logotipo y favicon de ChatGPT|150px|align=right|direction=vertical|header=Figure 2. Generative AI tools|image1=Open ai.jpg|caption1=OpenAI's ChatGPT|image2=Google Gemini logo.svg|caption2=Gemini by Google}} [[wikipedia:Generative_artificial_intelligence|Generative artificial intelligence]] (GenAI) refers to technologies that use [[w:Machine_learning|machine learning]] to create new content, such as text, images, audio, and video (Martin et al., 2025). AI systems, which were once limited to routine and repetitive tasks, can now work alongside humans on more complex and cognitively demanding problems by analysing patterns in large datasets and generating outputs in response to human input (Wu et al., 2025). There has been rapid uptake of GenAI around the world, transforming the nature and structure of many professional tasks and reshaping teaching and learning in educational settings (Martin et al., 2025; Wu et al., 2025). Frequently used GenAI applications include [[w:ChatGPT|ChatGPT]], [[w:Claude_(language_model)|Claude]], [[w:Microsoft_Copilot|Microsoft Copilot]], and [[w:Gemini_(chatbot)|Gemini]] (See figure 2) (Martin et al., 2025). == Cognitive load and cognitive offloading == {{ic|Include an introductory paragraph before branching into sub-sections}} === Cognitive load theory === [[wikipedia:Cognitive_load|Cognitive load theory]] explains the amount of mental effort required to process information. Human [[w:Working_memory|working memory]] has limited capacity, which constrains how much information can be processed at once. The theory highlights the load imposed on working memory by a given task and emphasises that instructional design should optimise cognitive resources to reduce overload and enhance learning efficiency (Gkintoni et al., 2025; Sweller et al., 2011). Broadly, there are three types of cognitive load: '''Intrinsic load''' refers to the inherent difficulty of the material being learned. Some tasks are naturally more complex than others, such as solving advanced mathematical problems compared to simple arithmetic. The level of intrinsic load depends on the nature of the content and the learner’ level of knowledge, with more unfamiliar or abstract information placing greater demands on working memory. As such, intrinsic cognitive load cannot be altered except by altering what is learned or the levels of expertise of the learners (Sweller et al., 2011). In an educational context, teachers can manage intrinsic cognitive load by presenting instructional material that is appropriate to students' level of knowledge (Martin et al., 2021). '''Extraneous load''' is caused by the way information is structured and presented (Martin et al., 2021). It occurs when unclear instructions, irrelevant details, or poorly designed materials place unnecessary demands on working memory. Such overload interferes with learning, as learners must process too many elements simultaneously (Sweller et al., 2011). Unlike intrinsic cognitive load, extraneous cognitive load should always be reduced and under no circumstances increased (Sweller et al., 2011). In an educational context, teachers can manage extraneous load by presenting instructional material sequentially, clearly, and explicitly to students (Martin et al., 2021). Cognitive load theory is primarily concerned with identifying techniques to reduce extraneous cognitive load (Sweller et al., 2010). '''Germane load''' facilitates meaningful cognitive processing that is essential for [[w:Schema_(psychology)|schema]] formation and deep learning (Gkintoni et al., 2025). It relates to the working memory resources that the learner uses to process and understand the information (Sweller, 2010). While extraneous load should be minimised, germane load is beneficial and can be encouraged through instructional techniques like self-explanation, elaboration, and active retrieval practice (Gkintoni et al., 2025). For example, if students are prompted to question the rationale behind factual information rather than simply memorising it, they actively engage with the material, creating richer connections between schemata, improving long-term retention (Gkintoni et al., 2025). '''Table 1.''' Types of Cognitive Load {| class="wikitable" |'''Intrinsic load''' |Inherent difficulty of the task (Can’t easily change) |- |'''Extraneous load''' |Unnecessary effort caused by poor design (Should be reduced) |- |'''Germane load''' |Meaningful cognitive processing (Should be encouraged) |} === Cognitive offloading === {{multiple image|align=right|direction=vertical|width=200|header=Figure 3. External tools|image1=Windows 8.1 Calculator.png|alt1=|class1=bg-transparent|caption1=Calculator|image2=A screenshot of suggestions by Google Search when "wikip" is typed.png|alt2=Colored dice with checkered background|caption2=Internet search engine}} [[wikipedia:Cognitive_load|Cognitive offloading]], as described by Risko and Gilbert (2016) involves using external tools to reduce the mental effort and cognitive demands of a task. Because working memory is limited in capacity, delegating parts of a task to external aids allows individuals to conserve cognitive resources (Risko & Gilbert, 2016). Research shows that offloading can make tasks more manageable and improve performance across domains such as memory, arithmetic, counting, and spatial reasoning (Risko & Gilbert, 2016). Calculators and the internet are examples of external tools that have transformed the way individuals process, store, and retrieve information (see Figure 3) (Gerlich, 2025). GenAI has emerged as an extension on these tools, capable of performing complex tasks, generating content, and supporting decision-making (Gerlich, 2025). == Generative AI and cognitive load == GenAI has the potential to reduce cognitive effort across multiple dimensions of cognitive load. While Intrinsic load, the inherent complexity of a task, cannot be directly reduced by AI, AI tools can make tasks more manageable by slowing the pace of explanations, providing examples, simplifying concepts, or presenting information in multiple formats. For more advanced students, AI can offer additional challenges to prevent boredom (Hussain et al., 2025). AI can also minimise extraneous load caused by irrelevant or distracting information by filtering out unnecessary information, highlighting important content, organising tasks into smaller, logically ordered blocks, and improving clarity and pacing (Gerlich, 2025; Hussain et al., 2025). Beyond managing difficulty and distractions, AI can also enhance germane load by promoting meaningful learning through interactive and engaging features such as quizzes, flashcards, and simulations, which encourage active recall, self-assessment, and schema development (Hussain et al., 2025). '''Table 2.''' How AI Helps to Manages Three Types of Cognitive Load {| class="wikitable" |'''Intrinsic load''' |AI can help simplify content to the learner’s level |- |'''Extraneous load''' |AI can remove unnecessary information or clarify instructions |- |'''Germane load''' |AI can structure material and highlight meaningful patterns |} Reducing cognitive load using GenAI has clear benefits: tasks can become more approachable, manageable, and efficient, allowing cognitive resources to be directed to higher-order thinking. While utilisation of AI may be highly beneficial for managing cognitive load, there are also concerns around the consequences excessive reliance on offloading may also have. Reducing the need for engagement in deep, reflective thinking may undermine the intrinsic motivation that drives learning and growth (Fan et al., 2025; Wu et al., 2025). == Motivational theories == Motivation can be defined as the driving force that influences a person’s choices, actions and persistence (Galindo-Domínguez et al., 2025). A large body of theories have emerged to understand individual motivation, such as expectancy-value theory, attribution theory, social cognitive theory, and goal-orientation theory. [[w:Self-determination_theory|Self-determination theory]] (SDT) is one of the most significant frameworks for understanding human motivation (Ryan & Deci, 2000). === Basic psychological needs theory === One mini-theory of SDT is the basic psychological needs theory, which proposes that human well-being and optimal functioning depends on the universal needs for autonomy, competence, and relatedness. The theory argues that all three needs are essential and need to be supported or there will be distinct functional costs (Ryan & Deci, 2000). ==== Competence ==== Competence refers to the need for an individual to develop their skills and experience a sense of mastery (Galindo-Domínguez et al., 2025). AI has the potential to create competence through customised learning, providing tailored learning methods and adapting to accommodate a person’s strengths and weaknesses (Jose et al., 2025; Wu, 2023). This relates to the concept of self-efficacy, which reflects an individual’s belief in their ability to succeed in specific tasks. By offering personalised support and ongoing feedback, AI can strengthen self-efficacy and, in turn, enhance learners’ sense of competence, confidence, and motivation (Wu, 2023). While AI can support competence through personalised learning, other research warns that over-reliance on AI tools may diminish learners’ sense of self-efficacy, and undermine competence (Fan et al., 2025; Jose et al., 2025). ==== Autonomy ==== Autonomy refers to the need to feel a sense of choice in one’s actions and to pursue activities that align with personal values and interests (Galindo-Domínguez et al., 2025). Task engagement increases when individuals perceive that they have control and are the primary agents of their actions (Wu et al., 2025). By providing personalised learning paths, AI tools may support students to engage in activities that align with their interests, allowing them to take ownership of their learning. However, reliance on AI or a lack of ownership over AI-generated content, may weaken an individual’s sense of autonomy (Fan et al., 2025; Jose et al., 2025). ==== Relatedness ==== Relatedness refers to the need for a sense of social connectedness and belonging (Galindo-Domínguez et al., 2025). The immediate responsiveness of AI tools and personalised outputs can make individuals feel connected during otherwise solitary tasks, and as AI becomes more human-like, it may further support this need. However, if users turn to AI instead of seeking guidance from peers and teachers, relatedness may be inhibited (Jose et al., 2025). If engaging with AI tools does provide a sense of relatedness, it may increase the dependence on AI tools as tasks without AI assistance may feel less enjoyable (Wu et al., 2025). [[File:Muhammad Intrinsic vs Extrinsic Motivation.png|thumb|'''Figure 4'''. Comparison of intrinsic and extrinsic motivation|244x244px]] === Intrinsic and extrinsic motivation === Intrinsic motivation refers to the desire to engage in a task out of enjoyment, curiosity, or a sense of fulfilment. People who are intrinsically motivated complete a task because it feels rewarding or meaningful. Extrinsic motivation, on the other hand, occurs when people engage in a task for the outcome, such as rewards, punishments, or a response from others. Figure 4 shows two children playing sports: one plays for enjoyment, representing intrinsic motivation, while the other plays to earn a reward, illustrating extrinsic motivation. Intrinsic motivation is the preferred motivator of behaviour as it drives high-quality engagement, supporting sustained effort and deeper satisfaction. According to SDT, intrinsic motivation arises from fulfilment of the three basic psychological needs (Ryan & Deci, 2000). AI tools can impact these motivational factors either positively or negatively. If AI supports these needs, it fosters intrinsic motivation; if it undermines them, motivation becomes more extrinsic (Wu et al., 2025). == Motivational consequences of AI-based offloading == {{ic|Include an introductory paragraph before branching into sub-sections}} === Positive effects === High cognitive load can overwhelm students, undermining their sense of competence and motivation. The following research suggests that AI tools can reduce this load by personalising learning, enhancing focus, and supporting autonomy, creating conditions that foster intrinsic motivation and deeper engagement. Hussain et al. (2025) discuss that experiencing high cognitive load adds pressure and stress, which reduces students' interests in learning. It can also affect emotional control, with learners having a tendency of giving up easily when they face academic challenges. From an SDT perspective, when the complexity of a task leads to cognitive overload, learners are less likely to feel capable and have their sense of autonomy and competence supported, which in turn undermines their intrinsic motivation to engage. Building on this reasoning, Hussain et al. (2025) sought to evaluate whether AI could make learning easier, more interesting, and more meaningful by reducing cognitive load and personalising responses to learners’ needs. They conducted a study with a sample of 250 university students in Punjab, using a quantitative correlational design to examine associations between AI use, cognitive load, focus, and memory. Their findings revealed a moderate, statistically significant negative correlation between cognitive load and student focus (r = –0.457, p < .001), suggesting that when AI reduces cognitive load, students' engagement with tasks improves. When cognitive load is reduced and feedback is personalised, students may engage more fully with the material, supporting their intrinsic motivation, as described in SDT. Emerging research has expanded on the value of AI tools in supporting highly personalised learning. Gkintoni et al. (2025) conducted a systematic review demonstrating how AI-driven adaptive learning systems, informed by real-time neurophysiological data such as EEG, can optimise cognitive load. By monitoring mental effort, these systems can adjust learning pathways, pacing, difficulty, and feedback to align with each student’s individual needs. The review notes that tools such as portable EEG headsets and brain–computer interfaces could one day be used in classrooms to provide AI with real-time information about an individual student’s cognitive state. Although widespread classroom use of EEG technology may not be practical, the findings are promising: AI can interpret neurophysiological data to understand the relationship between brain activity, cognitive load, and emotions, and adapt learning accordingly. Such insights are valuable for training AI models to recognise cognitive overload and adapt output to support student engagement and feelings of competence. This research and other studies (e.g., Byers, 2024; Chen & Chang, 2024) support the idea that AI can enhance autonomy and competence by reducing cognitive load. It is also theorised that the human-like nature of interactions with AI, and its ability to provide immediate, highly personalised support may also enhance relatedness. However, Chiu et al. (2024) note that this area has not been extensively studied, and it remains unclear how AI, as a form of digital support, satisfies the need for relatedness. Most research suggesting that AI tools can foster intrinsic motivation focuses on short-term effects, with limited evidence of long-term benefits. However, Hussain et al. (2025) provides findings with implications for longer-term outcomes. They found that AI tools enhance deep comprehension and learning by providing opportunities for metacognitive practice, including self-assessment and reflection. Their regression analyses showed a strong positive correlation between AI use and students’ ability to retain information (β = 0.582). If AI improves knowledge retention, learners may approach future tasks with greater perceived autonomy and competence, fostering intrinsic motivation. {{RoundBoxTop|theme=13}} ;Key points * AI tools can reduce mental effort, making tasks easier and more meaningful. * Personalised AI feedback supports deeper engagement and learning. * Deeper task engagement supports autonomy and competence. * AI may support relatedness through human-like interaction. * By improving knowledge retention, AI could have long-term benefits on autonomy and competence. {{RoundBoxBottom}} === Negative effects === While AI can reduce cognitive load and momentarily increase engagement, several studies suggest these benefits may not translate into sustained intrinsic motivation. Fan et al. (2025) conducted an experimental study with 117 university students to explore the effect of AI support on learners’ intrinsic motivation, relative to support from a human expert, a checklist tool, or no support (control). While no significant differences in intrinsic motivation were found across the four groups, descriptive statistics indicated that the control group reported the lowest interest and enjoyment and the highest pressure and tension. Notably, the checklist group reported the highest levels of interest, enjoyment and perceived competence. These findings suggest that receiving any form of support, including AI, may reduce cognitive load by easing pressure and tension and improve short-term engagement, however AI does not appear to enhance perceived competence any more than other supports. Moreover, Fan et al. (2025) raised concerns that by lowering cognitive effort, AI may limit opportunities for deeper learning and long-term motivational development. Excessive reliance on AI could prevent learners from experiencing the disfluency or cognitive difficulty necessary to engage deeper metacognitive processes. This contrasts with Hussain et al. (2025), who suggested that AI can increase germane load and support sustained intrinsic motivation. These differing findings indicate that AI’s impact on germane load, and by extension, on autonomy and competence, may depend on whether it is designed to support learners’ cognitive processing or to replace it. Providing further evidence that AI may limit opportunities for meaningful mental effort, Chen et al. (2025) conducted an experimental study with 160 college students and found that heavy reliance on AI led to measurable declines in cognitive engagement, raising concerns about potential long-term effects on human cognition. Similarly, Gerlich (2025), in a mixed-method study of 669 participants across diverse ages, educational levels, and professions, reported that increased AI use was associated with lower critical thinking skills, with cognitive offloading acting as a mediating factor. As AI tools reduce engagement in critical thinking, users may become accustomed to the ease and convenience of AI-provided solutions (Gerlich, 2025). Jose et al. (2025) emphasise that engagement encompasses both the quality and extent of mental effort. Over-reliance on AI not only reduces this engagement but also impairs the development of independent problem-solving abilities. When learners are no longer challenged to learn and solve problems independently, they may struggle to maintain the sense of satisfaction and competence that reinforces intrinsic motivation (Wu, 2025). If the thinking is done by AI, students may lose not only cognitive engagement but also the intrinsic motivation to learn and solve problems on their own (Jose et al., 2025). This reduction in independent effort can undermine learners’ autonomy, as they may no longer see themselves as the primary agents of their learning, which can also diminish their sense of competence by limiting opportunities to overcome challenges and experience achievement. The need for relatedness can also be undermined when learners rely heavily on AI. If students engage less in collaborative problem-solving, discussion, or peer feedback because AI provides easy solutions, they may feel isolated or disconnected from the learning community. If the needs of autonomy, competence, and relatedness are not supported, individuals are less likely to sustain intrinsic motivation, reducing both engagement and the long-term development of independent learning skills. {{RoundBoxTop|theme=13}} ;Key points *AI may reduce cognitive load, but not necessarily better than other supports. *Over-reliance on AI may limit opportunities for deeper learning and metacognitive engagement. *Heavy AI use can reduce independent problem-solving, lowering satisfaction and perceived competence. *Learners may experience reduced autonomy, seeing themselves as less responsible for their learning. *AI can undermine relatedness by decreasing peer interaction. {{RoundBoxBottom}} ==Conclusion== AI tools reduce cognitive effort by offloading working memory demands, minimising extraneous load, and structuring information to support germane processing. This can make tasks more manageable, enhancing competence and autonomy, and supporting intrinsic motivation in the short term by increasing engagement, focus, and task mastery. However, over-reliance on AI may have negative consequences: it can reduce independent problem-solving, critical thinking, and opportunities for meaningful social interaction, undermining autonomy, competence, and relatedness. While AI can enhance motivation by making tasks easier, depending on it too much may reduce long-term intrinsic motivation if it replaces active effort and reduces confidence in completing tasks independently. {{RoundBoxTop|theme=11}} [[File:Nuvola apps kuser.svg|Nuvola apps kuser|left|20px]] '''Take home message:''' AI is a powerful tool for supporting learning, but its benefits are maximised when it complements, rather than replaces, active cognitive effort, reflective thinking, and collaborative engagement. Long-term motivation and growth depend on maintaining ownership, mastery, and connection in learning. {{RoundBoxBottom}} ==See also== * [[wikipedia:Cognitive_load|Cognitive load]] (Wikipedia) * [[wikipedia:Generative_artificial_intelligence|Generative artificial intelligence]] (Wikipedia) * [[Motivation and emotion/Book/2025/Motivation for using AI companions|Motivation for using AI companions]] (Book chapter, 2025) * [[w:Self determination theory|Self determination theory]] (Wikipedia) ==References== {{Hanging indent|1= Byers, C. M. (2024). AI-Powered Educational Tools and Their Effect on Student Motivation in Online Learning Environments: A Preliminary Study. ''Graduate Student Theses, Dissertations, & Professional Papers.'' 12377. https://scholarworks.umt.edu/etd/12377 Chen, C. H., & Chang, C. L. (2024). Effectiveness of AI-assisted game-based learning on science learning outcomes, intrinsic motivation, cognitive load, and learning behavior. ''Education and Information Technologies'', 29(14), 18621-18642. https://doi.org/10.1007/s10639-024-12553-x Chen, Y., Wang, Y., Wüstenberg, T. Kizilcec, R., Fan, Y., Li, Y., Lu, B., Yuan, M., Zhang, J., Zhang, Z., Geldsetzer, P., Chen S., & Bärnighausen, T. (2025) Effects of generative artificial intelligence on cognitive effort and task performance: study protocol for a randomized controlled experiment among college students. ''Trials'', 26(1), 244. https://doi.org/10.1186/s13063-025-08950-3 Chiu, T. K. (2024). A classification tool to foster self-regulated learning with generative artificial intelligence by applying self-determination theory: A case of ChatGPT. ''Educational technology research and development'', 72(4), 2401-2416. https://doi.org/10.1007/s11423-024-10366-w Fan, Y., Tang, L., Le, H., Shen, K., Tan, S., Zhao, Y., Shen, Y., Li, X., & Gasevic, D. (2025). Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performance. ''British Journal of Educational Technology'', 56(2), 489-530. https://doi.org/10.1111/bjet.13544 Galindo‐Domínguez, H., Delgado, N., Urruzola, M. V., Etxabe, J. M., & Campo, L. (2025). Using Artificial Intelligence to Promote Adolescents' Learning Motivation. A Longitudinal Intervention From the Self‐Determination Theory. ''Journal of Computer Assisted Learning'', 41(2), e70020. https://doi.org/10.1111/jcal.70020 Gerlich, M. (2025). AI Tools in Society: Impacts on Cognitive Offloading and the ''Future of Critical Thinking. Societies'', 15(1), 6. https://doi.org/10.3390/soc15010006 Gkintoni, E., Antonopoulou, H., Sortwell, A., & Halkiopoulos, C. (2025). Challenging cognitive load theory: The role of educational neuroscience and artificial intelligence in redefining learning efficacy. ''Brain Sciences'', 15(2), 203. https://doi.org/10.3390/brainsci15020203 Hussain, S. A., Ayub, F., & Ahmed, N. (2025). Cognitive Load Management Through Adaptive AI learning System Implications for Student Focus and Retention. ''The Critical Review of Social Sciences Studies'', 3(3), 701-719. https://doi.org/10.59075/kpfrdv65 Jose B, Cherian J, Verghis A. M., Varghise S. M., & Joseph S. (2025). The cognitive paradox of AI in education: between enhancement and erosion. ''Frontiers in Psychology'', 16, 1550621. https://doi.org/10.3389/fpsyg.2025.1550621 Martin, A. J., Ginns, P., Burns, E. C., Kennett, R., Munro-Smith, V., Collie, R. J., & Pearson, J. (2021). Assessing Instructional Cognitive Load in the Context of Students' Psychological Challenge and Threat Orientations: A Multi-Level Latent Profile Analysis of Students and Classrooms. ''Frontiers in psychology'', 12, 656994. https://doi.org/10.3389/fpsyg.2021.656994 Martin, A. J., Collie, R. J., Kennett, R., Liu, D., Ginns, P., Sudimantara, L. B., Dewi, E. W., & Rüschenpöhler, L. (2025). Integrating generative AI and load reduction instruction to individualize and optimize students' learning. ''Learning and Individual Differences'', 121, 102723. https://doi.org/10.1016/j.lindif.2025.102723 Risko, E. F., & Gilbert, S. J. (2016). Cognitive Offloading. ''Trends in cognitive sciences'', 20(9), 676–688. https://doi.org/10.1016/j.tics.2016.07.002 Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. ''American Psychologist'', 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68 Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. ''Educational psychology review'', 22(2), 123-138. https://doi.org/10.1007/s10648-010-9128-5 Sweller J., Ayres P., Kalyuga S. (2011). ''Cognitive Load Theory''. Springer. 10.1007/978-1-4419-8126-4 Wu, Y. (2023). Integrating generative AI in education: how ChatGPT brings challenges for future learning and teaching. ''Journal of Advanced Research in Education'', 2(4), 6-10. https://doi.org/10.56397/JARE.2023.07.02 Wu, S., Liu, Y., Ruan, M., Chen, S., & Xie, X. Y. (2025). Human-generative AI collaboration enhances task performance but undermines human’s intrinsic motivation. ''Scientific Reports'', 15(1), 15105. https://doi.org/10.1038/s41598-025-98385-2 }} == External links == * [https://aicompetence.org/cognitive-load-theory-ai/ Cognitive load theory & AI] (AI competence) * [https://selfdeterminationtheory.org/the-theory/ Self-determination theory] (Centre for self-determination theory) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Artificial intelligence]] [[Category:Motivation and emotion/Book/Cognition]] [[Category:Motivation and emotion/Book/Education]] [[Category:Motivation and emotion/Book/Learning]] 3drneozqms004g91cjiup620xjwqe9q 0 323153 2822554 2822443 2026-08-17T14:42:39Z Lilfish215 3107244 2822554 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|U3280097}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|Revial76}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|Sienna33309}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy-value theory of educational motivation/|Expectancy-value theory of educational motivation]] - What is expectancy-value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|U3259641}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|U3216724}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|Monuc9}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? - User Name # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|Jshottt}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|U3280499}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|U3275909}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? {{ME-By|U3261236}} # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? u3284308 # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|PsychstudentUniversity!}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|Ella Kay244}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? - User Name # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|GraceInMind}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|U3261376}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|U3281503}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|U3275775}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|J.M.A Watson}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|SJPiper}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|U3284266}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|AmyUniversity}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? - E3297976 # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|u3068253}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|Lilfish215}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|U3283812}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|u3239236}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy and jury decision-making/]] - How does empathy toward defendants and victims influence jurors' reasoning and verdict decisions? {{ME-By|U3254168}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|U3143751}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Envy in the workplace/]] - What role does envy play in workplace behaviour? {{ME-By|Flickstar888}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|U3292769}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|ChillPsychGuy0607}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Growth mindset and psychological wellbeing/]] - How does a growth mindset influence psychological wellbeing? {{ME-By|Avj.06}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|U3224236{{ME-By| # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|Katelyn Rod}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|U3282586}} # [[/Romantic entertainment and love beliefs/]] - How do romantic entertainment influence beliefs and expectations about love and romantic relationships? {{ME-By|U3247927}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?{{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|U3257744}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|Greg Philips}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people's emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|Leilab23}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|U3239431}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|Mort006}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|U3286962}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|U3263365}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] guhtlv4np8fuso4911azgrhu8bo39m6 2822572 2822554 2026-08-17T21:37:48Z Jtneill 10242 Fix user name 2822572 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|U3280097}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|Revial76}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|Sienna33309}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy-value theory of educational motivation/|Expectancy-value theory of educational motivation]] - What is expectancy-value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|U3259641}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|U3216724}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|Monuc9}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|Jshottt}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|U3280499}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|U3275909}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? {{ME-By|U3261236}} # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? u3284308 # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|PsychstudentUniversity!}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|Ella Kay244}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|GraceInMind}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|U3261376}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|U3281503}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|U3275775}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|J.M.A Watson}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|SJPiper}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|U3284266}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|AmyUniversity}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|E3297976}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|u3068253}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|Lilfish215}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|U3283812}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|u3239236}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy and jury decision-making/]] - How does empathy toward defendants and victims influence jurors' reasoning and verdict decisions? {{ME-By|U3254168}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|U3143751}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Envy in the workplace/]] - What role does envy play in workplace behaviour? {{ME-By|Flickstar888}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|U3292769}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|ChillPsychGuy0607}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Growth mindset and psychological wellbeing/]] - How does a growth mindset influence psychological wellbeing? {{ME-By|Avj.06}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|U3224236{{ME-By| # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|Katelyn Rod}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|U3282586}} # [[/Romantic entertainment and love beliefs/]] - How do romantic entertainment influence beliefs and expectations about love and romantic relationships? {{ME-By|U3247927}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?{{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|U3257744}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|Greg Philips}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people's emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|Leilab23}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|U3239431}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|Mort006}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|U3286962}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|U3263365}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] 2eal01xtbgavw2k5m0s5b3asv8wgytf 2822661 2822572 2026-08-18T07:01:58Z Jtneill 10242 # [[/Perfectionism and athlete mental health/]] - How does perfectionism affect athlete mental health? {{ME-By|Leilab23}} 2822661 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|U3280097}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|Revial76}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|Sienna33309}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy-value theory of educational motivation/|Expectancy-value theory of educational motivation]] - What is expectancy-value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|U3259641}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|U3216724}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|Monuc9}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|Jshottt}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|U3280499}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|U3275909}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? {{ME-By|U3261236}} # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? u3284308 # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|PsychstudentUniversity!}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|Ella Kay244}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|GraceInMind}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|U3261376}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|U3281503}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|U3275775}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|J.M.A Watson}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|SJPiper}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|U3284266}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|AmyUniversity}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|E3297976}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|u3068253}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|Lilfish215}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|U3283812}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|u3239236}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy and jury decision-making/]] - How does empathy toward defendants and victims influence jurors' reasoning and verdict decisions? {{ME-By|U3254168}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|U3143751}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Envy in the workplace/]] - What role does envy play in workplace behaviour? {{ME-By|Flickstar888}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|U3292769}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|ChillPsychGuy0607}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Growth mindset and psychological wellbeing/]] - How does a growth mindset influence psychological wellbeing? {{ME-By|Avj.06}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|U3224236{{ME-By| # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|Katelyn Rod}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Perfectionism and athlete mental health/]] - How does perfectionism affect athlete mental health? {{ME-By|Leilab23}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|U3282586}} # [[/Romantic entertainment and love beliefs/]] - How do romantic entertainment influence beliefs and expectations about love and romantic relationships? {{ME-By|U3247927}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?{{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|U3257744}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|Greg Philips}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people's emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|User Name}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|U3239431}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|Mort006}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|U3286962}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|U3263365}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] 8my099omx9wxmcs9zn2kcvqnmxuvedq 2822665 2822661 2026-08-18T07:32:34Z U3216851 3106607 /* Motivation */ Created page with "{{subst:ME/BCS}}" also added username to Wikipage to indicate ownership 2822665 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|U3280097}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|Revial76}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|Sienna33309}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy-value theory of educational motivation/|Expectancy-value theory of educational motivation]] - What is expectancy-value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|U3259641}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|U3216724}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|Monuc9}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|Jshottt}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|U3280499}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|U3275909}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? {{ME-By|U3261236}} # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? u3284308 # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|PsychstudentUniversity!}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|Ella Kay244}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|GraceInMind}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|U3261376}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|U3281503}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|U3275775}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|J.M.A Watson}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|SJPiper}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|U3284266}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|AmyUniversity}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|E3297976}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|u3068253}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|Lilfish215}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|U3283812}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|u3239236}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy and jury decision-making/]] - How does empathy toward defendants and victims influence jurors' reasoning and verdict decisions? {{ME-By|U3254168}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|U3143751}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Envy in the workplace/]] - What role does envy play in workplace behaviour? {{ME-By|Flickstar888}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|U3292769}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|ChillPsychGuy0607}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Growth mindset and psychological wellbeing/]] - How does a growth mindset influence psychological wellbeing? {{ME-By|Avj.06}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|U3224236{{ME-By| # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|Katelyn Rod}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Perfectionism and athlete mental health/]] - How does perfectionism affect athlete mental health? {{ME-By|Leilab23}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|User Name}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|U3282586}} # [[/Romantic entertainment and love beliefs/]] - How do romantic entertainment influence beliefs and expectations about love and romantic relationships? {{ME-By|U3247927}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?{{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|U3257744}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|Greg Philips}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? {{ME-By|U3283302}} # [[/Self-stigma and emotion/]] - How does self-stigma impact emotional well-being? {{ME-By|User Name}} # [[/Social connection and emotion regulation/]] - How do social relationships help people's emotions? {{ME-By|U3284040}} # [[/Socioemotional selectivity theory and wellbeing in ageing/]] - How do social and emotional experiences affect wellbeing as people age? {{ME-By|User Name}} # [[/Spirituality and resilience/]] - What is the relationship between spirituality and psychological resilience? {{ME-By|User Name}} # [[/Subjective wellbeing homeostasis theory/]] - How does homeostatic theory explain the stability and regulation of subjective wellbeing? {{ME-By|User Name}} # [[/Technology-based pain management/]] - How can technology-based tools alter pain perception and pain management? {{ME-By|ChelsSchofield}} # [[/Theory of positive disintegration and personal growth/]] - What is the TPD and how can it be applied to personal growth? {{ME-By|User Name}} # [[/Time perception in mood disorders/]] - How do anxiety and depression alter the subjective experience of time? {{ME-By|User Name}} # [[/Trust in artificial intelligence/]] - What psychological factors shape human trust of artificial intelligence systems? {{ME-By|User Name}} # [[/Trust rebuilding after trauma/]] - How can trauma survivors develop trust in similar situations again? {{ME-By|User Name}} # [[/Volunteer wellbeing/]] - How does volunteering affect volunteer's subjective wellbeing? {{ME-By|U3216851}} # [[/Wayfinding and affective experience/]] - How do emotions influence navigation and spatial behaviour? {{ME-By|User Name}} ==Motivation and emotion== # [[/Boredom and interest/]] - How do boredom and interest shape emotional and motivational states? {{ME-By|U3239431}} # [[/Falling in love/]] - What motivational and emotional processes underlie romantic attraction and falling in love? {{ME-By|Mort006}} # [[/Life purpose and well-being/]] - How does a sense of purpose contribute to well-being and how can it be cultivated? {{ME-By|U3286962}} # [[/Moral emotions and ethical behaviour/]] - How do moral emotions motivate ethical and prosocial action? {{ME-By|U3263365}} # [[/Oxytocin as a neuromodulator/]] - What are the motivational and emotional effects of oxytocin as a neuromodulator? {{ME-By|User Name}} # [[/Reward prediction error/]] - How does discrepancy between expected and actual rewards influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Reinforcement sensitivity theory/]] – How does reinforcement sensitivity theory explain individual differences in motivation and emotion? {{ME-By|User Name}} # [[/Reward prediction error/]] - How do reward prediction errors influence learning, emotion, and motivation? {{ME-By|User Name}} # [[/Social and emotional well-being in Indigenous Australians/]] - How does the holistic social and emotional well-being model reframe Indigenous Australian health and well-being? {{ME-By|User Name}} # [[/Strengths-based Indigenous Australian psychology/]] - How can strengths-based perspectives enhance understanding of Indigenous motivation and emotion? {{ME-By|User Name}} # [[/Warm-glow giving/]] - Why does giving feel good and how does this influence prosocial behaviour? {{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] 4ddmj0qhsc5hat6eppxee9euezmsku1 2822734 2822665 2026-08-18T11:41:34Z U3243961 3107906 /* Emotion */ Added content: Claimed topic 59 'Phubbing and emotion' - changed User Name to U3243961 2822734 wikitext text/x-wiki {{/Banner}} ==Motivation== # [[/Adolescent risk-taking and reward-system development/]] - How does reward circuit maturation influence adolescent sensation-seeking and impulsive behaviours? {{ME-By|U3280843}} # [[/Akrasia/]] - Why do people act against their better judgement? {{ME-By|U3269672}} # [[/Artificial intelligence and academic motivation/]] - How does artificial intelligence influence students’ motivation to learn, engage, and achieve? {{ME-By|U3280097}} # [[/Attachment styles and relatedness motivation/]] - How do attachment styles affect the need for relatedness? {{ME-By|HawaSA}} # [[/Automaticity and goal pursuit/]] - How do habits and environmental cues drive unconscious goal pursuit? {{ME-By|Revial76}} # [[/Basal ganglia and motivation/]] - What is the role of the basal ganglia in motivated behaviour? {{ME-By|U3233213}} # [[/Building therapeutic alliance/]] - What psychological factors contribute to the development of a strong therapeutic alliance? {{ME-By|Amirrorslens}} # [[/Charismatic leadership and follower motivation/]] - How does charismatic leadership inspire follower motivation? {{ME-By|U3275984}} # [[/Citizen science motivation/]] - What motivates participation in citizen science projects? {{ME-By|User Name}} # [[/Competence motivation in self-determination theory/]] - How does the need for competence function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Consumer emotion measurement/]] - How can consumer emotion be measured? {{ME-By|Sienna33309}} # [[/Creative inspiration and effort/]] - How do inspiration and effort interact during the creative process? {{ME-By|User Name}} # [[/Deliberative vs implemental mindset/]] - What are the motivational and cognitive differences between deliberative and implemental mindsets? {{ME-By|User Name}} # [[/Developing a growth mindset/]] - How can a growth mindset be cultivated and sustained? {{ME-By|LMM26}} # [[/Dopamine and reward prediction/]] - How does dopamine affect the anticipation of rewards and subsequent emotional responses? {{ME-By|U3228742}} # [[/Effort regulation and cost-benefit decision-making/]] - How is effort dynamically adjusted based on changing cost-benefit analysis during goal pursuit? {{ME-By|User Name}} # [[/End-of-history illusion and motivation/]] - How does the EOHI influence motivation and what strategies mitigate its impact? {{ME-By|User Name}} # [[/ERG theory and motivation/]] - What is Alderfer's ERG theory and how does it explain human motivation? {{ME-By|User Name}} # [[/Epistemic motivation and the need for cognitive closure/]] - How does epistematic motivation and the need for cognitive closure influence our lives? {{ME-By|U3221734}} # [[/Exercise gamification motivation/]] - How can gamification affect exercise motivation and behaviour? {{ME-By|U3260591}} # [[/Expectancy-value theory of educational motivation/|Expectancy-value theory of educational motivation]] - What is expectancy-value theory and how can it be applied to understand and enhance educational motivation? {{ME-By|StudentUC2026}} # [[/Extended process model of emotion regulation/]] – What is the extended process model and how does it explain how people regulate emotions? {{ME-By|U3259641}} # [[/Feedback literacy/]] - What is feedback literacy, why does it matter, and how can it be developed? {{ME-By|User Name}} # [[/Fogg behaviour model/]] - How can the FBM be applied to understanding and changing behaviour? {{ME-By|User Name}} # [[/Functional motives theory and environmental activism/]] - How does functional motives theory explain the motivations behind environmental activism? {{ME-By|User Name}} # [[/Future orientation and criminal behaviour/]] - How does future orientation influence the risk of criminal activity? {{ME-By|U3275899}} # [[/Game of dice task and decision-making/]] - What does the game of dice task reveal about risk-based decision-making? {{ME-By|U3216724}} # [[/Gender and achievement motivation/]] - How does gender shape where, how, and under what conditions achievement motivation is expressed? {{ME-By|U3242837}} # [[/Generativity/]] - What is generativity and how does it impact behaviour and life outcomes? {{ME-By|Monuc9}} # [[/Getting started/]] - Why is task initiation difficult and how to overcome it? {{ME-By|U3286643}} # [[/Goal striving dynamics/]] - What is the role of pushing and coasting in goal striving? {{ME-By|User Name}} # [[/Hygiene motivation/]] - What motivates maintenance of personal hygiene? {{ME-By|U3275940}} # [[/Hypothalamus and homeostatic motivation/]] - How do hypothalamic circuits regulate hunger, thirst, and other survival-related motivations? {{ME-By|User Name}} # [[/Impulsivity versus sensation-seeking/]] - What is the distinction between impulsivity and sensation-seeking and how does this affect behaviour? {{ME-By|Reillyu3280706}} # [[/Indigenous Australian role models and motivation/]] - How do role models influence aspirations, identity development, and motivation among Indigenous Australians? {{ME-By|Jshottt}} # [[/Interrogation and compliance/]] - What psychological processes influence resistance and compliance during interrogation? {{ME-By|U3283643}} # [[/Investment model of commitment and social motivation/]] - How does the investment model of commitment relate to social motivation? {{ME-By|User Name}} # [[/Lifelong learning motivation/]] - What motivates lifelong learning? {{ME-By|U3280251}} # [[/Machiavellian motivation/]] - What is the motivational role of Machiavellianism? {{ME-By|Mim0502}} # [[/Mesolimbic pathway and addiction motivation/]] - What role does the ventral tegmental area to nucleus accumbens pathway play in addictive behaviours? {{ME-By|U3280499}} # [[/Metacognitive monitoring and productivity/]] - How does metacognitive monitoring influence goal attainment and productivity? {{ME-By|User Name}} # [[/Mindsets and stigma/]] - What role do growth versus fixed mindsets play in prejudice and stigma? {{ME-By|U3275909}} # [[/Motivations for using sex work services/]] - What motivates use of sex work services? {{ME-By|U3261236}} # [[/Motivating virtual teams/]] – How can motivation in virtual teams be optimised? {{ME-By|User Name}} # [[/Motivational effects of incarceration on Indigenous Australians/]] - What are the motivational effects of incarcertation on Indigenous Australians?{{ME-By|U3183521}} # [[/Need to love and be loved/]] - How does the desire to give and receive love influence motivation? {{ME-By|U3280743}} # [[/Non-residential energy conservation motivation/]] - How can non-residential building energy conservation be motivated and behaviour changed? {{ME-By|User Name}} # [[/Occupational violence, emotion, and coping/]] - What are the emotional impacts of occupational violence and how can employees cope? # [[/Overconfidence in decision-making/]] - How does overconfidence bias affect judgement and decision-making? {{ME-By|User Name}} # [[/Parental educational aspirations and student achievement/]] - How do parental aspirations shape children’s academic motivation and performance? {{ME-By|User Name}} # [[/Parental motivations for homeschooling/]] - What motivates parents to homeschool their children? {{ME-By|User Name}} # [[/Perfectionism and procrastination/]] - What is the role of perfectionism in procrastination and what can be done about it? {{ME-By|U3222012}} # [[/Pleasure anticipation and dopamine/]] - How does the brain's reward system generate motivation through expected rather than experienced pleasure? u3284308 # [[/Possible selves and goal pursuit/]] - How do possible selves influence motivation and goal-directed behaviour? {{ME-By|Jack4234}} # [[/Power motivation in leadership/]] - How does power motivation influence leadership styles and effectiveness? {{ME-By|PsychstudentUniversity!}} # [[/Prevention versus promotion mindset/]] - What are the motivational differences between prevention and promotion mindsets? {{ME-By|Bronte.H}} # [[/Protection motivation theory and environmental behaviour/]] - How does protection motivation theory explain engagement in pro-environmental behaviour? {{ME-By|User Name}} # [[/Relatedness motivation in self-determination theory/]] - How does the need for relatedness function within self-determination theory to shape motivation and behaviour? {{ME-By|User Name}} # [[/Retirement motivation/]] - What motivates retirement from work? U3261207 # [[/Role-play and communication skills training/]] - How does role-play facilitate the development of effective communication skills? {{ME-By|User Name}} # [[/Scarcity versus abundance mindset/]] - How do scarcity and abundance mindsets develop and what are the motivational consequences? {{ME-By|User Name}} # [[/Self-concept and motivation/]] - How does self-concept relate to motivation? {{ME-By|U3253363}} # [[/Self-determination theory and dementia care/]] - How can autonomy, competence, and relatedness be supported in people living with dementia? {{ME-By|Ella Kay244}} # [[/Self-determination theory and military veteran reintegration/]] - How do autonomy, competence, and relatedness shape psychological adjustment after military service? {{ME-By|U3246286}} # [[/Self-determination theory and physical activity/]] - How do autonomy, competence, and relatedness predict engagement in physical activity and exercise adherence? {{ME-By|User Name}} # [[/Self-determination theory and social media use/]] - How do basic psychological needs explain patterns of social media engagement? {{ME-By|GraceInMind}} # [[/Sensation-seeking and dopamine/]] - What is the neurobiological relationship between sensation-seeking and dopamine? {{ME-By|SunnySideUp1300}} # [[/Sex differences in sexual arousal patterns/]] - How do patterns of sexual arousal differ between males and females? {{ME-By|U3236349}} # [[/Sex work motivation/]] - What motivates sex work and how does this impact worker experiences? {{ME-By|U3261376}} # [[/Social dominance and power motivation/]] - What is the relationship between social dominance and power motivation? {{ME-By|U3284302}} # [[/Subcortical structures and motivational drive/]] - How do subcortical brain regions generate basic motivational impulses and energy? {{ME-By|U3281503}} # [[/Sun exposure and protection motivation/]] - What motivates sun exposure and protection behaviours? {{ME-By|U3188047}} # [[/Surrender motivation/]] - What is the motivational state of surrender and what are its impacts? {{ME-By|User Name}} # [[/The quiet ego and motivation/]] - How does a quiet ego balance self-interest with concern for others? {{ME-By|User Name}} # [[/Thermoregulation and motivation/]] - How does the drive to maintain body temperature influence behaviour? {{ME-By|User Name}} # [[/Tonic-phasic model of dopamine regulation/]] - What is the tonic/phasic model of dopamine regulation and how does affect behaviour? {{ME-By|User Name}} # [[/Types of impulsivity/]] - What are the different types of impulsivity and how do they affect motivation? {{ME-By|User Name}} # [[/Value congruence and motivation/]] - How does alignment between personal and situational values influence motivation? {{ME-By|U3275775}} # [[/Volunteer counsellor motivation/]] - What motivates people to become and remain volunteer counsellors? {{ME-By|J.M.A Watson}} # [[/Windfall gain effect/]] - How doe unexpected wealth influence behaviour and decision-making? {{ME-By|User Name}} # [[/Youth environmental activism motivation/]] - What motivates young people to engage in environmental activism? {{ME-By|SJPiper}} ==Emotion== # [[/Active versus passive social media use/]] - How do different patterns of social media engagement influence emotions and psychological wellbeing? {{ME-By|U3282656}} # [[/Adaptive versus maladaptive self-reflection/]] – When does self-reflection promote wellbeing and when does it contribute to psychological distress? {{ME-By|U3211150}} # [[/Affect heuristic/]] - What is the affect heuristic and how does it influence decision making? {{ME-By|User Name}} # [[/Alcohol use for emotion regulation/]] - Why and how do people use alcohol to regulate their emotions? {{ME-By|U3284266}} # [[/Apocalyptic fear/]] - What is apocalyptic fear, what are its consequences, and how can it be dealt with? {{ME-By|LazPulch}} # [[/Awe and the diminished self/]] - How does awe diminish the self and how can this be applied? {{ME-By|User Name}} # [[/Awe and nature/]] - What is the relationship between awe and nature? {{ME-By|User Name}} # [[/Biofeedback and emotion regulation/]] - How does biofeedback help individuals monitor and regulate their emotional states? {{ME-By|User Name}} # [[/Body neutrality and emotional well-being/]] - How does a body-neutral perspective affect emotional well-being? {{ME-By|AmyUniversity}} # [[/Breathing exercises and relaxation/]] - How can breathing exercises promote relaxation? {{ME-By|E3297976}} # [[/Cancer screening and emotion/]] - How do emotions such as fear, anxiety, and relief influence cancer screening uptake? {{ME-By|User Name}} # [[/Cognitive hardiness and stress resilience/]] – How does cognitive hardiness promote resilience to stress and adversity? {{ME-By|u3068253}} # [[/Cognitive versus affective empathy/]] - What are the differences between cognitive and affective empathy and how do they contribute to prosociality? {{ME-By|User Name}} # [[/Dark empathy/]] - What is dark empathy, what are its consequences, and what can be done to address it? {{ME-By|U3228742}} # [[/Dreams and emotional problem-solving/]] - How do REM dreams contribute to emotional processing and adaptive coping? {{ME-By|U3270398}} # [[/Durability bias in affective forecasting/]] - What role does durability bias play in affective forecasting? {{ME-By|User Name}} # [[/Eco-emotions/]] - What are eco-emotions, how do they influence behaviour, and how can they be managed? {{ME-By|User Name}} # [[/Emotional effects of incarceration on Indigenous Australians/]] - What are the emotional effects of incarcertation on Indigenous Australians? {{ME-By|Lilfish215}} # [[/Emotional expressivity/]] – What is emotional expressivity, why does it matter, and how can it be developed? {{ME-By|U3283812}} # [[/Emotional flooding in relationships/]] - Why does emotional flooding occur, how does it affect relationships, and what can be done about it? {{ME-By|Tofu05}} # [[/Emotional intelligence and emotional wellbeing/]] - How does emotional intelligence affect emotional wellbeing? {{ME-By|u3239236}} # [[/Emotional role-playing/]] - How does role-playing influence emotional experience, expression, and regulation? {{ME-By|User Name}} # [[/Emotion detection using artificial intelligence/]] - How can emotion be detected using artificial intelligence? {{ME-By|User Name}} # [[/Emotion dysregulation/]] – What is emotion dysregulation, what are its consequences, and how can it be managed? {{ME-By|U3285438}} # [[/Emotion regulation ability and strategy/]] – How do ability and strategy differ in shaping emotion regulation? {{ME-By|User Name}} # [[/Emotion regulation through exercise/]] - How do people use exercise to regulate their emotional states? {{ME-By|KB3250298}} # [[/Emotions in activism/]] - How do emotions motivate, shape, and sustain activism? {{ME-By|User Name}} # [[/Empathy and jury decision-making/]] - How does empathy toward defendants and victims influence jurors' reasoning and verdict decisions? {{ME-By|U3254168}} # [[/Empathy fatigue and emotional exhaustion/]] - How does sustained empathic engagement contribute to emotional exhaustion? {{ME-By|U3143751}} # [[/Enjoyment and learning/]] - How does enjoyment influence learning? {{ME-By|User Name}} # [[/Envy in the workplace/]] - What role does envy play in workplace behaviour? {{ME-By|Flickstar888}} # [[/Environmental volunteering and wellbeing/]] - How does participation in environmental volunteering influence volunteers' subjective wellbeing? {{ME-By|User Name}} # [[/Excitement as an emotion/]] - What is the emotional excitement and how does it influence behaviour and wellbeing? {{ME-By|U3292769}} # [[/Fear extinction/]] - What psychological and neural processes underlie the extinction of fear responses? {{ME-By|ChillPsychGuy0607}} # [[/Focalism in affective forecasting/]] - What is focalism and how does it bias predictions about future emotional experiences? {{ME-By|User Name}} # [[/Gloatrage/]] - What is gloatrage, what causes it, and what are its consequences? {{ME-By|User Name}} # [[/Growth mindset and psychological wellbeing/]] - How does a growth mindset influence psychological wellbeing? {{ME-By|Avj.06}} # [[/Human trust of robots/]] - What psychological factors shape human trust of robots? {{ME-By|User Name}} # [[/Identify exploration through role-playing games/]] - How do role-playing games facilitate identity exploration and self-discovery? {{ME-By|User Name}} # [[/Immersive therapy for PTSD treatment/]] - How does it work and what are the effects? {{ME-By|StretchBeyond}} # [[/Indigenous Australian funeral practices and grieving/]] - How do Indigenous Australian funeral practices assist with grieving? {{ME-By|User Name}} # [[/Interpersonal psychotherapy and emotion/]] - How does interpersonal psychotherapy improve emotional wellbeing through changes in relationships? {{ME-By|User Name}} # [[/Introjection and guilt-based motivation/]] - What role do shame and guilt play in introjected forms of behavioural regulation? {{ME-By|U3330981}} # [[/Irritability/]] - What is irritability, what causes it, what are its consequences, and how can it be managed? {{ME-By|U3275992}} # [[/Love styles and relationships/]] - How do love styles influence relationship satisfaction and stability? {{ME-By|U3246588}} # [[/Melatonin and seasonal mood/]] - What role does melatonin play in seasonal mood changes? {{ME-By|U3224236{{ME-By| # [[/Mental health first aid and helping behaviour/]] - What motivates people to recognise, approach, and support someone with a mental health problem? {{ME-By|Katelyn Rod}} # [[/Mindfulness and nature connectedness/]] - How does mindfulness influence nature connectedness? {{ME-By|User Name}} # [[/Mood and cognitive performance/]] – How do different mood states impact attention, memory, and problem solving? {{ME-By|U3283879}} # [[/Moodiness/]] - What is moodiness, why does it occur, and how can it be managed? {{ME-By|User Name}} # [[/Moral disgust and jury decision-making/]] - How does moral disgust influence jurors' judgments of guilt, blame, and punishment? {{ME-By|Yellowvines}} # [[/Neurobiology of love/]] - What neural systems and biochemical processes underlie love? {{ME-By|User Name}} # [[/Neurofeedback and emotional regulation/]] - How can neurofeedback influence enhance emotional regulation? {{ME-By|User Name}} # [[/Nitrous oxide and emotion/]] - How does nitrous oxide influence emotional experience and mood? {{ME-By|User Name}} # [[/Noise and emotion/]] - How do different types of noise affect emotional experience and wellbeing? {{ME-By|User Name}} # [[/Opponent process theory and emotion/]] - What role do opposing affective states play in emotional experience? {{ME-By|User Name}} # [[/Outdoor play and children's emotional well-being/]] - How does outdoor play influence children's emotional well-being? {{ME-By|Mymunu}} # [[/Perfectionism and athlete mental health/]] - How does perfectionism affect athlete mental health? {{ME-By|Leilab23}} # [[/Phubbing and emotion/]] - What are the emotional causes and consequences of phubbing? {{ME-By|U3243961}} # [[/Positive emotion dysregulation/]] - What is positive emotion dysregulation and how does it affect psychological functioning? {{ME-By|P U3270518}} # [[/Psychological preparation for natural disasters/]] - How can people psychologically prepare for natural disasters? {{ME-By|User Name}} # [[/Psychological safety and feedback uptake/]] - How does psychological safety influence openness to feedback? {{ME-By|User Name}} # [[/Reflected glory/]] - What is reflected glory and what are its pros and cons? {{ME-By|User Name}} # [[/Remote work and well-being/]] - How does remote work influence employee well-being? {{ME-By|User Name}} # [[/Responsiveness and interpersonal trust/]] - How does responsiveness foster trust in relationships? {{ME-By|U3282586}} # [[/Romantic entertainment and love beliefs/]] - How do romantic entertainment influence beliefs and expectations about love and romantic relationships? {{ME-By|U3247927}} # [[/Romantic jealousy/]] - Why does romantic jealousy occur, what are its impacts, and how can it be managed?{{ME-By|U3279062}} # [[/Secondary trauma in healthcare workers/]] - What are the emotional consequences of secondary trauma in healthcare settings? {{ME-By|U3257744}} # [[/Seasonal affective disorder/]] - What is SAD, why does it occur, and how can it be managed? {{ME-By|Greg Philips}} # [[/Self-blame and emotion/]] – How does self-blame influence emotional responses to negative events? {{ME-By|User Name}} # [[/Self-disclosure and emotional intimacy/]] – How does self-disclosure foster emotional closeness in relationships? 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{{ME-By|User Name}} # [[/Wisdom, motivation, and emotion/]] - How do motivational and emotional processes contribute to wisdom? {{ME-By|User Name}} [[Category:Motivation and emotion/Book/2026]] 1vqn1tpyco5cz8392f439cn127gkt87 0 323617 2822591 2780909 2026-08-17T22:51:23Z Jtneill 10242 /* Overview */ 2822591 wikitext text/x-wiki {{title|Transactive goal dynamics theory and motivation:<br>What is transactive goal dynamics theory and how does it impact motivation?}} __TOC__ ==Overview== {{Robelbox|title=Case study: Part 1|theme=12|icon=Crystal_Clear_app_kdmconfig.png}}<div style="{{Robelbox/pad}}"> [[File:Crowds of people at Mud Volcano (e2241462-ee02-494e-8cde-26162bbb94f4).jpg|thumb|150px|'''Figure 1'''. Transactive goal dynamics explains how people interact along different pathways, influencing progress for the same destination]] ; Imagine that ... Two colleagues, Alice and John have been assigned to a major project. One is detail-oriented and focused on accuracy, while the other prioritises speed and meeting deadlines. They have never worked together before, yet both hope to excel in the project and earn a big bonus. How will their interactions while working together impact whether they successfully achieve their goals? This is where transactive goal dynamics theory can help (see Figure 1) (Fitzsimons et al., 2015). </div> {{Robelbox/close}} [[wikipedia:Goal|Goal]] processes, [[motivation]] and [[wikipedia:Self-regulation_theory|self-regulation]] do not occur in isolation but unfold within a complex web of [[wikipedia:Social_relation|social relationships]], where others' goals and actions continuously intersect with our own. These interactions between the [[wikipedia:Self|self]] and others are not incidental, but rather fundamental to motivating [[wikipedia:Goal_pursuit|goal pursuit]] (Fitzsimons & Finkel, 2018). Transactive goal dynamics (TGD) [[wikipedia:Theory|theory]] helps to explain what happens when people in close relationships [[Motivation and emotion/Book/2013/Goal setting|set]] and pursue goals that are affected by [[Interpersonal relationships|interpersonal]] interactions (Fitzsimons et al., 2015). TGD theory outlines key constructs explaining why some partnerships thrive in joint goal pursuit while others struggle, and examines the underlying aspects of interdependence and relationship influence on [[wikipedia:Motivation|motivation]] across diverse relational contexts and practical settings (Fitzsimons & Finkel, 2018). {{RoundBoxTop|theme=13}}[[Image: Bulb Idea Flat Icon GIF Animation.gif |right|94px]] '''Focus questions''' * What is transactive goal dynamics theory? * How does transactive goal dynamics theory impact motivation? * What are the limitations of transactive goal dynamics theory? {{RoundBoxBottom}} ==Transactive goal dynamics theory== [[File:Jorge olivo corajillo.jpg|thumb|'''Figure 2.''' Visualise pooling goal dynamic resources as pouring your personal resources into a container. When combined they are interdependent.|233x233px]] Transactive goal dynamics theory, proposed by Fitzsimons et al. (2015), states that two or more people can function as a single self-regulating system through goal interdependence, with each partner pooling goal-relevant self-regulatory resources such as time, energy, or skills (see Figure 2). This [[wikipedia:Structure|structure]], named a ''transactive goal system'', reflects the dynamic coordination of goals, pursuits, and outcomes, where each partner’s actions influence the other’s goals (Fitzsimons et al., 2015). Although TGD processes can occur in various relationships, including acquaintances, they are most relevant to close relationships such as coworkers, friends, family, and romantic partners (Fitzsimons et al., 2015). A ''TGD group'' is one in which every [[wikipedia:Social_group|group]] member has interdependence with all other members on at least one goal (Fitzsimons et al., 2015). In [[wikipedia:Group_dynamics|group contexts]], the goals, [[wikipedia:Strategy|strategies]], resources and outcomes of each partner become so intertwined that individuals function as components of a dynamic network (Fitzsimons et al., 2015). === Theoretical origins === Transactive goal dynamics theory challenges the notion that individuals are independent agents in goal pursuit, emphasising goal [[wikipedia:Co-regulation|co-regulation]] within [[wikipedia:Dyad_(sociology)|dyads]] and teams (Fitzsimons et al., 2015; Fitzsimons et al., 2016). TGD builds upon several earlier frameworks. [[wikipedia:Interdependence_theory|Interdependence theory]] (Thibaut & Kelley, 1959) laid the foundation for understanding networks of influence in social interactions. Research on [[wikipedia:Transactive_memory|transactive memory]] (Wegner, 1987) introduced the idea that close partners can share cognitive processes to form a cross-partner system, a concept extended in TGD to self-regulatory resources. Steiner’s (1972) concepts of process gain and loss were adapted to interpret goal-related outcomes, described in TGD as transactive gain and loss (Fitzsimons et al., 2015). Finally, [[self-determination theory]] (Deci & Ryan, 2013) highlights social connection as a key influence on motivation, shaping goal behaviour, paralleling TGD’s focus on interdependence for motivating goal pursuit. === TGD goal structures === TGD theory outlines three core variables that define how goals operate within interdependent transactive goal systems (Fitzsimons et al., 2015): # Who possesses the goal – does the goal belong to the self, the partner, or both. # Who is the target of the goal – does the outcome concern the self, the partner, or both. # Who pursues the goal – whether the self, the partner, or both engage in the pursuit. These variables highlight that goals are not fixed to a single individual, instead, they are shared and coordinated within a dynamic system (Finkel et al., 2016). Partners can possess, target, and pursue one another’s goals, even if they do not personally value them, demonstrating the fundamentally interdependent [[wikipedia:Natural_law|nature]] of motivation in close relationships (Fitzsimons et al., 2015). Based on these variables, TGD theory distinguishes several common goal types, shown in Table 1, using dyad definitions (Fitzsimons et al., 2015). '''Table 1.''' Types of Goals in Transactive Goal Dynamics Systems {| class="wikitable" |+ !Goal type !Definition |- |Self-oriented goal |Goal held by one partner for themselves |- |Partner-oriented goal |Goal held by one partner targeting the other partner |- |System-oriented goal |Goal targeting both partners or the system relationship |- |Parallel goals |Both partners independently hold the same goals, for themselves or the other partner |- |Shared goals |Both partners hold the same goal for one partner or for the system |} <div align="center"></div> === Transactive density === [[File:Transactive density figure.png|thumb|242x242px|'''Figure 3.''' Transactive density increases as the number and strength of bonds in a TGD system increase. ]] In TGD theory, ''transactive density'' refers to the degree of interdependence between partners, defined by both the number and strength of cross-partner connections (see Figure 3) (Fitzsimons et al., 2015). In low-[[wikipedia:Density|density]] systems, partners have limited influence on one another’s goals, pursuits and outcomes, whereas high-density systems are characterised by frequent, strong [[wikipedia:Reciprocity_(social_psychology)|reciprocal]] links (Fitzsimons et al., 2015). People with the opportunity and the desire for partnership are more likely to form highly dense relationships (Fitzsimons & Finkel, 2018). Transactive density also predicts how individuals adapt once systems dissolve, a process called ''goal recovery'' (Fitzsimons et al., 2015). After dissolution, individuals from high-density systems experience disrupted motivation and poorer goal outcomes, whereas those from low-density systems often recover more quickly (Fitzsimons & Finkel, 2018). === Transactive gain and loss === ''Transactive gain and loss'' assess the success or failure of outcomes when partners work as a TGD system compared to what they would achieve individually (Fitzsimons et al., 2015). ''Transactive gain'' occurs when systems achieve better outcomes together than alone, while ''transactive loss'' occurs when joint outcomes are worse (Fitzsimons et al., 2015). Whether a dyad or group experiences gain or loss depends largely on the efficiency of goal coordination and how shared resources are managed and integrated (Fitzsimons et al., 2015). TGD theory further suggests that these outcomes predict relationship [[wikipedia:Persistence_(psychology)|persistence]]: systems that consistently generate gain are more likely to endure, while repeated loss increases [[Motivation and emotion/Book/2014/Goal conflict and emotion|goal conflict]] and the likelihood of dissolution (Fitzsimons et al., 2015). Research also indicates that when individuals perceive their partners as instrumental in achieving important goals, the resulting satisfaction and positive outcomes enhance relationship closeness and reinforce motivation pursue goals (Fitzsimons & Finkel, 2018). {{Robelbox|theme={{{theme|1}}}|title=Case study: part 2|icon=Crystal_Clear_app_kdmconfig.png}}<div style="{{Robelbox/pad}}"> ;Understanding TGD success [[File:Working_Together_Teamwork_Puzzle_Concept.jpg|left|thumb|225x225px|'''Figure 4.''' Efficient coordination emerges when partners divide work according to their specialties and facilitate each other’s tasks.]] If coworkers Alice and John were to work independently, each would contribute 100 units of success, for a combined total of 200. Over two weeks of collaboration, with Alice double-checking critical details and John keeping tasks on schedule, they begin coordinating efficiently, forming a high-density transactive goal system (see Figure 4). Their joint effort produces 250 units of success, a transactive gain, illustrating how effective interdependence can yield greater outcomes than working separately. Beyond the current project, TGD theory suggests this experience will predict their relationship persistence, as the having worked well together, Alice and John become more motivated to collaborate again, now with greater confidence in leveraging each other’s strengths to achieve successful outcomes. {{RoundBoxTop|theme=4}} ;Test your learning Imagine Alice and John fail to communicate or adapt to each other’s working styles—Alice insists on double-checking every step while John rushes to meet deadlines. What kind of outcome would you expect in terms of their combined success? {{Collapse top|Answer [[File:Lock_-_protected_status.gif|35px|]]}} As deadlines slip and mistakes accumulate, the project suffers. Their combined success drops below 200 units, less than what they could have achieved alone. This is a transactive loss. {{Collapse bottom}} {{RoundBoxBottom}} </div> {{Robelbox/close}} === Key tenets to TGD theory === [[File:Transactive Goal Dynamics Theory.png|thumb|295x295px|'''Figure 5.''' Overview of transactive goal dynamics theory ]] Fitzsimons et al. (2015) proposed six key tenets of goal interdependence, outlining how interdependence is formed, how positive goal outcomes are achieved, and how goal interdependence shapes the relationship itself (see Figure 5). Tenets 1 and 2 describe the nature of interdependence within transactive goal systems, while tenets 3 to 6 focus on predicting goal and relationship outcomes (see Table 2) (Fitzsimons et al., 2015). Together, these tenets highlight the core mechanisms of TGD theory and how they interact to guide relational goal pursuit. '''Table 2.''' Tenets of Transactive Goal Dynamics Theory {| class="wikitable" !Tenets !Aim !Description |- |1 |What is the nature of goal pursuit in TGD systems? |Relationship partners form a shared system with goal variables, goal types and transactive density |- |2 |Why do some dyads develop higher levels of transactive density than others? |Antecedents of transactive density are partners’ opportunities and motivation for goal interdependence |- |3 |When will increased transactive density promote versus undermine goal outcomes? |Transactive density interacts with goal coordination to predict transactive goal outcomes |- |4 |What factors increase or decrease the likelihood that partners coordinate their goal pursuits well? |Shared goal representations and relationship orientation predict goal coordination |- |5 |How does transactive gain/loss affect relationship duration? the |Transactive gain or loss interacts with relationship quality to predict relationship persistence |- |6 |When will increased transactive density promote versus undermine goal recovery? |Transactive density interacts with goal coordination to predict goal recovery outcomes |} ''<small>Note.</small>'' ''<small>Contains content from Fitzsimons et al. (2015)</small>'' == Transactive goal dynamics theory and motivation == Transactive goal dynamics theory explains motivation by highlighting how interdependence between partners or team members increases effort, coordination and persistence (Fitzsimons et al., 2015). TGD proposes that motivation in goal processes is influenced by ''goal-general constructs'' (see Table 3) (Finkel et al., 2016). Together, these constructs clarify why some partnerships achieve strong transactive gains through increased motivation and persistence in goal pursuit, whereas others experience transactive loss when motivation or coordination breaks down (Finkel et al., 2016). Consequently, TGD theory impacts motivation by facilitating the sustained and successful pursuit of coordinated goals (Fitzsimons et al., 2015). '''Table 3.''' Goal-General Constructs in Transactive Goal Dynamics Theory {| class="wikitable" !Constructs !Description |- |Goal-relevant resources |Partners' skills and resources, and how they are used (see Figure 6) |- |[[wikipedia:Relationship_quality|Relationship qualities]] |Closeness and commitment between partners |- |Goal-relevant orientations |Personal tendencies or mindsets, such as self-regulation styles or personality traits |} === Size of pooled resources === [[File:Human shared resources.png|thumb|221x221px|'''Figure 6.''' Research defines resources inconsistently, limiting clarity on which resource types drive specific outcomes.]] TGD theory frames resource pooling as the mechanism through which individual goals transform into system-level outcomes (Fitzsimons et al., 2015). The amount of ''goal-relevant resources'' is a central motivator in goal pursuit and outcomes (Finkel et al., 2016). Resource abundance allows partners to support both self and partner-oriented goals, while [[wikipedia:Scarcity_(social_psychology)|scarcity]] heightens [[wikipedia:Competition|competition]] and [[wikipedia:Intragroup_conflict|conflict]] between partners, decreasing motivated goal pursuit (Finkel et al., 2016). Supporting this, Kornblum et al. (2021) used a TGD perspective to demonstrate that romantic relationships of 108 German politicians facilitated career goal attainment through increased pooled resources and shared goals (see Figure 6). Partners who supported one another’s career goals reported greater resource availability, promoting goal persistence and progress (Kornblum et al., 2021). However, this study relies on [[wikipedia:Cross-sectional_study|cross-sectional]] self-reports, risking [[wikipedia:Confounding|confounding]] explanations such as [[wikipedia:Retrospective_memory|retrospectively]] reporting higher resource sharing (Kornblum et al., 2021). Despite limitations, these findings suggest that motivation in high-density systems is amplified through the expansion of available resources, extending TGD theory’s utility to real-world, high-stakes contexts such as careers. === Efficient coordination of pooled resources === Efficient coordination of goal-relevant resources is critical to motivation in TGD, with transactive density predicting how readily partners can use resources, including transferring knowledge, dividing labour, and coordinating efforts (Fitzsimons et al., 2015). Experimental research shows that interdependent dyads allocate tasks more effectively, coordinating to each other’s skills and preferences, which explains subsequent higher goal performances (see Figure 6) (vanDellen et al., 2025). This research suggests that efficient coordination in high-density systems can increase goal success, which in turn increases [[wikipedia:Self-efficacy|self-efficacy]] and reinforces motivation for goal pursuit (Bandura, 1997). Applying this to goal pursuit in real-world settings, organisations can increase transactive density and train coordination skills to reduce inefficiencies, while clinicians can help couples or families identify strengths and design strategies that preserve [[wikipedia:Autonomy|autonomy]] while leveraging shared resources. TGD benefits therefore depend on both transactive density and functional coordination to motivate goal progress. === Duration, closeness and familiarity of relationships === TGD theory highlights that motivation in goal pursuit is shaped by ''relationships qualities'', seen in closeness, duration and [[wikipedia:Familiarity|familiarity]] of partners (Finkel et al., 2016; Fitzsimons et al., 2015). Using a TGD perspective, vanDellen et al. (2025) studied American university students and found that established couples outperformed impromptu dyads on joint goals, even when they could not choose tasks, due to their familiarity with each other. Established partners also reported greater shared motivation and rated their team as more likely to perform well when working together, showing higher relationship qualities than impromptu dyads (vanDellen et al., 2025). Similarly, Kornblum et al. (2021) found that closely connected partners were more likely to adopt each other’s career goals and provide greater motivational support, but relationship length showed no significant influence on career goal success. These findings suggest that for relationship qualities, closeness and familiarity are more critical for motivating goal attainment than duration (Kornblum et al., 2021; vanDellen et al., 2025). Practically, interventions aimed at strengthening relationship qualities may enhance performance outcomes and motivate goal pursuit, even for short-term or newly formed partnerships in real-life environments such as work or education. {{Robelbox|theme=10|title=Quiz}}[[Image: Hand Gesture - Holding a Magnifying Glass.gif|right|128px]] <quiz display=simple> Which of the following does NOT contribute to motivation of TGD goal pursuit? |type="()"} - Abundance of resources - Higher familiarity within partnerships + Heightened competition between partners - Efficient coordination of partners </quiz> {{Robelbox/close}} === TGD motivation across relationship types and contexts === TGD provides theoretical insight into the social foundation of motivation and offers practical implications for designing environments that foster effective collective goal pursuit (see Figure 7) (Fitzsimons & Finkel, 2018). Within these contexts, ''goal-relevant orientations'', including individual differences in conditions, culture, and tendencies such as personality traits, shape how partners pursue joint goals and motivate shared outcomes (Finkel et al., 2016). Fitzsimons and Finkel (2018) identified recent research across diverse domains that found evidence of processes characteristic of TGD, particularly goal interdependence, present in a wide range of real-life settings and relationship types. [[File:TGD Utility.png|thumb|278x278px|'''Figure 7.''' Settings where TGD can inform interventions to improve motivation, persistence, and performance]] ==== Health and family dynamics ==== In an American obesity treatment study of 148 overweight or obese parent-child dyads, [[Motivation and emotion/Book/2011/Weight loss motivation|weight loss]] changes and unhealthy eating behaviours were strongly correlated within dyads, highlighting shared goal regulation and motivational influence within highly familiar partners (Best et al., 2016). From a TGD perspective, these findings demonstrate how family interdependence produces motivational links, where one partner’s progress or setbacks in self-regulation directly shape the other’s outcomes (Fitzsimons & Finkel, 2018). This suggests that interventions aimed at motivating health behaviour change may be more effective when framed as [[Motivation and emotion/Book/2014/Weight loss motivation in overweight children|dyadic or family-level]] goals rather than individual efforts. ==== Career success and romantic partners ==== Using data from an Australian longitudinal survey of over 4,000 partners, Solomon and Jackson (2014) found that spouses’ [[wikipedia:Conscientiousness|conscientiousness]] predicted their partner’s [[wikipedia:Job_satisfaction|job satisfaction]], income, and promotion, even after accounting for participants’ own [[wikipedia:Trait_theory|traits]]. This demonstrates TGD’s cross-partner influences in [[Motivation and emotion/Book/2016/Long-term goal achievement|long-term goals]] for professional outcomes, showing that an individual’s motivation and [[Motivation and emotion/Book/2015/Personality and achievement motivation#How desire for control affects academic achievement motivation|achievement]] are partly shaped by their partner’s traits (Fitzsimons et al., 2015). Recognising the indirect influence of partner's tendencies highlights the broader social context shaping [[Motivation and emotion/Book/2011/Work motivation and work satisfaction|employees’ motivation]] and performance, suggesting that career interventions may need to consider how motivational support within intimate relationships shapes long-term success. ==== Education and teacher–student team dynamics ==== A study of 1,102 German fourth-grade teacher-students groups showed that teachers’ emotional exhaustion was significantly associated with lower student mathematics achievement, reflecting motivational interdependence between educator and learner (Klusmann et al., 2016). From a TGD perspective, the [[Motivation and emotion/Book/2016/School belonging motivation|classroom]] can be understood as a goal system in which the teacher’s personal condition and persistence are directly linked to students’ progress, such that transactive loss can emerge when key figures in shared goal pursuit lack the capacity to sustain motivation (Fitzsimons et al., 2015). This has practical implications, as [[Motivation and emotion/Book/2021/Employee self-care motivation|interventions]] aimed at teacher [[wikipedia:Well-being|well-being]] may indirectly boost [[Motivation and emotion/Book/2019/Positive education|student]] performance by preserving the shared motivational system. ==== Early development and friendship dyads ==== Even young German children exhibit readiness for transactive processes, as 3.5-year-old familiar dyads expended effort in joint tasks to help partners complete goals, even after securing their own reward (Hamann et al., 2012). In 76% of cases, children delayed playing with their own reward to assist their partner, suggesting that goal interdependence and [[Motivation and emotion/Book/2013/Intrinsic motivation|intrinsic motivation]] to support others' goals emerge in early childhood (Hamann et al., 2012). Children’s willingness to prioritise a partner’s goal completion over immediate [[wikipedia:Gratification|gratification]] indicates early sensitivity to TGD processes of shared goals and cooperative regulation, even before learned [[wikipedia:Socialization|socialisation]] (Fitzsimons & Finkel, 2018). This suggests that motivational interdependence may be a foundational human capacity, as educational and developmental interventions can nurture cooperative goal systems to motivate social goal pursuit and collective achievement. {{RoundBoxTop|theme=11}}[[Image:Nuvola_apps_filetypes.png|right|102px]] ;Reflection activity After exploring examples of TGD across various relationships and contexts, consider a time in your own life when you may have experienced transactive goal dynamics. {{RoundBoxBottom}} == Limitations and future directions == TGD theory is a recent framework, first proposed only a decade ago (Fitzsimons et al., 2015). As an emerging theory, TGD faces challenges typical of early-stage theories, including limited empirical evidence, measurement difficulties, and unclear conceptual boundaries. While early findings are promising, further development is needed to refine mechanisms and establish its applicability across contexts. === Limited research === Direct [[wikipedia:Empirical_research|empirical research]] on TGD remains scarce and narrow in scope, thus existing findings are informative but insufficient to establish [[reliability]] or [[validity]]. The scarcity of research means no [[Meta-analysis|meta-analyses]] evaluate TGD, with studies even identifying TGD-like features rather than experiments explicitly grounded in the theory, limiting conclusions about its validity (Fitzsimons & Finkel, 2018). Direct TGD research has only addressed laboratory-based dyads or romantic partnerships, raising questions about TGD's generalisability to other types of relationships or broader social networks, while the limited cultural diversity in [[wikipedia:Sampling_(statistics)|sampled populations]] also restricts the theory’s real-world relevance (Kornblum et al., 2021; vanDellen et al., 2025). === Measurement challenges === A key limitation of TGD research is the inconsistent [[wikipedia:Operationalization|operationalisation]] of its central constructs, such as with resources or density operational measures, identifying [[Reliability|reliable]] and accurate scientific measures for all aspects of TGD theory is currently an ongoing process (Fitzsimons et al., 2016). Without precise definitions, the theory risks remaining conceptually broad but empirically underspecified. Methodologically, reliance on [[wikipedia:Self-report_study|self-report]] and [[wikipedia:Cross-sectional_data|cross-sectional]] designs makes results vulnerable to [[wikipedia:Response_bias|bias]] and limits causal inference (vanDellen et al., 2025; Kornblum et al., 2021). No [[wikipedia:Design_of_experiments|experimental]] or [[wikipedia:Longitudinal_study|longitudinal studies]] have directly tested TGD, particularly those manipulating transactive density or tracking resources over time, which weakens TGD's conclusions. Moreover, findings from related interdependent resource theories such as transactive memory, have limited applicability to TGD due to conceptual differences (Lewis, 2004). === Conceptual boundaries === TGD has begun clarifying its integrative position relative to related theories such as [[wikipedia:Self-evaluation_maintenance_theory|self-evaluation maintenance]], self-regulation, [[self-determination theory|self-determination]] and [[wikipedia:Social_support|social support]] (Finkel et al., 2016). However, without differentiation, the theory risks overlap with established frameworks and may lack distinct explanatory value. At the same time, some findings suggest limits to TGD’s current scope, for instance, performance benefits arising from motivational or relational factors that are not fully accounted for within TGD (Kornblum et al., 2021; vanDellen et al., 2025). {{Robelbox|title=Future directions|theme=4}}[[Image:Crystal Clear app help index.svg|left|160px]] ;Where to next? Future research should examine TGD across diverse relational and cultural contexts to test the robustness and universality of its principles. Employing experimental manipulations, [[wikipedia:Multimethodology|multi-method]] behavioural measures, and longitudinal designs would strengthen validity and capture the dynamic nature of goal pursuit. Research should also examine where TGD diverges or integrates with related theories, clarifying boundaries and strengthening its theoretical distinctiveness. {{Robelbox/close}} == Conclusion == Transactive goal dynamics theory proposes that by pooling resources, coordinating efforts, and aligning goals, partners in close relationships function as a single self-regulating system, often achieving goal outcomes greater than individuals could alone (Fitzsimons et al., 2015). Key constructs such as goal coordination, transactive density, and transactive gain or loss explain why some partnerships thrive while others struggle (Fitzsimons et al., 2015). Motivation is amplified when interdependent partners have abundant shared resources, coordinate efficiently and maintain high-quality relationships (Kornblum et al., 2021; vanDellen et al., 2025). Furthermore, TGD processes emerge early in life and operate across contexts, including workplaces, education and healthcare, showing that personal orientations and collaborative interdependence enhance goal persistence, performance, and motivation (Fitzsimons & Finkel, 2018). In daily goal pursuit, recognising how TGD theory influences motivation helps people build supportive teams and relationships, leverage others' strengths, and improve task cooperation (Kornblum et al., 2021; vanDellen et al., 2025). For interpersonal development, understanding TGD processes also guides people in aligning personal goals with social contexts in ways that sustain motivation, improve performance, and strengthen long-term relational outcomes (Fitzsimons & Finkel, 2018). ==See also== * [[wikipedia:Interdependence_theory|Interdependence theory]] (Wikipedia) * [[Motivation and emotion/Book/2014/Social comparison and motivation|Motivation and social comparison]] (Book chapter, 2014) * [[Motivation and emotion/Book/2018/Goal sharing and goal pursuit|Goal sharing and goal pursuit]] (Book chapter, 2018) * [[Motivation and emotion/Book/2011/Social needs|Social needs]] (Book chapter, 2011) * [[Motivation and emotion/Book/2024/Groups and individual motivation enhancement|Groups and individual motivation enhancement]] (Book chapter, 2024) ==References== {{Hanging indent|1= Bandura, A. (1997). ''Self-efficacy: The exercise of control.'' Macmillan. Best, J. R., Goldschmidt, A. B., Mockus-Valenzuela, D. S., Stein, R. I., Epstein, L. H., & Wilfley, D. E. (2016). Shared weight and dietary changes in parent–child dyads following family-based obesity treatment. ''Health Psychology, 35''(1), 92. https://doi.org/10.1037/hea0000247 Deci, E. L., & Ryan, R. M. (2013). ''Intrinsic motivation and self-determination in human behavior.'' Springer Science & Business Media. Finkel, E. J., Fitzsimons, G. M., & vanDellen, M. R. (2016). Self-regulation as a transactive process: Reconceptualizing the unit of analysis for goal setting, pursuit, and outcomes. In K. D. Vohs & R. F. Baumeister (Eds.) ''Handbook of Self-Regulation: Research, Theory, and Applications'' (3rd ed., pp. 264–282). Guilford Publications. Fitzsimons, G. M., & Finkel, E. J. (2018). Transactive-goal-dynamics theory: A discipline-wide perspective. ''Current Directions in Psychological Science: A Journal of the American Psychological Society 27''(5), 332–338. https://doi.org/10.1177/0963721417754199 Fitzsimons, G. M., Finkel, E. J., & vanDellen, M. R. (2015). Transactive goal dynamics. ''Psychological Review, 122''(4), 648–673. https://doi.org/10.1037/a0039654 Fitzsimons, G. M., Sackett, E., & Finkel, E. J. (2016). Transactive goal dynamics theory: A relational goals perspective on work teams and leadership. ''Research in Organizational Behavior, 36'', 135–155. https://doi.org/https://doi.org/10.1016/j.riob.2016.11.006 Hamann, K., Warneken, F., & Tomasello, M. (2012). Children’s developing commitments to joint goals. ''Child Development, 83''(1), 137–145. https://doi.org/https://doi.org/10.1111/j.1467-8624.2011.01695.x Kelley, H. H., & Thibaut, J. W. (1959). ''The social psychology of groups.'' Transaction Publishers. Klusmann, U., Richter, D., & Lüdtke, O. (2016). Teachers’ emotional exhaustion is negatively related to students’ achievement: Evidence from a large-scale assessment study. ''Journal of Educational Psychology, 108''(8), 1193–1203. https://doi.org/10.1037/edu0000125 Kornblum, A., Unger, D., & Grote, G. (2021). How romantic relationships affect individual career goal attainment: A transactive goal dynamics perspective. ''Journal of Vocational Behavior, 125'', Article 103523. https://doi.org/https://doi.org/10.1016/j.jvb.2020.103523 Lewis. (2004). Knowledge and performance in knowledge-worker teams: A longitudinal study of transactive memory systems. ''Management Science, 50''(11). https://doi.org/10.1287/mnsc.1040.0257 Solomon, B. C., & Jackson, J. J. (2014). The long reach of one’s spouse: Spouses’ personality influences occupational success. ''Psychological Science, 25''(12), 2189–2198. https://doi.org/https://doi.org/10.1177/0956797614551370 Steiner, I. D. (1972). ''Group process and productivity (Vol. 1)''. Academic Press. vanDellen, M. R., Wright, J. W., Finkel, E. J., Fitzsimons, G. M., & Hall, A. (2025). Interdependence in shared goal pursuit among established and impromptu dyads: Expectations, allocation, and performance. ''Frontiers in Social Psychology, 3'', Article 1497295. https://doi.org/https://doi.org/10.3389/frsps.2025.1497295 Van Lange, P. A. M., & Balliet, D. (2015). Interdependence theory. In M. Mikulincer, P. R. Shaver, J. A. Simpson, & J. F. Dovidio (Eds.), "APA handbook of personality and social psychology, Vol. 3. Interpersonal relations" (pp. 65–92). American Psychological Association. https://doi.org/10.1037/14344-003 Wegner, D. M. (1987). Transactive memory: A contemporary analysis of the group mind. In B. Mullen & G. R. Goethals (Eds.), ''Theories of group behavior'' (pp. 185–208). Springer. https://doi.org/10.1007/978-1-4612-4634-3_9 }} ==External links== * [https://phys.org/news/2024-05-friends-health-benefits-friend-pursuing.html Friends with health benefits: How a friend might make pursuing goals more attainable] (phys.org) * [https://www.youtube.com/watch?v=7lLGKNO3Dg8 Interdependence theory - the balance of life relationships] (YouTube) * [https://www.healthdirect.gov.au/motivation-how-to-get-started-and-staying-motivated Motivation: how to get started and staying motivated] (healthdirect.gov) [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Goal setting]] [[Category:Motivation and emotion/Book/Goal pursuit]] [[Category:Motivation and emotion/Book/Relationships]] a29fpfrl0w32fgxu93h4mw25z01uj0z 0 327150 2822559 2811285 2026-08-17T16:17:00Z DavidMCEddy 218607 communications > communication 2822559 wikitext text/x-wiki :''This discusses a 2026-01-15 interview with Anthony Nadler<ref name=Nadler><!--Anthony Nadler-->{{cite Q|Q135514734}}</ref> about conservative media. A video and 29:00 mm:ss podcast excerpted from the interview will be added when available. The podcast will be released 2026-02-07 to the fortnightly "Media & Democracy" show<ref name=M&D><!--Media & Democracy-->{{cite Q|Q127839818}}</ref> syndicated for the [[w:Pacifica Foundation|Pacifica Radio]]<ref><!--Pacifica Radio Network-->{{cite Q|Q2045587}}</ref> Network of [[w:List of Pacifica Radio stations and affiliates|over 200 community radio stations]].''<ref><!--list of Pacifica Radio stations and affiliates-->{{cite Q|Q6593294}}</ref> :''It is posted here to invite others to contribute other perspectives, subject to the Wikimedia rules of [[w:Wikipedia:Neutral point of view|writing from a neutral point of view]] while [[w:Wikipedia:Citing sources|citing credible sources]]<ref name=NPOV>The rules of writing from a neutral point of view citing credible sources may not be enforced on other parts of Wikiversity. However, they can facilitate dialog between people with dramatically different beliefs</ref> and treating others with respect.''<ref name=AGF>[[Wikiversity:Assume good faith|Wikiversity asks contributors to assume good faith]], similar to Wikipedia. The rule in [[w:Wikinews|Wikinews]] is different: Contributors there are asked to [[Wikinews:Never assume|"Don't assume things; be skeptical about everything."]] That's wise. However, we should still treat others with respect while being skeptical.</ref> [[File:Anthony Nadler on how conservative media are different.webm|thumb|2026-01-30 interview of Anthony Nadler on how conservative media are different.]] [[File:2026-01-30 interview of Anthony Nadler about how conservative media are different.ogg|thumb|29:00 mm:ss excerpts from a 2026-01-30 interview of Anthony Nadler about how conservative media are different.]] Anthony Nadler<ref name=Nadler/> talks with Spencer Graves<ref name=Graves><!--Spencer Graves-->{{cite Q|Q56452480}}</ref> about how he claims that conservative media are different. Nadler is a leading researcher on the social construction of conservative political identities in the US including how conservative media like [[w:Fox Corporation|Fox]] tell their audiences how they are routinely "shamed and stigmatized by liberal elites",<ref>e.g., Nadler and Taussig (2025).</ref> cultivating self-righteous anger against the haughty, evil libs. For example, a week after the [[w:January 6 United States Capitol attack|attack on the US Capitol of 6 January 2001]], a conservative interviewee agreed that anyone who charged the building or entered or assaulted someone should be arrested, especially if violent, and charged with insurrection. However, this interviewee also insisted that the January 6 attack was understandable given how conservatives could be demoted or fired by a liberal manager or get a poor grade in a college class from a liberal professor.<ref>Nadler and Taussig (2023).</ref> The basic theme of Nadler's work is that [[w:Conservatism|conservative]] media tend to segment media markets more on style and cultural identity with "news" that tends to be less consistent with other media than news from other sources. He says we need media that work harder to connect with working class humans and help their audience understand how public policies often benefit the ultra-wealthy at the expense of everyone else. Nadler is a communication professor at [[w:Ursinus College|Ursinus College]] in [[w:Collegeville, Pennsylvania|Collegeville, Pennsylvania]], roughly 20 miles (30 km) northwest of [[w:Philadelphia|Philadelphia]]. His recent publications include the following: * Research reports: :-(2025) "The Social Construction of Right-Wing Reality", with Daron Taussig. :-(2022) "Political Identity and the Therapeutic Work of U.S. Conservative Media" * Op eds in the ''[[w:Los Angeles Review of Books|Los Angeles Review of Books]]'': :-(2025) "The Left Needs Media That Competes - and wins", with Reece Peck. :-(2023) "The Deep Story Beneath the Big Lie: The engine of the right-wing movement is a narrative about social disgrace", with Doron Taussig. :-(2020) "The Great Anti-Left Show: Right-wing media defines itself by a caricature of what they’re against". * (2016) book: ''Making the News Popular: Mobilizing U.S. News Audiences''. * Edited volume (2020) ''News on the Right: Studying Conservative News Cultures'', co-edited with A. J. Bauer. This book consists of 13 chapters including the following: :-ch. 2. '“From a Christian Perspective”: News/Talk in Evangelical Mass Media' by Mark Ward Sr describes how [[w:Christian radio|Christian radio]] promotes a conservative political identity. :-ch. 3. 'Containing “Country Music Marxism”: How Fox News Conservatized [[w:John Rich|John Rich]]’s “[[w:Shuttin' Detroit Down|Shuttin’ Detroit Down]]”' by [[What the Left can learn from Fox|Reece Peck. (Peck was interviewed 2025-08-01]] for this Media & Democracy series.) :-ch. 4. "Weaponizing Victimhood: Discourses of Oppression and the Maintenance of Supremacy on the Right" by Lee Bebout. :-ch. 5. "NRA Media and Second Amendment Identity Politics" by Dawn R. Gilpin. :-ch. 6. "Making Media Safe for Corporate Power: Market Libertarian Discourse in the 1940s and Beyond" by [[Information is a public good per communication prof Pickard|Victor Pickard. (Pickard was interviewed 2024-12-23]] for this series.)<ref>Pickard (2020a).</ref> :-ch. 8. "The British Right-Wing Mainstream and the European Referendum" by [[w:Angela Phillips|Angela Phillips]], discusses the partisan nature of the British media and its impact on politics in the [[w:United Kingdom|United Kingdom]], focusing especially on [[w:Brexit|Brexit]]. :-ch. 11. "Slanting the News Media Bias and Its Effects" by Anthony R. Dimaggio. This chapter includes quantitive comparisons of "media consumption by ideology". His data documents how "distrust of mass media sources was concentrated among Fox News viewers, not CNN or MSNBC viewers." This supports the claim of much of the rest of this book and other research focusing on "News on the Right" more generally, that Fox (and presumably other conservative media) consistently tell their audience about how the "liberal elite" treat conservatives with contempt, while consumption of [[w:CNN|CNN]] and [[w:MS NOW|MSNBC]] is much less predictive of the political positions of the audience. == Highlights == :''Quotes are lightly edited for readability.'' === Views and emotions === Nadler said that the big question that interests him "is how do people form both views and emotional attachments to the right?" {{quote| I really think that conservative media helps build views and cultivates emotional attachments. A lot of my research, though certainly not all of it, has been focused on interviewing conservative news consumers, mostly in my southeast [[w:Pennsylvania|Pennsylvania]] region. I've also interviewed some conservative editors and news producers as well. Starting with the views part, I think it's really important and helpful to understand that a lot of conservative media, and I think there's some exceptions here, but a lot of it, especially ... Fox News, some of the major podcasts, explain the way the world works, and why conservative positions, why Trumpist positions ... are right in a way that I think potentially could appeal to people coming from a wide range of values. You don't have to be rabidly xenophobic to come to some of the conclusions that they will lead you to on like restrictionist border controls based on the array of information that they're presenting. It seems that they make a lot of conservative positions seem sort of logical and reasonable through the way they select information. Sometimes people aren't truthful, but much more than misinformation or disinformation, I would emphasize, it's selective information and framing that helps lead you to that conclusion. And then on the emotional side, how do they cultivate emotional attachments? They tell very emotional stories. And most of the people that I have interviewed is really one thing they've wanted to talk with me about the most. And I try to see where do people get most emotionally animated? Most always when we're talking about their feelings that liberals and liberal institutions really look down on them and see them and see their communities as just sort of utter moral failures. It's not just just like they disagree on some things, they think they're wrong on some things, but that liberal institutions see their whole communities as just deeply flawed, unable to govern themselves, and in need of some kind of outside correction. That's not the only emotional story on the right. But that emotional story, I think, is just one of the most powerful.}} === Media literacy === Graves asked about [[w:media literacy|media literacy]], both looking for sources of information that could help one understand their opposition ''and'' "reaching out to others with whom we may disagree and engaging them in friendly, supportive conversations."<ref>Graves and Bailey (2025).</ref> Nadler replied, {{quote| I think it's ultimately hard to imagine a cooperative and egalitarian society flourishing unless you have real thick social bonds cultivated throughout the society and bonds that include an ability to make sense of politics, make sense of public life together.}} Graves said, "That kind of turns the argument about 'we don't talk politics' on its head, right? It says we ''have to talk politics'', but with respect and humility. Nadler agreed: "Yeah, polite inhibitions against politics are definitely detrimental to thriving democratic life." === Social construction of right-wing reality === Graves asked about Nadler's research report on, "The Social Construction of Right-Wing Reality".<ref>Nadler and Taussig (2025).</ref> Nadler said that he and his co-author, Doron Taussig, noted that there is a lot of research on how culture works, which says that we all depend on information gathering networks: We cannot figure out the world and what is happening on our own. Nadler and Taussig disagreed with those who claim that the dependency that people have on conservative media for making sense of the world is pathological, starting with bad intent or resentment, and conservative media simply feeds the resentment that does already exist. Nadler and Taussig argue that we are all in rush, and conservative media operates in some of the same ways as mainstream media. === Big divide not between Republicans and Democrats but between Fox and other media === Graves summarized statistical analyses in DiMaggio (2020), ch. 11 in Nadler and Bauer (2020), as saying that the big divide is not between Republican and Democrats but between the audiences for Fox vs. [[w:CNN| CNN]] and [[w:MS NOW|MSNBC (now MS NOW)]]. Nadler said that there has been a good bit of of research trying to understand the sources of people's attitudes about issues and their understanding of the world. Media sources are at least as useful for predicting people's attitudes as partisan identification. === Identity politics === Graves said that the big divide in US politics seems not to be between conservative and liberal voters, Republicans and Democrats, as between the people who control most of the money for the media and the media executives and the politicians, who get most of their money from the major corporations,<ref>Nader (2014).</ref> who are really the only "people" who really count.<ref>"[[w:Corporate personhood|Corporate personhood]]" is a legal notion with a long history, including [[w:Corporate personhood#In the United States|in the United States]], where numerous US Supreme Court decisions have protected the rights of major corporations to spend substantial sums of money on politics. A moderately recent and controversial decision was ''[[w:Citizens United v. FEC|Citizens United v. FEC]]'' (2010).</ref> Nadler said that, {{quote| In terms of power, there's the owners and the rest of us. In terms of the means of mass communication, there are real differences in popular views and understandings of the world. ... I don't think that deep values are the major divide. But how do you determine somebody's deep values? I don't even think a survey is necessarily going to get at what those deep values are. ... [But] people who identify with the right really do have a very different understanding than people who identify more with the liberal or left of what's going on and what should go on in the world.}} === Victor Pickard === Graves asked about Pickard's chapter in Nadler and Bauer (2020).<ref>Pickard (2020a).</ref> Nadler said, "Victor has been ... a really influential scholar telling the story of how corporate imperatives have shaped US media on, we would call it, an ideological plane. Most journalists would say they are free and independent to report based on their professional decisions. Victor details all the ways in which operating in a context that's controlled by both commercial imperatives and ultimately corporate control or ownership really shapes the way information is produced: What kinds of stories are more likely to be circulated and what kinds of stories are less likely to be circulated?<ref>Pickard (2020b).</ref> ... One study that that Victor Picard was involved in ... looked at local news in New Jersey and how much resources and how much money funds local news in different communities. They found just huge gaps between wealthier and less wealthy communities. ... I believe they found ... between 15 to 20 times the resources and funding available in the wealthiest and in the poorest communities. ... Commercial value is such a determining force, and ends up leading to incredibly unequal coverage and unequal care for different kinds of communities." === Media and conflict === Graves claims that primary drivers of every major conflict include differences in the media that different parties find credible and asked for Nadler's comment. He replied, {{quote| That sounds plausible to me. I shy away from absolute statements and especially from putting too much centrality on media power. Media power is limited by all sorts of other factors. ... We are in an era where associational life has declined in such a way that probably our media connections are even more important, or are more critical for group sense making than they were maybe in the middle of the 20th century. But yes, it sounds right. ... Mediated understandings of the world are at the heart of a lot of conflict. I've talked to many people who are on the right, who just make sense of the world in very different ways. ... I was talking to a woman who identified as being on the right, consumed largely right wing news sources, although not exclusively right wing news sources. And she was telling me a story about reading about an immigrant family crossing the [[w:Darién Gap|Darién Gap]], a dangerous crossing into central Panama. She literally was crying, she was so moved by the story and by the strife. I truly believe she wished the best for that family and for immigrant families as a whole. But this led her to very restrictionist enforcement policies, because she believed that Biden's open borders policy sent so many people to these terribly dangerous circumstances led by cartels to come to America to be exploited by American corporations looking for cheap labor, etc. ... Ultimately, everybody cares about humanity in general.}} === Polarization === Graves claimed that the US, [[Evolution of political polarization in the US Congress|including the US Congress]], is more [[w:Political polarization|polarized politically]] than at any time since [[w:Reconstruction era|Reconstruction]] and asked Nadler's comments. Nadler replied as follows: {{quote| There are at least two major types of polarization that political scientists talk about. One is ''issue based polarization''. Are people really polarized on different beliefs on abortion, immigration, economic policies, etc.? The other is what political scientists usually call ''affective polarization'', which [are] differences in feelings, affect and emotional responses to political opponents versus people who share the same political labels or sort of partisan identities. My understanding is that in the population at large, in the United States, there's really strong evidence for strong affective polarization among the population at large. I think the picture of issue based polarization is much murkier. It is much easier to measure issue-based polarization than affective polarization. Change in media structures and the ways that people consume media matters a lot here. ... If you're looking in 1970 for instance, ... the United States is has some common reference points like the major CBS in NBC news organizations. There's actually more. Within a city or community, there were often one or two major local or regional papers that they're referencing. So there are many shared reference points. People are reading some of the same text. They are sharing some of the same culture. I don't want to either paint that as a golden era, because there was a lot that could be repressed or kept out of the news entirely. The late 1960s was an era of credible affective polarization in many ways. It's not simply media structures that drive it. At least on the left, you don't have the same kind of organized politicization that you had in 1960s maybe. ...}} === Social construction of crime === Graves said that around the year 2000 he did a literature search on "[[w:Social constructionism|constructed reality]]." He found literature on the [[w:United States incarceration rate#Editorial policies of major media|social construction of crime]], which noted that the incarceration rate [in state and federal prisons] in the US had been relatively constant at roughly 0.1 percent of the population for the 50 years between 1925 and 1975. Then it shot up by a factor of 4 or 5 over the next 25 years. The authors of that research attributed that increase to changes in the editorial policies of the major commercial broadcasters to fire nearly all the investigative journalists and replace them with the police blotter. So the public thought that crime was out of control, when there had been no substantive increase in crime. They voted in a generation of politicians promising to "get tough on crime", and this was the result.<ref>Potter and Kapeller (1998). Sacco (1995, 2005).</ref> Nadler replied, "I certainly believe there was a huge spike in incarceration rates around that era. I would think that media representations of crime play a role. I would be skeptical painting them as the primary driving force. Certainly there's political maneuvering. ... The [[w:war on drugs|war on drugs]] gets mobilized through political networks. ... Communities are sort of desperate and are not offered any resources other than heavy policing ... . There are probably a whole slew of factors that contribute to that terrible increase in the incarceration rate. Media is probably one of them, I'd be skeptical of the narrative that media is really the driving force." === How loud does the watchdog bark === Graves asked Nadler's response to the research by Usher and Kim-Leffingwell that tallied all the federal prosecutions for political corruption in each of the 94 [[w:United States federal judicial district|US Federal Court districts]] between 2003 and 2019. During that period, the number of journalists in the US fell by roughly a factor of three, between 60 and 70%, with no statistically significant impact on federal prosecutions for political corruption. Instead, they found on average 1.4 more such prosecutions per year per member of the [[w:Institute for nonprofit News|Institute for nonprofit News]] in each federal court district the previous year.<ref>Usher and Kim-Leffingwell (2022).</ref> This suggests that since 2003 the investigative journalism done by major media outlets has been negligible. However, independent outlets like members of the Institute for Nonprofit News have been producing important investigative journalism. Nadler replied, {{quote| If you're a newspaper, a local newspaper, and your reason for existence is to make profit, corruption investigations are challenging. You could face lawsuits. You could turn off certain advertisers. So there's not a huge incentive to invest the vast resources that it takes. ... One thing that maybe has counterbalanced that is a lot of people get into journalism because of idealism. ... But commercial journalism can sometimes produce some really good news.}} Graves agreed, "And it has in the past, but that seems to be less true in recent decades." === In sum === Asked for final words for the audience, Nadler said, "I guess the final words, I'll talk about something that Reese Peck and I wrote about. The hope I have in the media sphere in coming from the left is that the left needs to develop media voices, media outreach to primarily non college educated, working class communities, across racial lines, across geographic lines. I see that as key to building the kind of super majority support that the left needs to make really big social changes. That's what Reece Peck and I were writing about. ... There are all sorts of barriers to that."<ref>Nadler and Peck (2025).</ref> == The need for media reform to improve democracy == This article is part of [[:category:Media reform to improve democracy]]. A summary of episodes to 2025-11-15 is available in [[Media & Democracy lessons for the future]]. ==Discussion == :''[Interested readers are invited to comment here, subject to the Wikimedia rules of [[w:Wikipedia:Neutral point of view|writing from a neutral point of view]] [[w:Wikipedia:Citing sources|citing credible sources]]<ref name=NPOV/> and treating others with respect.<ref name=AGF/>]'' == Notes == {{reflist}} == Bibliography == * <!--Lee Bebout (2020) Weaponizing Victimhood: Discourses of Oppression and the Maintenance of Supremacy on the Right, ch. 4 in Nadler and Bauer, eds.-->{{cite Q|Q137859123|publisher=in Nadler and Bauer, eds. (2020)}} * <!--Anthony R. Dimaggio (2020) "Slanting the News Media Bias and Its Effects", ch. 11 in Nadler and Bauer-->{{cite Q|Q137859694|publisher=in Nadler and Bauer, eds. (2020)}} * <!--Dawn R. Gilpin (2020) "NRA Media and Second Amendment Identity Politics", ch. 5 in Nadler and Bauer, eds.-->{{cite Q|Q137859307|publisher=in Nadler and Bauer, eds. (2020)}} * <!--Graves and Bailey (2025) We have to talk-->{{cite Q|Q136126262}} * <!--Ralph Nader (2014) Unstoppable: The Emerging Left-Right Alliance to Dismantle the Corporate State-->{{cite Q|Q17183971}} * <!--Anthony Nadler (2016) Making the News Popular: Mobilizing U.S. News Audiences-->{{cite Q|Q136280397}} * <!--Anthony Nadler (2020-10-02) "The Great Anti-Left Show"-->{{cite Q|Q137857191}} * <!--Anthony Nadler (2022) "Political Identity and the Therapeutic Work of U.S. Conservative Media"-->{{cite Q|Q137857770}} * <!--Anthony Nadler and A. J. Bauer, eds. (2020) News on the Right: Studying Conservative News Cultures-->{{cite Q|Q137842210|author=Anthony Nadler and A. J. Bauer, eds.}} * <!--Anthony Nadler and Reece Peck (2025-03) "The Left Needs Media That Competes - and wins"-->{{cite Q|Q135514015}} * <!--Anthony Nadler and Doron Taussig (2023-08-16) "The Deep Story Beneath the Big Lie: The engine of the right-wing movement is a narrative about social disgrace, according to Anthony Nadler and Doron Taussig-->{{cite Q|Q137858514}} * <!--Anthony Nadler and Doron Taussig (2025) "The Social Construction of Right-Wing Reality"-->{{cite Q|Q137857779}} * <!--Reece Peck (2020) 'Containing “Country Music Marxism”: How Fox News Conservatized John Rich’s “Shuttin’ Detroit Down”'-->{{cite Q|Q137858928|publisher=in Nadler and Bauer, eds. (2020)}} * <!--Angela Phillips (2020) "The British Right-Wing Mainstream and the European Referendum", ch. 8 in Nadler and Bauer-->{{cite Q|Q137859529|publisher=in Nadler and Bauer, eds. (2020)}} * <!--Victor Pickard (2020a) "Making Media Safe for Corporate Power: Market Libertarian Discourse in the 1940s and Beyond", ch. 6 in Nadler and Bauer-->{{cite Q|Q137859332|publisher=in Nadler and Bauer, eds. (2020)|date=2020a}} * <!--Victor Pickard (2020b) Democracy without journalism? : confronting the misinformation society-->{{cite Q|Q131398359|date=2020b}} * <!--Gary W. Potter and Victor E. Kappeler (1998) Constructing Crime: Perspectives on Making News and Social Problems-->{{cite Q|Q96343487}} * <!--Vincent Sacco (1995) "Media Constructions of Crime", ch. 2 in Potter and Kapeller (1998)-->{{cite Q|Q56805896}} * <!--Vincent Sacco (2005) When Crime Waves-->{{cite Q|Q96344789}} * <!--Nik Usher and Sanghoon Kim-Leffingwell (2022-01) How Loud Does the Watchdog Bark? A Reconsideration of Local Journalism, News Non-profits, and Political Corruption -->{{Cite Q|Q134715465}} * <!--Mark Ward Sr (2020) "“From a Christian Perspective”: News/Talk in Evangelical Mass Media"-->{{cite Q|Q137858861|publisher=in Nadler and Bauer, eds. (2020)}} [[Category:Media]] [[Category:News]] [[Category:Politics]] [[Category:Media reform to improve democracy]] <!--list of categories https://en.wikiversity.org/wiki/Wikiversity:Category_Review [[Wikiversity:Category Review]]--> 0j03b7o56lhh5lp6pn6vmaopy79dex1 0 330079 2822575 2814797 2026-08-17T21:41:52Z Jtneill 10242 Add template from user page 2822575 wikitext text/x-wiki {{METP}} {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit above to match the wording (and [[w:Stylistic or specialised usage|casing]]) in the [[Motivation and emotion/Book/2026|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per the [[Special:History/{{PAGENAME}}|page's history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure * Figures can show any kind of media such as photos, diagrams, graphs, video, audio, and so on * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/2025/Body neutrality and emotional well-being|Body neutrality and emotional well-being]] (Book chapter, 2025) * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Body image]] [[Category:Motivation and emotion/Book/Emotion]] rag1m68uxtpz2gzi9zxqeapjbzvdx1g 0 330494 2822671 2822298 2026-08-18T08:10:44Z NDM2024 2984088 2822671 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] DRAFT ====[[/|1.1 The International Maritime Health Database]] ==== <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ======[[/|Manila conference Oct. 2026]] ====== ====[[/|The International Maritime Health Database]] ==== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> 0sr3esa1sw1t9usd0gdc03qvvuvod0m 2822674 2822671 2026-08-18T08:20:42Z NDM2024 2984088 /* 1.1 The International Maritime Health Database */ 2822674 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] DRAFT ===[[/|1.1 The International Maritime Health Database]] === <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ======[[/|Manila conference Oct. 2026]] ====== ====[[/|The International Maritime Health Database]] ==== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> affpo7e4spu0yvaokhof83ke04oklyt 2822675 2822674 2026-08-18T08:21:35Z NDM2024 2984088 /* 1.1 The International Maritime Health Database */ 2822675 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] DRAFT ====[[/|1.1 The International Maritime Health Database]] ==== <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ======[[/|Manila conference Oct. 2026]] ====== ====[[/|The International Maritime Health Database]] ==== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> opf8irheyyq2wxkszbi39lz666gz5ch 2822678 2822675 2026-08-18T08:30:19Z NDM2024 2984088 /* Manila conference Oct. 2026 */ 2822678 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] DRAFT ====[[/|1.1 The International Maritime Health Database]] ==== <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ======[[/|Manila conference Oct. 2026]] ====== We have drafted a preliminary proposal for a Research Seminar held on October 8th and 9th (1:00 PM to 5:00 PM), with a follow-up on Oct Mon 12th at the American Out-Patient Clinic in Metro Manila. This Seminar aims to formalize a strategic epidemiological research collaboration among regional clinics, the Philippines Society of Maritime Health, the University of the Philippines Manila, and the John Snow Prediabetes Institute. Proposed Agenda: • Day 1: Strategic Planning Private working session to plan Day 2 with Dr. Abesamis, the John Snow Institute, and Dr. Huerte. • Day 2: Plenary Session and Presentations General partner meeting moderated by Dr. Abesamis. Main topics: 1. Objectives overview by Dr. Abesamis and Dr. Huerte. 2. The International Maritime Health Database: Christian Acheampong. using Prospective and retrospective data. 3. The advantages of using massive databases: comments by the Philippines Maritime Society and The Manila University 4. Health Promotion strategies by Margarita and Christian • Day 3: Follow-up (Monday Oct 12th, 1:00 PM) Meeting to organise the practical collaboration, content, and time scheduling. We hope you can attend and thank you on beforehand for your valuable scientific contribution to this joint project. Warm regards, Oj/Nd ====[[/|The International Maritime Health Database]] ==== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> q7msl7ci539tsqjc5wss1qaz1liqhr0 2822679 2822678 2026-08-18T08:32:47Z NDM2024 2984088 /* Manila conference Oct. 2026 */ 2822679 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] DRAFT ====[[/|1.1 The International Maritime Health Database]] ==== <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ======[[/|Manila conference Oct. 2026]] ====== ====[[/|The International Maritime Health Database]] ==== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> opf8irheyyq2wxkszbi39lz666gz5ch 2822683 2822679 2026-08-18T09:03:08Z NDM2024 2984088 2822683 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] ====[[/|1.1 The International Maritime Health Database]] ==== <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ======[[/|Manila conference Oct. 2026]] ====== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> mhdjrlkj1tigwxpb1loax19u7ak35jg 2822686 2822683 2026-08-18T09:07:37Z NDM2024 2984088 /* 1.1 The International Maritime Health Database */ 2822686 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] ====[[/|1.1 The International Maritime Health Database]]==== <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ======[[/|Manila conference Oct. 2026]] ====== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> 3ffny45vea4155xwo9i8fhlhn24kkc1 2822692 2822686 2026-08-18T09:58:39Z NDM2024 2984088 /* 1.1 The International Maritime Health Database */ 2822692 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] ====[[/|1.1 The International Maritime Health Database]]==== ==[[/pptx /|Presentations ]] == <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ======[[/|Manila conference Oct. 2026]] ====== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> blg45ezsq02xew13eu0ik45xknwval2 2822693 2822692 2026-08-18T10:01:01Z NDM2024 2984088 /* Presentations */ 2822693 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] ====[[/|1.1 The International Maritime Health Database]]==== ==[[/Draft Research Protocol /|Protocol ]] == <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ======[[/|Manila conference Oct. 2026]] ====== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> kc3lkh9inc7bbnfslhcihhjgigvxgf3 2822694 2822693 2026-08-18T10:02:12Z NDM2024 2984088 /* Protocol */ 2822694 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] ====[[/|1.1 The International Maritime Health Database]]==== ==[[/Draft Research Protocol /|Protocol ]] == INTERNATIONAL MARITIME HEALTH DATABASE The coordinating institution that will ultimately host the central database once this has been agreed upon, to be added later Research responsible unit: The John Snow Prediabetes Institute and…. Steering Committee: Christian Acheampong, MBA, Director of John Snow Prediabetes Institute. Olaf Chresten Jensen, PhD, MD, MPH, Vice director o147248@gmail.com Nailet Delgado Mujica, Ing. M.Sc. Vice director Joseph Abesamis, MD, overall data custodian, clinical data responsible Margarita Huerte, MD, Chair IMHA 2025-27 1. Clinical and maritime-health input into the study design * 2. Identification or coordination of potential Philippine participating sites; 3. Review of available PEME data and variables * 4. Participation in the research/steering group; or 5. Assistance in developing the broader international collaboration through IMHA. Design of the project (Informed Consent Form below) This project is an international, multicentre, observational longitudinal health database that uses routinely collected maritime health examination data to monitor the prevalence and trends of prediabetes, diabetes T-2, hypertension, prehypertension, overweight, obesity and established prevention among maritime workers and students. The intention is to register and offer standardized prevention Inspired by the “Danish health database” (ref. 1) Strengths of the design • Uses routinely collected data, making it relatively inexpensive. • Can accumulate large international datasets. • Reflects real-world clinical practice. • Supports long-term surveillance of maritime workers' health. • Allow for evaluation of preventive interventions within routine healthcare. Organisers • The John Snow Prediabetes Institute in collaboration with: • Maritime Medical Health Clinics Objectives • To establish an “International maritime health database” with samples of health examination data from the maritime clinics and the maritime schools. • To carry out literature studies on lifestyle intervention in the contexts • To describe and follow the prevalence of the target variables by age and gender over the years. (Prediabetes, T2DM, Blood pressure, BMI etc.) • To identify and offer the prediabetes remission program and to follow the effects. Data content Random samples of data extracted from the routine maritime health examinations in a specified calendar period. Variables • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer or non-officer on board • Blood pressure • Blood sugar HbA1c or Fasting Glucose, or Post prandial • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Participating in a life-style health promotion plan y/n Automatic recoding of data Excel-recoding formulas-Dec-1-2024 • Blood pressure: Normal, prehypertension, stage 1, 2 • Blood sugar: Normal, prediabetes, diabetes mellitus type 2, • BMI: normal, overweight, obese Blood-sugar-Measurements Either A1c mmol/mol or Fasting mg/dl (glucometer) or Postprandial sugar: mg/dl (glucometer) Validity of the method. (ref 2) Clinics without all the variables are invited to give the data they have. Use of the data for prevention To describe the prevalence of Prediabetes, T2DM, Hypertension, Prehypertension and BMI in the age- and gender groups and occupational groups. Possibly, to offer a prediabetes, prehypertension remission program. To propose (inter) national maritime health policies. To be used for the student’s theses. To publish in international health journals. Type of study • International, multicenter observational prevalence database, • Longitudinal surveillance system using repeated routine maritime health prevalence examination data. • Includes an intervention component for individuals identified with prediabetes. Populations sources The database will include random samples of data extracted from routine health examinations conducted at: • Maritime clinics • Maritime schools Participants may include: • Seafarers • Fishers • Maritime students • Officers and non-officers Data collection The study uses secondary data obtained from existing routine medical examinations rather than collecting new research-specific measurements. Key variables include: • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer on board7 non officer • Blood pressure • Blood sugar HbA1c or Fasting Glucose • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Actually, included in a health promotion program Ethics and data governance Need for ethics review. This study uses sensitive health data and follows people over time. Linking records, international data sharing, and testing a prevention programme can create risks, even when names are removed. Before collecting, linking, sharing, or analysing data, each study site must send the study plan and participant information, consent process, data-flow description, and data-management plan to the appropriate ethics committee. Each site needs written approval or a legally permitted exemption. Major changes must be approved before use. If the study involves only non-sensitive health data, the Ethics committees should be involved. Ethical framework and legal compliance. The study will follow the Declaration of Helsinki, national research rules, the EU General Data Protection Regulation (GDPR) where it applies, and the rules of participating countries. Before enrolment or data transfer, the team must record who controls and processes the data and the legal reason for using health information. Consent and participant rights. Participants will receive clear information about the study’s length, health data, follow-up, record linking, international sharing, and approved future research. Consent will be obtained when required. An ethics committee must approve use of data without consent. Refusing or leaving will not affect healthcare, work, training, or education. No new data will be collected after withdrawal, but anonymous data or completed analyses may not be removable. Participants will be told this beforehand. Long-term follow-up and record linking. Each person will receive a study code, allowing records to be linked without putting names in the central database. Each clinic or school will keep the code key separately with restricted access. The central database will hold coded data, or anonymous data when linking is finished. Exact dates and unusual details will be grouped to reduce identification risk. Further contact or record links need legal and ethics approval. Where data will be stored. Data will be kept only on approved servers or encrypted research systems. Names and local code keys will remain at the original site in a separate, encrypted location. Personal computers, unencrypted devices, personal email, and unapproved cloud services are banned. Security includes encryption, backups, logs, malware protection, and an incident plan. Study documents must name the host institution and storage location. Who can access the data. Only named, authorised team members may access the minimum information needed for approved work. They must follow confidentiality rules, use individual accounts and secure sign-in, and lose access when their role ends. Collaborators may receive only necessary coded or anonymous data after approval. Employers, crewing companies, insurers, and other unauthorised parties will not receive personal-level data. Reports will hide small groups or identifying details. Data sharing, retention, and destruction. Institutions will sign agreements covering responsibilities, approved uses, security, breach reporting, further sharing, and data return or deletion. International transfers must follow the law and use extra safeguards when required. Before the study starts, the plan must state how long data will be kept (e.g. 5 years). Afterwards, files and backups will be securely deleted or made permanently anonymous. Code keys will be destroyed unless longer storage is approved. Risk management and oversight. The main risk is that private information could be exposed or linked to a person, causing work, social, or insurance harm. The team will collect only necessary data, separate names from research data, limit access, train staff, secure transfers and storage, keep logs, and respond quickly to suspected breaches. The coordinating researcher will record approvals, access permissions, agreements, and incidents. Any prevention or lifestyle programme tested as research needs ethics approval before it begins. Exclusion Criteria • Inability to provide informed consent • Expressed no-interest to participate The primary outcomes include • Prevalence of Prediabetes, and T2DM • Prevalence of Hypertension and Prehypertension • Prevalence of Overweight and Obesity • Trends by age and sex over time • Prevalence of participation in a prevention program Planned analyses • Estimate disease prevalence. • Compare health indicators across age, gender and working groups. • Monitor trends over multiple years. • Evaluate outcomes of lifestyle interventions. • Support health policy development, student research, and scientific publications. Statistical analysis plan 1. Data preparation Check the dataset for missing values, impossible values, and duplicates. Recode the main variables into categories: BMI as normal, overweight, or obese; blood pressure as normal, prehypertension, stage 1, or stage 2; and blood sugar as normal, prediabetes, or type 2 diabetes. 2. Descriptive statistics Summarize age using mean, standard deviation, median, and range. Summarize categorical variables such as gender, work type, smoking, medication use, BMI group, blood pressure group, and blood sugar group using numbers and percentages. 3. Prevalence estimates Calculate the prevalence of overweight, obesity, prediabetes, diabetes, prehypertension, and hypertension. Report each prevalence as a percentage with a 95% confidence interval. 4. Group comparisons Compare prevalence by age group, gender, work type, and officer/non-officer status. Use chi-square tests for categorical comparisons and t-tests or ANOVA for continuous variables such as BMI or blood pressure. 5. Trend analysis over time If data are available from several years, changes in prevalence over time using tables and line graphs. Test trends using chi-square trend tests or simple logistic regression with year as the predictor. 6. Prediabetes remission program analysis Among participants offered the lifestyle intervention, compare blood sugar, BMI, and blood pressure before and after the program. Use paired t-tests for continuous measures and McNemar’s test for changes in categories, such as prediabetes returning to normal blood sugar. 7. Multivariable analysis Use logistic regression to identify factors associated with prediabetes, obesity, and hypertension. Possible predictors include age, gender, occupation, officer status, smoking, BMI, and medication use. 8. Missing data Report the amount of missing data for each variable. For the simple analysis, use available-case analysis and clearly state the number of participants included in each analysis. 9. Statistical significance Use a significance level of 0.05. Present results with 95% confidence intervals rather than relying only on p-values.Principio del formulario Informed Consent Form International Maritime Health Database You are invited to participate in the International Maritime Health Database, which aims to improve the health of seafarers, fishers, and maritime students by monitoring conditions such as prediabetes, type 2 diabetes, hypertension, and obesity. If you agree to participate, information from your routine maritime medical examination (such as age, sex, height, weight, blood pressure, blood glucose, smoking status, medication, and occupation) will be included in a confidential research database. Your participation is voluntary. You may refuse to participate or withdraw your consent at any time without affecting your medical care, employment, or education. Your personal information will be kept confidential. Your data will be coded whenever possible and used only for research, education, and publication in a way that does not identify you. If your results indicate an increased risk of disease, you may be offered information about a voluntary health promotion or prevention programme. By signing below, you confirm that: • You have read and understood this information. • You have had the opportunity to ask questions. • You voluntarily agree to participate in this study. Participant Name: _______________________________ Signature: ______________________________________ Date: __________________________________________ Researcher/Health Professional: ___________________ Signature: ______________________________________ Date: __________________________________________ References 1. Health of the Danes https://www.danskernessundhed.dk/ 2. https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ======[[/|Manila conference Oct. 2026]] ====== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> pvkcpwi67se3cnonhkex6clmugmamz3 2822695 2822694 2026-08-18T10:03:10Z NDM2024 2984088 2822695 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] ====[[/|1.1 The International Maritime Health Database]]==== ==[[/Draft Research Protocol /|Protocol ]] == INTERNATIONAL MARITIME HEALTH DATABASE The coordinating institution that will ultimately host the central database once this has been agreed upon, to be added later Research responsible unit: The John Snow Prediabetes Institute and…. Steering Committee: Christian Acheampong, MBA, Director of John Snow Prediabetes Institute. Olaf Chresten Jensen, PhD, MD, MPH, Vice director o147248@gmail.com Nailet Delgado Mujica, Ing. M.Sc. Vice director Joseph Abesamis, MD, overall data custodian, clinical data responsible Margarita Huerte, MD, Chair IMHA 2025-27 1. Clinical and maritime-health input into the study design * 2. Identification or coordination of potential Philippine participating sites; 3. Review of available PEME data and variables * 4. Participation in the research/steering group; or 5. Assistance in developing the broader international collaboration through IMHA. Design of the project (Informed Consent Form below) This project is an international, multicentre, observational longitudinal health database that uses routinely collected maritime health examination data to monitor the prevalence and trends of prediabetes, diabetes T-2, hypertension, prehypertension, overweight, obesity and established prevention among maritime workers and students. The intention is to register and offer standardized prevention Inspired by the “Danish health database” (ref. 1) Strengths of the design • Uses routinely collected data, making it relatively inexpensive. • Can accumulate large international datasets. • Reflects real-world clinical practice. • Supports long-term surveillance of maritime workers' health. • Allow for evaluation of preventive interventions within routine healthcare. Organisers • The John Snow Prediabetes Institute in collaboration with: • Maritime Medical Health Clinics Objectives • To establish an “International maritime health database” with samples of health examination data from the maritime clinics and the maritime schools. • To carry out literature studies on lifestyle intervention in the contexts • To describe and follow the prevalence of the target variables by age and gender over the years. (Prediabetes, T2DM, Blood pressure, BMI etc.) • To identify and offer the prediabetes remission program and to follow the effects. Data content Random samples of data extracted from the routine maritime health examinations in a specified calendar period. Variables • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer or non-officer on board • Blood pressure • Blood sugar HbA1c or Fasting Glucose, or Post prandial • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Participating in a life-style health promotion plan y/n Automatic recoding of data Excel-recoding formulas-Dec-1-2024 • Blood pressure: Normal, prehypertension, stage 1, 2 • Blood sugar: Normal, prediabetes, diabetes mellitus type 2, • BMI: normal, overweight, obese Blood-sugar-Measurements Either A1c mmol/mol or Fasting mg/dl (glucometer) or Postprandial sugar: mg/dl (glucometer) Validity of the method. (ref 2) Clinics without all the variables are invited to give the data they have. Use of the data for prevention To describe the prevalence of Prediabetes, T2DM, Hypertension, Prehypertension and BMI in the age- and gender groups and occupational groups. Possibly, to offer a prediabetes, prehypertension remission program. To propose (inter) national maritime health policies. To be used for the student’s theses. To publish in international health journals. Type of study • International, multicenter observational prevalence database, • Longitudinal surveillance system using repeated routine maritime health prevalence examination data. • Includes an intervention component for individuals identified with prediabetes. Populations sources The database will include random samples of data extracted from routine health examinations conducted at: • Maritime clinics • Maritime schools Participants may include: • Seafarers • Fishers • Maritime students • Officers and non-officers Data collection The study uses secondary data obtained from existing routine medical examinations rather than collecting new research-specific measurements. Key variables include: • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer on board7 non officer • Blood pressure • Blood sugar HbA1c or Fasting Glucose • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Actually, included in a health promotion program Ethics and data governance Need for ethics review. This study uses sensitive health data and follows people over time. Linking records, international data sharing, and testing a prevention programme can create risks, even when names are removed. Before collecting, linking, sharing, or analysing data, each study site must send the study plan and participant information, consent process, data-flow description, and data-management plan to the appropriate ethics committee. Each site needs written approval or a legally permitted exemption. Major changes must be approved before use. If the study involves only non-sensitive health data, the Ethics committees should be involved. Ethical framework and legal compliance. The study will follow the Declaration of Helsinki, national research rules, the EU General Data Protection Regulation (GDPR) where it applies, and the rules of participating countries. Before enrolment or data transfer, the team must record who controls and processes the data and the legal reason for using health information. Consent and participant rights. Participants will receive clear information about the study’s length, health data, follow-up, record linking, international sharing, and approved future research. Consent will be obtained when required. An ethics committee must approve use of data without consent. Refusing or leaving will not affect healthcare, work, training, or education. No new data will be collected after withdrawal, but anonymous data or completed analyses may not be removable. Participants will be told this beforehand. Long-term follow-up and record linking. Each person will receive a study code, allowing records to be linked without putting names in the central database. Each clinic or school will keep the code key separately with restricted access. The central database will hold coded data, or anonymous data when linking is finished. Exact dates and unusual details will be grouped to reduce identification risk. Further contact or record links need legal and ethics approval. Where data will be stored. Data will be kept only on approved servers or encrypted research systems. Names and local code keys will remain at the original site in a separate, encrypted location. Personal computers, unencrypted devices, personal email, and unapproved cloud services are banned. Security includes encryption, backups, logs, malware protection, and an incident plan. Study documents must name the host institution and storage location. Who can access the data. Only named, authorised team members may access the minimum information needed for approved work. They must follow confidentiality rules, use individual accounts and secure sign-in, and lose access when their role ends. Collaborators may receive only necessary coded or anonymous data after approval. Employers, crewing companies, insurers, and other unauthorised parties will not receive personal-level data. Reports will hide small groups or identifying details. Data sharing, retention, and destruction. Institutions will sign agreements covering responsibilities, approved uses, security, breach reporting, further sharing, and data return or deletion. International transfers must follow the law and use extra safeguards when required. Before the study starts, the plan must state how long data will be kept (e.g. 5 years). Afterwards, files and backups will be securely deleted or made permanently anonymous. Code keys will be destroyed unless longer storage is approved. Risk management and oversight. The main risk is that private information could be exposed or linked to a person, causing work, social, or insurance harm. The team will collect only necessary data, separate names from research data, limit access, train staff, secure transfers and storage, keep logs, and respond quickly to suspected breaches. The coordinating researcher will record approvals, access permissions, agreements, and incidents. Any prevention or lifestyle programme tested as research needs ethics approval before it begins. Exclusion Criteria • Inability to provide informed consent • Expressed no-interest to participate The primary outcomes include • Prevalence of Prediabetes, and T2DM • Prevalence of Hypertension and Prehypertension • Prevalence of Overweight and Obesity • Trends by age and sex over time • Prevalence of participation in a prevention program Planned analyses • Estimate disease prevalence. • Compare health indicators across age, gender and working groups. • Monitor trends over multiple years. • Evaluate outcomes of lifestyle interventions. • Support health policy development, student research, and scientific publications. Statistical analysis plan 1. Data preparation Check the dataset for missing values, impossible values, and duplicates. Recode the main variables into categories: BMI as normal, overweight, or obese; blood pressure as normal, prehypertension, stage 1, or stage 2; and blood sugar as normal, prediabetes, or type 2 diabetes. 2. Descriptive statistics Summarize age using mean, standard deviation, median, and range. Summarize categorical variables such as gender, work type, smoking, medication use, BMI group, blood pressure group, and blood sugar group using numbers and percentages. 3. Prevalence estimates Calculate the prevalence of overweight, obesity, prediabetes, diabetes, prehypertension, and hypertension. Report each prevalence as a percentage with a 95% confidence interval. 4. Group comparisons Compare prevalence by age group, gender, work type, and officer/non-officer status. Use chi-square tests for categorical comparisons and t-tests or ANOVA for continuous variables such as BMI or blood pressure. 5. Trend analysis over time If data are available from several years, changes in prevalence over time using tables and line graphs. Test trends using chi-square trend tests or simple logistic regression with year as the predictor. 6. Prediabetes remission program analysis Among participants offered the lifestyle intervention, compare blood sugar, BMI, and blood pressure before and after the program. Use paired t-tests for continuous measures and McNemar’s test for changes in categories, such as prediabetes returning to normal blood sugar. 7. Multivariable analysis Use logistic regression to identify factors associated with prediabetes, obesity, and hypertension. Possible predictors include age, gender, occupation, officer status, smoking, BMI, and medication use. 8. Missing data Report the amount of missing data for each variable. For the simple analysis, use available-case analysis and clearly state the number of participants included in each analysis. 9. Statistical significance Use a significance level of 0.05. Present results with 95% confidence intervals rather than relying only on p-values.Principio del formulario Informed Consent Form International Maritime Health Database You are invited to participate in the International Maritime Health Database, which aims to improve the health of seafarers, fishers, and maritime students by monitoring conditions such as prediabetes, type 2 diabetes, hypertension, and obesity. If you agree to participate, information from your routine maritime medical examination (such as age, sex, height, weight, blood pressure, blood glucose, smoking status, medication, and occupation) will be included in a confidential research database. Your participation is voluntary. You may refuse to participate or withdraw your consent at any time without affecting your medical care, employment, or education. Your personal information will be kept confidential. Your data will be coded whenever possible and used only for research, education, and publication in a way that does not identify you. If your results indicate an increased risk of disease, you may be offered information about a voluntary health promotion or prevention programme. By signing below, you confirm that: • You have read and understood this information. • You have had the opportunity to ask questions. • You voluntarily agree to participate in this study. Participant Name: _______________________________ Signature: ______________________________________ Date: __________________________________________ Researcher/Health Professional: ___________________ Signature: ______________________________________ Date: __________________________________________ References 1. Health of the Danes https://www.danskernessundhed.dk/ 2. https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ======[[/|Manila conference Oct. 2026]] ====== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> hdnegttlavrc9k04g9cps07phqv50lb 2822697 2822695 2026-08-18T10:05:54Z NDM2024 2984088 /* Protocol */ 2822697 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] ====[[/|1.1 The International Maritime Health Database]]==== ====[[/The Maritime Health Database /|Protocol ]] ==== INTERNATIONAL MARITIME HEALTH DATABASE The coordinating institution that will ultimately host the central database once this has been agreed upon, to be added later Research responsible unit: The John Snow Prediabetes Institute and…. Steering Committee: Christian Acheampong, MBA, Director of John Snow Prediabetes Institute. Olaf Chresten Jensen, PhD, MD, MPH, Vice director o147248@gmail.com Nailet Delgado Mujica, Ing. M.Sc. Vice director Joseph Abesamis, MD, overall data custodian, clinical data responsible Margarita Huerte, MD, Chair IMHA 2025-27 1. Clinical and maritime-health input into the study design * 2. Identification or coordination of potential Philippine participating sites; 3. Review of available PEME data and variables * 4. Participation in the research/steering group; or 5. Assistance in developing the broader international collaboration through IMHA. Design of the project (Informed Consent Form below) This project is an international, multicentre, observational longitudinal health database that uses routinely collected maritime health examination data to monitor the prevalence and trends of prediabetes, diabetes T-2, hypertension, prehypertension, overweight, obesity and established prevention among maritime workers and students. The intention is to register and offer standardized prevention Inspired by the “Danish health database” (ref. 1) Strengths of the design • Uses routinely collected data, making it relatively inexpensive. • Can accumulate large international datasets. • Reflects real-world clinical practice. • Supports long-term surveillance of maritime workers' health. • Allow for evaluation of preventive interventions within routine healthcare. Organisers • The John Snow Prediabetes Institute in collaboration with: • Maritime Medical Health Clinics Objectives • To establish an “International maritime health database” with samples of health examination data from the maritime clinics and the maritime schools. • To carry out literature studies on lifestyle intervention in the contexts • To describe and follow the prevalence of the target variables by age and gender over the years. (Prediabetes, T2DM, Blood pressure, BMI etc.) • To identify and offer the prediabetes remission program and to follow the effects. Data content Random samples of data extracted from the routine maritime health examinations in a specified calendar period. Variables • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer or non-officer on board • Blood pressure • Blood sugar HbA1c or Fasting Glucose, or Post prandial • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Participating in a life-style health promotion plan y/n Automatic recoding of data Excel-recoding formulas-Dec-1-2024 • Blood pressure: Normal, prehypertension, stage 1, 2 • Blood sugar: Normal, prediabetes, diabetes mellitus type 2, • BMI: normal, overweight, obese Blood-sugar-Measurements Either A1c mmol/mol or Fasting mg/dl (glucometer) or Postprandial sugar: mg/dl (glucometer) Validity of the method. (ref 2) Clinics without all the variables are invited to give the data they have. Use of the data for prevention To describe the prevalence of Prediabetes, T2DM, Hypertension, Prehypertension and BMI in the age- and gender groups and occupational groups. Possibly, to offer a prediabetes, prehypertension remission program. To propose (inter) national maritime health policies. To be used for the student’s theses. To publish in international health journals. Type of study • International, multicenter observational prevalence database, • Longitudinal surveillance system using repeated routine maritime health prevalence examination data. • Includes an intervention component for individuals identified with prediabetes. Populations sources The database will include random samples of data extracted from routine health examinations conducted at: • Maritime clinics • Maritime schools Participants may include: • Seafarers • Fishers • Maritime students • Officers and non-officers Data collection The study uses secondary data obtained from existing routine medical examinations rather than collecting new research-specific measurements. Key variables include: • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer on board7 non officer • Blood pressure • Blood sugar HbA1c or Fasting Glucose • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Actually, included in a health promotion program Ethics and data governance Need for ethics review. This study uses sensitive health data and follows people over time. Linking records, international data sharing, and testing a prevention programme can create risks, even when names are removed. Before collecting, linking, sharing, or analysing data, each study site must send the study plan and participant information, consent process, data-flow description, and data-management plan to the appropriate ethics committee. Each site needs written approval or a legally permitted exemption. Major changes must be approved before use. If the study involves only non-sensitive health data, the Ethics committees should be involved. Ethical framework and legal compliance. The study will follow the Declaration of Helsinki, national research rules, the EU General Data Protection Regulation (GDPR) where it applies, and the rules of participating countries. Before enrolment or data transfer, the team must record who controls and processes the data and the legal reason for using health information. Consent and participant rights. Participants will receive clear information about the study’s length, health data, follow-up, record linking, international sharing, and approved future research. Consent will be obtained when required. An ethics committee must approve use of data without consent. Refusing or leaving will not affect healthcare, work, training, or education. No new data will be collected after withdrawal, but anonymous data or completed analyses may not be removable. Participants will be told this beforehand. Long-term follow-up and record linking. Each person will receive a study code, allowing records to be linked without putting names in the central database. Each clinic or school will keep the code key separately with restricted access. The central database will hold coded data, or anonymous data when linking is finished. Exact dates and unusual details will be grouped to reduce identification risk. Further contact or record links need legal and ethics approval. Where data will be stored. Data will be kept only on approved servers or encrypted research systems. Names and local code keys will remain at the original site in a separate, encrypted location. Personal computers, unencrypted devices, personal email, and unapproved cloud services are banned. Security includes encryption, backups, logs, malware protection, and an incident plan. Study documents must name the host institution and storage location. Who can access the data. Only named, authorised team members may access the minimum information needed for approved work. They must follow confidentiality rules, use individual accounts and secure sign-in, and lose access when their role ends. Collaborators may receive only necessary coded or anonymous data after approval. Employers, crewing companies, insurers, and other unauthorised parties will not receive personal-level data. Reports will hide small groups or identifying details. Data sharing, retention, and destruction. Institutions will sign agreements covering responsibilities, approved uses, security, breach reporting, further sharing, and data return or deletion. International transfers must follow the law and use extra safeguards when required. Before the study starts, the plan must state how long data will be kept (e.g. 5 years). Afterwards, files and backups will be securely deleted or made permanently anonymous. Code keys will be destroyed unless longer storage is approved. Risk management and oversight. The main risk is that private information could be exposed or linked to a person, causing work, social, or insurance harm. The team will collect only necessary data, separate names from research data, limit access, train staff, secure transfers and storage, keep logs, and respond quickly to suspected breaches. The coordinating researcher will record approvals, access permissions, agreements, and incidents. Any prevention or lifestyle programme tested as research needs ethics approval before it begins. Exclusion Criteria • Inability to provide informed consent • Expressed no-interest to participate The primary outcomes include • Prevalence of Prediabetes, and T2DM • Prevalence of Hypertension and Prehypertension • Prevalence of Overweight and Obesity • Trends by age and sex over time • Prevalence of participation in a prevention program Planned analyses • Estimate disease prevalence. • Compare health indicators across age, gender and working groups. • Monitor trends over multiple years. • Evaluate outcomes of lifestyle interventions. • Support health policy development, student research, and scientific publications. Statistical analysis plan 1. Data preparation Check the dataset for missing values, impossible values, and duplicates. Recode the main variables into categories: BMI as normal, overweight, or obese; blood pressure as normal, prehypertension, stage 1, or stage 2; and blood sugar as normal, prediabetes, or type 2 diabetes. 2. Descriptive statistics Summarize age using mean, standard deviation, median, and range. Summarize categorical variables such as gender, work type, smoking, medication use, BMI group, blood pressure group, and blood sugar group using numbers and percentages. 3. Prevalence estimates Calculate the prevalence of overweight, obesity, prediabetes, diabetes, prehypertension, and hypertension. Report each prevalence as a percentage with a 95% confidence interval. 4. Group comparisons Compare prevalence by age group, gender, work type, and officer/non-officer status. Use chi-square tests for categorical comparisons and t-tests or ANOVA for continuous variables such as BMI or blood pressure. 5. Trend analysis over time If data are available from several years, changes in prevalence over time using tables and line graphs. Test trends using chi-square trend tests or simple logistic regression with year as the predictor. 6. Prediabetes remission program analysis Among participants offered the lifestyle intervention, compare blood sugar, BMI, and blood pressure before and after the program. Use paired t-tests for continuous measures and McNemar’s test for changes in categories, such as prediabetes returning to normal blood sugar. 7. Multivariable analysis Use logistic regression to identify factors associated with prediabetes, obesity, and hypertension. Possible predictors include age, gender, occupation, officer status, smoking, BMI, and medication use. 8. Missing data Report the amount of missing data for each variable. For the simple analysis, use available-case analysis and clearly state the number of participants included in each analysis. 9. Statistical significance Use a significance level of 0.05. Present results with 95% confidence intervals rather than relying only on p-values.Principio del formulario Informed Consent Form International Maritime Health Database You are invited to participate in the International Maritime Health Database, which aims to improve the health of seafarers, fishers, and maritime students by monitoring conditions such as prediabetes, type 2 diabetes, hypertension, and obesity. If you agree to participate, information from your routine maritime medical examination (such as age, sex, height, weight, blood pressure, blood glucose, smoking status, medication, and occupation) will be included in a confidential research database. Your participation is voluntary. You may refuse to participate or withdraw your consent at any time without affecting your medical care, employment, or education. Your personal information will be kept confidential. Your data will be coded whenever possible and used only for research, education, and publication in a way that does not identify you. If your results indicate an increased risk of disease, you may be offered information about a voluntary health promotion or prevention programme. By signing below, you confirm that: • You have read and understood this information. • You have had the opportunity to ask questions. • You voluntarily agree to participate in this study. Participant Name: _______________________________ Signature: ______________________________________ Date: __________________________________________ Researcher/Health Professional: ___________________ Signature: ______________________________________ Date: __________________________________________ References 1. Health of the Danes https://www.danskernessundhed.dk/ 2. https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ======[[/|Manila conference Oct. 2026]] ====== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> ts4mwluzg3k7xn23vs3cdsuzn4e86dx 2822698 2822697 2026-08-18T10:07:00Z NDM2024 2984088 /* Protocol */ 2822698 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] ====[[/|1.1 The International Maritime Health Database]]==== ====[[/The Maritime Health Database /|The Maritime Health Database ]] ==== The coordinating institution that will ultimately host the central database once this has been agreed upon, to be added later Research responsible unit: The John Snow Prediabetes Institute and…. Steering Committee: Christian Acheampong, MBA, Director of John Snow Prediabetes Institute. Olaf Chresten Jensen, PhD, MD, MPH, Vice director o147248@gmail.com Nailet Delgado Mujica, Ing. M.Sc. Vice director Joseph Abesamis, MD, overall data custodian, clinical data responsible Margarita Huerte, MD, Chair IMHA 2025-27 1. Clinical and maritime-health input into the study design * 2. Identification or coordination of potential Philippine participating sites; 3. Review of available PEME data and variables * 4. Participation in the research/steering group; or 5. Assistance in developing the broader international collaboration through IMHA. Design of the project (Informed Consent Form below) This project is an international, multicentre, observational longitudinal health database that uses routinely collected maritime health examination data to monitor the prevalence and trends of prediabetes, diabetes T-2, hypertension, prehypertension, overweight, obesity and established prevention among maritime workers and students. The intention is to register and offer standardized prevention Inspired by the “Danish health database” (ref. 1) Strengths of the design • Uses routinely collected data, making it relatively inexpensive. • Can accumulate large international datasets. • Reflects real-world clinical practice. • Supports long-term surveillance of maritime workers' health. • Allow for evaluation of preventive interventions within routine healthcare. Organisers • The John Snow Prediabetes Institute in collaboration with: • Maritime Medical Health Clinics Objectives • To establish an “International maritime health database” with samples of health examination data from the maritime clinics and the maritime schools. • To carry out literature studies on lifestyle intervention in the contexts • To describe and follow the prevalence of the target variables by age and gender over the years. (Prediabetes, T2DM, Blood pressure, BMI etc.) • To identify and offer the prediabetes remission program and to follow the effects. Data content Random samples of data extracted from the routine maritime health examinations in a specified calendar period. Variables • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer or non-officer on board • Blood pressure • Blood sugar HbA1c or Fasting Glucose, or Post prandial • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Participating in a life-style health promotion plan y/n Automatic recoding of data Excel-recoding formulas-Dec-1-2024 • Blood pressure: Normal, prehypertension, stage 1, 2 • Blood sugar: Normal, prediabetes, diabetes mellitus type 2, • BMI: normal, overweight, obese Blood-sugar-Measurements Either A1c mmol/mol or Fasting mg/dl (glucometer) or Postprandial sugar: mg/dl (glucometer) Validity of the method. (ref 2) Clinics without all the variables are invited to give the data they have. Use of the data for prevention To describe the prevalence of Prediabetes, T2DM, Hypertension, Prehypertension and BMI in the age- and gender groups and occupational groups. Possibly, to offer a prediabetes, prehypertension remission program. To propose (inter) national maritime health policies. To be used for the student’s theses. To publish in international health journals. Type of study • International, multicenter observational prevalence database, • Longitudinal surveillance system using repeated routine maritime health prevalence examination data. • Includes an intervention component for individuals identified with prediabetes. Populations sources The database will include random samples of data extracted from routine health examinations conducted at: • Maritime clinics • Maritime schools Participants may include: • Seafarers • Fishers • Maritime students • Officers and non-officers Data collection The study uses secondary data obtained from existing routine medical examinations rather than collecting new research-specific measurements. Key variables include: • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer on board7 non officer • Blood pressure • Blood sugar HbA1c or Fasting Glucose • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Actually, included in a health promotion program Ethics and data governance Need for ethics review. This study uses sensitive health data and follows people over time. Linking records, international data sharing, and testing a prevention programme can create risks, even when names are removed. Before collecting, linking, sharing, or analysing data, each study site must send the study plan and participant information, consent process, data-flow description, and data-management plan to the appropriate ethics committee. Each site needs written approval or a legally permitted exemption. Major changes must be approved before use. If the study involves only non-sensitive health data, the Ethics committees should be involved. Ethical framework and legal compliance. The study will follow the Declaration of Helsinki, national research rules, the EU General Data Protection Regulation (GDPR) where it applies, and the rules of participating countries. Before enrolment or data transfer, the team must record who controls and processes the data and the legal reason for using health information. Consent and participant rights. Participants will receive clear information about the study’s length, health data, follow-up, record linking, international sharing, and approved future research. Consent will be obtained when required. An ethics committee must approve use of data without consent. Refusing or leaving will not affect healthcare, work, training, or education. No new data will be collected after withdrawal, but anonymous data or completed analyses may not be removable. Participants will be told this beforehand. Long-term follow-up and record linking. Each person will receive a study code, allowing records to be linked without putting names in the central database. Each clinic or school will keep the code key separately with restricted access. The central database will hold coded data, or anonymous data when linking is finished. Exact dates and unusual details will be grouped to reduce identification risk. Further contact or record links need legal and ethics approval. Where data will be stored. Data will be kept only on approved servers or encrypted research systems. Names and local code keys will remain at the original site in a separate, encrypted location. Personal computers, unencrypted devices, personal email, and unapproved cloud services are banned. Security includes encryption, backups, logs, malware protection, and an incident plan. Study documents must name the host institution and storage location. Who can access the data. Only named, authorised team members may access the minimum information needed for approved work. They must follow confidentiality rules, use individual accounts and secure sign-in, and lose access when their role ends. Collaborators may receive only necessary coded or anonymous data after approval. Employers, crewing companies, insurers, and other unauthorised parties will not receive personal-level data. Reports will hide small groups or identifying details. Data sharing, retention, and destruction. Institutions will sign agreements covering responsibilities, approved uses, security, breach reporting, further sharing, and data return or deletion. International transfers must follow the law and use extra safeguards when required. Before the study starts, the plan must state how long data will be kept (e.g. 5 years). Afterwards, files and backups will be securely deleted or made permanently anonymous. Code keys will be destroyed unless longer storage is approved. Risk management and oversight. The main risk is that private information could be exposed or linked to a person, causing work, social, or insurance harm. The team will collect only necessary data, separate names from research data, limit access, train staff, secure transfers and storage, keep logs, and respond quickly to suspected breaches. The coordinating researcher will record approvals, access permissions, agreements, and incidents. Any prevention or lifestyle programme tested as research needs ethics approval before it begins. Exclusion Criteria • Inability to provide informed consent • Expressed no-interest to participate The primary outcomes include • Prevalence of Prediabetes, and T2DM • Prevalence of Hypertension and Prehypertension • Prevalence of Overweight and Obesity • Trends by age and sex over time • Prevalence of participation in a prevention program Planned analyses • Estimate disease prevalence. • Compare health indicators across age, gender and working groups. • Monitor trends over multiple years. • Evaluate outcomes of lifestyle interventions. • Support health policy development, student research, and scientific publications. Statistical analysis plan 1. Data preparation Check the dataset for missing values, impossible values, and duplicates. Recode the main variables into categories: BMI as normal, overweight, or obese; blood pressure as normal, prehypertension, stage 1, or stage 2; and blood sugar as normal, prediabetes, or type 2 diabetes. 2. Descriptive statistics Summarize age using mean, standard deviation, median, and range. Summarize categorical variables such as gender, work type, smoking, medication use, BMI group, blood pressure group, and blood sugar group using numbers and percentages. 3. Prevalence estimates Calculate the prevalence of overweight, obesity, prediabetes, diabetes, prehypertension, and hypertension. Report each prevalence as a percentage with a 95% confidence interval. 4. Group comparisons Compare prevalence by age group, gender, work type, and officer/non-officer status. Use chi-square tests for categorical comparisons and t-tests or ANOVA for continuous variables such as BMI or blood pressure. 5. Trend analysis over time If data are available from several years, changes in prevalence over time using tables and line graphs. Test trends using chi-square trend tests or simple logistic regression with year as the predictor. 6. Prediabetes remission program analysis Among participants offered the lifestyle intervention, compare blood sugar, BMI, and blood pressure before and after the program. Use paired t-tests for continuous measures and McNemar’s test for changes in categories, such as prediabetes returning to normal blood sugar. 7. Multivariable analysis Use logistic regression to identify factors associated with prediabetes, obesity, and hypertension. Possible predictors include age, gender, occupation, officer status, smoking, BMI, and medication use. 8. Missing data Report the amount of missing data for each variable. For the simple analysis, use available-case analysis and clearly state the number of participants included in each analysis. 9. Statistical significance Use a significance level of 0.05. Present results with 95% confidence intervals rather than relying only on p-values.Principio del formulario Informed Consent Form International Maritime Health Database You are invited to participate in the International Maritime Health Database, which aims to improve the health of seafarers, fishers, and maritime students by monitoring conditions such as prediabetes, type 2 diabetes, hypertension, and obesity. If you agree to participate, information from your routine maritime medical examination (such as age, sex, height, weight, blood pressure, blood glucose, smoking status, medication, and occupation) will be included in a confidential research database. Your participation is voluntary. You may refuse to participate or withdraw your consent at any time without affecting your medical care, employment, or education. Your personal information will be kept confidential. Your data will be coded whenever possible and used only for research, education, and publication in a way that does not identify you. If your results indicate an increased risk of disease, you may be offered information about a voluntary health promotion or prevention programme. By signing below, you confirm that: • You have read and understood this information. • You have had the opportunity to ask questions. • You voluntarily agree to participate in this study. Participant Name: _______________________________ Signature: ______________________________________ Date: __________________________________________ Researcher/Health Professional: ___________________ Signature: ______________________________________ Date: __________________________________________ References 1. Health of the Danes https://www.danskernessundhed.dk/ 2. https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ======[[/|Manila conference Oct. 2026]] ====== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> gcw2dvlwdhukpe6b543qrdkc9bn4nd3 2822699 2822698 2026-08-18T10:07:53Z NDM2024 2984088 /* The Maritime Health Database */ 2822699 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] ====[[/|1.1 The International Maritime Health Database]]==== ====[[/xx|The Maritime Health Database ]] ==== The coordinating institution that will ultimately host the central database once this has been agreed upon, to be added later Research responsible unit: The John Snow Prediabetes Institute and…. Steering Committee: Christian Acheampong, MBA, Director of John Snow Prediabetes Institute. Olaf Chresten Jensen, PhD, MD, MPH, Vice director o147248@gmail.com Nailet Delgado Mujica, Ing. M.Sc. Vice director Joseph Abesamis, MD, overall data custodian, clinical data responsible Margarita Huerte, MD, Chair IMHA 2025-27 1. Clinical and maritime-health input into the study design * 2. Identification or coordination of potential Philippine participating sites; 3. Review of available PEME data and variables * 4. Participation in the research/steering group; or 5. Assistance in developing the broader international collaboration through IMHA. Design of the project (Informed Consent Form below) This project is an international, multicentre, observational longitudinal health database that uses routinely collected maritime health examination data to monitor the prevalence and trends of prediabetes, diabetes T-2, hypertension, prehypertension, overweight, obesity and established prevention among maritime workers and students. The intention is to register and offer standardized prevention Inspired by the “Danish health database” (ref. 1) Strengths of the design • Uses routinely collected data, making it relatively inexpensive. • Can accumulate large international datasets. • Reflects real-world clinical practice. • Supports long-term surveillance of maritime workers' health. • Allow for evaluation of preventive interventions within routine healthcare. Organisers • The John Snow Prediabetes Institute in collaboration with: • Maritime Medical Health Clinics Objectives • To establish an “International maritime health database” with samples of health examination data from the maritime clinics and the maritime schools. • To carry out literature studies on lifestyle intervention in the contexts • To describe and follow the prevalence of the target variables by age and gender over the years. (Prediabetes, T2DM, Blood pressure, BMI etc.) • To identify and offer the prediabetes remission program and to follow the effects. Data content Random samples of data extracted from the routine maritime health examinations in a specified calendar period. Variables • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer or non-officer on board • Blood pressure • Blood sugar HbA1c or Fasting Glucose, or Post prandial • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Participating in a life-style health promotion plan y/n Automatic recoding of data Excel-recoding formulas-Dec-1-2024 • Blood pressure: Normal, prehypertension, stage 1, 2 • Blood sugar: Normal, prediabetes, diabetes mellitus type 2, • BMI: normal, overweight, obese Blood-sugar-Measurements Either A1c mmol/mol or Fasting mg/dl (glucometer) or Postprandial sugar: mg/dl (glucometer) Validity of the method. (ref 2) Clinics without all the variables are invited to give the data they have. Use of the data for prevention To describe the prevalence of Prediabetes, T2DM, Hypertension, Prehypertension and BMI in the age- and gender groups and occupational groups. Possibly, to offer a prediabetes, prehypertension remission program. To propose (inter) national maritime health policies. To be used for the student’s theses. To publish in international health journals. Type of study • International, multicenter observational prevalence database, • Longitudinal surveillance system using repeated routine maritime health prevalence examination data. • Includes an intervention component for individuals identified with prediabetes. Populations sources The database will include random samples of data extracted from routine health examinations conducted at: • Maritime clinics • Maritime schools Participants may include: • Seafarers • Fishers • Maritime students • Officers and non-officers Data collection The study uses secondary data obtained from existing routine medical examinations rather than collecting new research-specific measurements. Key variables include: • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer on board7 non officer • Blood pressure • Blood sugar HbA1c or Fasting Glucose • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Actually, included in a health promotion program Ethics and data governance Need for ethics review. This study uses sensitive health data and follows people over time. Linking records, international data sharing, and testing a prevention programme can create risks, even when names are removed. Before collecting, linking, sharing, or analysing data, each study site must send the study plan and participant information, consent process, data-flow description, and data-management plan to the appropriate ethics committee. Each site needs written approval or a legally permitted exemption. Major changes must be approved before use. If the study involves only non-sensitive health data, the Ethics committees should be involved. Ethical framework and legal compliance. The study will follow the Declaration of Helsinki, national research rules, the EU General Data Protection Regulation (GDPR) where it applies, and the rules of participating countries. Before enrolment or data transfer, the team must record who controls and processes the data and the legal reason for using health information. Consent and participant rights. Participants will receive clear information about the study’s length, health data, follow-up, record linking, international sharing, and approved future research. Consent will be obtained when required. An ethics committee must approve use of data without consent. Refusing or leaving will not affect healthcare, work, training, or education. No new data will be collected after withdrawal, but anonymous data or completed analyses may not be removable. Participants will be told this beforehand. Long-term follow-up and record linking. Each person will receive a study code, allowing records to be linked without putting names in the central database. Each clinic or school will keep the code key separately with restricted access. The central database will hold coded data, or anonymous data when linking is finished. Exact dates and unusual details will be grouped to reduce identification risk. Further contact or record links need legal and ethics approval. Where data will be stored. Data will be kept only on approved servers or encrypted research systems. Names and local code keys will remain at the original site in a separate, encrypted location. Personal computers, unencrypted devices, personal email, and unapproved cloud services are banned. Security includes encryption, backups, logs, malware protection, and an incident plan. Study documents must name the host institution and storage location. Who can access the data. Only named, authorised team members may access the minimum information needed for approved work. They must follow confidentiality rules, use individual accounts and secure sign-in, and lose access when their role ends. Collaborators may receive only necessary coded or anonymous data after approval. Employers, crewing companies, insurers, and other unauthorised parties will not receive personal-level data. Reports will hide small groups or identifying details. Data sharing, retention, and destruction. Institutions will sign agreements covering responsibilities, approved uses, security, breach reporting, further sharing, and data return or deletion. International transfers must follow the law and use extra safeguards when required. Before the study starts, the plan must state how long data will be kept (e.g. 5 years). Afterwards, files and backups will be securely deleted or made permanently anonymous. Code keys will be destroyed unless longer storage is approved. Risk management and oversight. The main risk is that private information could be exposed or linked to a person, causing work, social, or insurance harm. The team will collect only necessary data, separate names from research data, limit access, train staff, secure transfers and storage, keep logs, and respond quickly to suspected breaches. The coordinating researcher will record approvals, access permissions, agreements, and incidents. Any prevention or lifestyle programme tested as research needs ethics approval before it begins. Exclusion Criteria • Inability to provide informed consent • Expressed no-interest to participate The primary outcomes include • Prevalence of Prediabetes, and T2DM • Prevalence of Hypertension and Prehypertension • Prevalence of Overweight and Obesity • Trends by age and sex over time • Prevalence of participation in a prevention program Planned analyses • Estimate disease prevalence. • Compare health indicators across age, gender and working groups. • Monitor trends over multiple years. • Evaluate outcomes of lifestyle interventions. • Support health policy development, student research, and scientific publications. Statistical analysis plan 1. Data preparation Check the dataset for missing values, impossible values, and duplicates. Recode the main variables into categories: BMI as normal, overweight, or obese; blood pressure as normal, prehypertension, stage 1, or stage 2; and blood sugar as normal, prediabetes, or type 2 diabetes. 2. Descriptive statistics Summarize age using mean, standard deviation, median, and range. Summarize categorical variables such as gender, work type, smoking, medication use, BMI group, blood pressure group, and blood sugar group using numbers and percentages. 3. Prevalence estimates Calculate the prevalence of overweight, obesity, prediabetes, diabetes, prehypertension, and hypertension. Report each prevalence as a percentage with a 95% confidence interval. 4. Group comparisons Compare prevalence by age group, gender, work type, and officer/non-officer status. Use chi-square tests for categorical comparisons and t-tests or ANOVA for continuous variables such as BMI or blood pressure. 5. Trend analysis over time If data are available from several years, changes in prevalence over time using tables and line graphs. Test trends using chi-square trend tests or simple logistic regression with year as the predictor. 6. Prediabetes remission program analysis Among participants offered the lifestyle intervention, compare blood sugar, BMI, and blood pressure before and after the program. Use paired t-tests for continuous measures and McNemar’s test for changes in categories, such as prediabetes returning to normal blood sugar. 7. Multivariable analysis Use logistic regression to identify factors associated with prediabetes, obesity, and hypertension. Possible predictors include age, gender, occupation, officer status, smoking, BMI, and medication use. 8. Missing data Report the amount of missing data for each variable. For the simple analysis, use available-case analysis and clearly state the number of participants included in each analysis. 9. Statistical significance Use a significance level of 0.05. Present results with 95% confidence intervals rather than relying only on p-values.Principio del formulario Informed Consent Form International Maritime Health Database You are invited to participate in the International Maritime Health Database, which aims to improve the health of seafarers, fishers, and maritime students by monitoring conditions such as prediabetes, type 2 diabetes, hypertension, and obesity. If you agree to participate, information from your routine maritime medical examination (such as age, sex, height, weight, blood pressure, blood glucose, smoking status, medication, and occupation) will be included in a confidential research database. Your participation is voluntary. You may refuse to participate or withdraw your consent at any time without affecting your medical care, employment, or education. Your personal information will be kept confidential. Your data will be coded whenever possible and used only for research, education, and publication in a way that does not identify you. If your results indicate an increased risk of disease, you may be offered information about a voluntary health promotion or prevention programme. By signing below, you confirm that: • You have read and understood this information. • You have had the opportunity to ask questions. • You voluntarily agree to participate in this study. Participant Name: _______________________________ Signature: ______________________________________ Date: __________________________________________ Researcher/Health Professional: ___________________ Signature: ______________________________________ Date: __________________________________________ References 1. Health of the Danes https://www.danskernessundhed.dk/ 2. https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ======[[/|Manila conference Oct. 2026]] ====== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> 3xqj601laj7986o2a2dtcqxi0sxi59j 2822700 2822699 2026-08-18T10:09:04Z NDM2024 2984088 /* 1.1 The International Maritime Health Database */ 2822700 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] ====[[/|1.1 The International Maritime Health Database]]==== xxxxx xxxx xx x ====[[/xx|The Maritime Health Database ]] ==== The coordinating institution that will ultimately host the central database once this has been agreed upon, to be added later Research responsible unit: The John Snow Prediabetes Institute and…. Steering Committee: Christian Acheampong, MBA, Director of John Snow Prediabetes Institute. Olaf Chresten Jensen, PhD, MD, MPH, Vice director o147248@gmail.com Nailet Delgado Mujica, Ing. M.Sc. Vice director Joseph Abesamis, MD, overall data custodian, clinical data responsible Margarita Huerte, MD, Chair IMHA 2025-27 1. Clinical and maritime-health input into the study design * 2. Identification or coordination of potential Philippine participating sites; 3. Review of available PEME data and variables * 4. Participation in the research/steering group; or 5. Assistance in developing the broader international collaboration through IMHA. Design of the project (Informed Consent Form below) This project is an international, multicentre, observational longitudinal health database that uses routinely collected maritime health examination data to monitor the prevalence and trends of prediabetes, diabetes T-2, hypertension, prehypertension, overweight, obesity and established prevention among maritime workers and students. The intention is to register and offer standardized prevention Inspired by the “Danish health database” (ref. 1) Strengths of the design • Uses routinely collected data, making it relatively inexpensive. • Can accumulate large international datasets. • Reflects real-world clinical practice. • Supports long-term surveillance of maritime workers' health. • Allow for evaluation of preventive interventions within routine healthcare. Organisers • The John Snow Prediabetes Institute in collaboration with: • Maritime Medical Health Clinics Objectives • To establish an “International maritime health database” with samples of health examination data from the maritime clinics and the maritime schools. • To carry out literature studies on lifestyle intervention in the contexts • To describe and follow the prevalence of the target variables by age and gender over the years. (Prediabetes, T2DM, Blood pressure, BMI etc.) • To identify and offer the prediabetes remission program and to follow the effects. Data content Random samples of data extracted from the routine maritime health examinations in a specified calendar period. Variables • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer or non-officer on board • Blood pressure • Blood sugar HbA1c or Fasting Glucose, or Post prandial • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Participating in a life-style health promotion plan y/n Automatic recoding of data Excel-recoding formulas-Dec-1-2024 • Blood pressure: Normal, prehypertension, stage 1, 2 • Blood sugar: Normal, prediabetes, diabetes mellitus type 2, • BMI: normal, overweight, obese Blood-sugar-Measurements Either A1c mmol/mol or Fasting mg/dl (glucometer) or Postprandial sugar: mg/dl (glucometer) Validity of the method. (ref 2) Clinics without all the variables are invited to give the data they have. Use of the data for prevention To describe the prevalence of Prediabetes, T2DM, Hypertension, Prehypertension and BMI in the age- and gender groups and occupational groups. Possibly, to offer a prediabetes, prehypertension remission program. To propose (inter) national maritime health policies. To be used for the student’s theses. To publish in international health journals. Type of study • International, multicenter observational prevalence database, • Longitudinal surveillance system using repeated routine maritime health prevalence examination data. • Includes an intervention component for individuals identified with prediabetes. Populations sources The database will include random samples of data extracted from routine health examinations conducted at: • Maritime clinics • Maritime schools Participants may include: • Seafarers • Fishers • Maritime students • Officers and non-officers Data collection The study uses secondary data obtained from existing routine medical examinations rather than collecting new research-specific measurements. Key variables include: • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer on board7 non officer • Blood pressure • Blood sugar HbA1c or Fasting Glucose • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Actually, included in a health promotion program Ethics and data governance Need for ethics review. This study uses sensitive health data and follows people over time. Linking records, international data sharing, and testing a prevention programme can create risks, even when names are removed. Before collecting, linking, sharing, or analysing data, each study site must send the study plan and participant information, consent process, data-flow description, and data-management plan to the appropriate ethics committee. Each site needs written approval or a legally permitted exemption. Major changes must be approved before use. If the study involves only non-sensitive health data, the Ethics committees should be involved. Ethical framework and legal compliance. The study will follow the Declaration of Helsinki, national research rules, the EU General Data Protection Regulation (GDPR) where it applies, and the rules of participating countries. Before enrolment or data transfer, the team must record who controls and processes the data and the legal reason for using health information. Consent and participant rights. Participants will receive clear information about the study’s length, health data, follow-up, record linking, international sharing, and approved future research. Consent will be obtained when required. An ethics committee must approve use of data without consent. Refusing or leaving will not affect healthcare, work, training, or education. No new data will be collected after withdrawal, but anonymous data or completed analyses may not be removable. Participants will be told this beforehand. Long-term follow-up and record linking. Each person will receive a study code, allowing records to be linked without putting names in the central database. Each clinic or school will keep the code key separately with restricted access. The central database will hold coded data, or anonymous data when linking is finished. Exact dates and unusual details will be grouped to reduce identification risk. Further contact or record links need legal and ethics approval. Where data will be stored. Data will be kept only on approved servers or encrypted research systems. Names and local code keys will remain at the original site in a separate, encrypted location. Personal computers, unencrypted devices, personal email, and unapproved cloud services are banned. Security includes encryption, backups, logs, malware protection, and an incident plan. Study documents must name the host institution and storage location. Who can access the data. Only named, authorised team members may access the minimum information needed for approved work. They must follow confidentiality rules, use individual accounts and secure sign-in, and lose access when their role ends. Collaborators may receive only necessary coded or anonymous data after approval. Employers, crewing companies, insurers, and other unauthorised parties will not receive personal-level data. Reports will hide small groups or identifying details. Data sharing, retention, and destruction. Institutions will sign agreements covering responsibilities, approved uses, security, breach reporting, further sharing, and data return or deletion. International transfers must follow the law and use extra safeguards when required. Before the study starts, the plan must state how long data will be kept (e.g. 5 years). Afterwards, files and backups will be securely deleted or made permanently anonymous. Code keys will be destroyed unless longer storage is approved. Risk management and oversight. The main risk is that private information could be exposed or linked to a person, causing work, social, or insurance harm. The team will collect only necessary data, separate names from research data, limit access, train staff, secure transfers and storage, keep logs, and respond quickly to suspected breaches. The coordinating researcher will record approvals, access permissions, agreements, and incidents. Any prevention or lifestyle programme tested as research needs ethics approval before it begins. Exclusion Criteria • Inability to provide informed consent • Expressed no-interest to participate The primary outcomes include • Prevalence of Prediabetes, and T2DM • Prevalence of Hypertension and Prehypertension • Prevalence of Overweight and Obesity • Trends by age and sex over time • Prevalence of participation in a prevention program Planned analyses • Estimate disease prevalence. • Compare health indicators across age, gender and working groups. • Monitor trends over multiple years. • Evaluate outcomes of lifestyle interventions. • Support health policy development, student research, and scientific publications. Statistical analysis plan 1. Data preparation Check the dataset for missing values, impossible values, and duplicates. Recode the main variables into categories: BMI as normal, overweight, or obese; blood pressure as normal, prehypertension, stage 1, or stage 2; and blood sugar as normal, prediabetes, or type 2 diabetes. 2. Descriptive statistics Summarize age using mean, standard deviation, median, and range. Summarize categorical variables such as gender, work type, smoking, medication use, BMI group, blood pressure group, and blood sugar group using numbers and percentages. 3. Prevalence estimates Calculate the prevalence of overweight, obesity, prediabetes, diabetes, prehypertension, and hypertension. Report each prevalence as a percentage with a 95% confidence interval. 4. Group comparisons Compare prevalence by age group, gender, work type, and officer/non-officer status. Use chi-square tests for categorical comparisons and t-tests or ANOVA for continuous variables such as BMI or blood pressure. 5. Trend analysis over time If data are available from several years, changes in prevalence over time using tables and line graphs. Test trends using chi-square trend tests or simple logistic regression with year as the predictor. 6. Prediabetes remission program analysis Among participants offered the lifestyle intervention, compare blood sugar, BMI, and blood pressure before and after the program. Use paired t-tests for continuous measures and McNemar’s test for changes in categories, such as prediabetes returning to normal blood sugar. 7. Multivariable analysis Use logistic regression to identify factors associated with prediabetes, obesity, and hypertension. Possible predictors include age, gender, occupation, officer status, smoking, BMI, and medication use. 8. Missing data Report the amount of missing data for each variable. For the simple analysis, use available-case analysis and clearly state the number of participants included in each analysis. 9. Statistical significance Use a significance level of 0.05. Present results with 95% confidence intervals rather than relying only on p-values.Principio del formulario Informed Consent Form International Maritime Health Database You are invited to participate in the International Maritime Health Database, which aims to improve the health of seafarers, fishers, and maritime students by monitoring conditions such as prediabetes, type 2 diabetes, hypertension, and obesity. If you agree to participate, information from your routine maritime medical examination (such as age, sex, height, weight, blood pressure, blood glucose, smoking status, medication, and occupation) will be included in a confidential research database. Your participation is voluntary. You may refuse to participate or withdraw your consent at any time without affecting your medical care, employment, or education. Your personal information will be kept confidential. Your data will be coded whenever possible and used only for research, education, and publication in a way that does not identify you. If your results indicate an increased risk of disease, you may be offered information about a voluntary health promotion or prevention programme. By signing below, you confirm that: • You have read and understood this information. • You have had the opportunity to ask questions. • You voluntarily agree to participate in this study. Participant Name: _______________________________ Signature: ______________________________________ Date: __________________________________________ Researcher/Health Professional: ___________________ Signature: ______________________________________ Date: __________________________________________ References 1. Health of the Danes https://www.danskernessundhed.dk/ 2. https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ======[[/|Manila conference Oct. 2026]] ====== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> ldekebekjsym2ljkwoxzzxqfzdjk7ez 2822701 2822700 2026-08-18T10:10:06Z NDM2024 2984088 /* 1.1 The International Maritime Health Database */ 2822701 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] ====[[/|1.1 The International Maritime Health Database]]==== xxxxx xxxx xx x The coordinating institution that will ultimately host the central database once this has been agreed upon, to be added later ====[[/xx|The Maritime Health Database ]] ==== The coordinating institution that will ultimately host the central database once this has been agreed upon, to be added later Research responsible unit: The John Snow Prediabetes Institute and…. Steering Committee: Christian Acheampong, MBA, Director of John Snow Prediabetes Institute. Olaf Chresten Jensen, PhD, MD, MPH, Vice director o147248@gmail.com Nailet Delgado Mujica, Ing. M.Sc. Vice director Joseph Abesamis, MD, overall data custodian, clinical data responsible Margarita Huerte, MD, Chair IMHA 2025-27 1. Clinical and maritime-health input into the study design * 2. Identification or coordination of potential Philippine participating sites; 3. Review of available PEME data and variables * 4. Participation in the research/steering group; or 5. Assistance in developing the broader international collaboration through IMHA. Design of the project (Informed Consent Form below) This project is an international, multicentre, observational longitudinal health database that uses routinely collected maritime health examination data to monitor the prevalence and trends of prediabetes, diabetes T-2, hypertension, prehypertension, overweight, obesity and established prevention among maritime workers and students. The intention is to register and offer standardized prevention Inspired by the “Danish health database” (ref. 1) Strengths of the design • Uses routinely collected data, making it relatively inexpensive. • Can accumulate large international datasets. • Reflects real-world clinical practice. • Supports long-term surveillance of maritime workers' health. • Allow for evaluation of preventive interventions within routine healthcare. Organisers • The John Snow Prediabetes Institute in collaboration with: • Maritime Medical Health Clinics Objectives • To establish an “International maritime health database” with samples of health examination data from the maritime clinics and the maritime schools. • To carry out literature studies on lifestyle intervention in the contexts • To describe and follow the prevalence of the target variables by age and gender over the years. (Prediabetes, T2DM, Blood pressure, BMI etc.) • To identify and offer the prediabetes remission program and to follow the effects. Data content Random samples of data extracted from the routine maritime health examinations in a specified calendar period. Variables • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer or non-officer on board • Blood pressure • Blood sugar HbA1c or Fasting Glucose, or Post prandial • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Participating in a life-style health promotion plan y/n Automatic recoding of data Excel-recoding formulas-Dec-1-2024 • Blood pressure: Normal, prehypertension, stage 1, 2 • Blood sugar: Normal, prediabetes, diabetes mellitus type 2, • BMI: normal, overweight, obese Blood-sugar-Measurements Either A1c mmol/mol or Fasting mg/dl (glucometer) or Postprandial sugar: mg/dl (glucometer) Validity of the method. (ref 2) Clinics without all the variables are invited to give the data they have. Use of the data for prevention To describe the prevalence of Prediabetes, T2DM, Hypertension, Prehypertension and BMI in the age- and gender groups and occupational groups. Possibly, to offer a prediabetes, prehypertension remission program. To propose (inter) national maritime health policies. To be used for the student’s theses. To publish in international health journals. Type of study • International, multicenter observational prevalence database, • Longitudinal surveillance system using repeated routine maritime health prevalence examination data. • Includes an intervention component for individuals identified with prediabetes. Populations sources The database will include random samples of data extracted from routine health examinations conducted at: • Maritime clinics • Maritime schools Participants may include: • Seafarers • Fishers • Maritime students • Officers and non-officers Data collection The study uses secondary data obtained from existing routine medical examinations rather than collecting new research-specific measurements. Key variables include: • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer on board7 non officer • Blood pressure • Blood sugar HbA1c or Fasting Glucose • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Actually, included in a health promotion program Ethics and data governance Need for ethics review. This study uses sensitive health data and follows people over time. Linking records, international data sharing, and testing a prevention programme can create risks, even when names are removed. Before collecting, linking, sharing, or analysing data, each study site must send the study plan and participant information, consent process, data-flow description, and data-management plan to the appropriate ethics committee. Each site needs written approval or a legally permitted exemption. Major changes must be approved before use. If the study involves only non-sensitive health data, the Ethics committees should be involved. Ethical framework and legal compliance. The study will follow the Declaration of Helsinki, national research rules, the EU General Data Protection Regulation (GDPR) where it applies, and the rules of participating countries. Before enrolment or data transfer, the team must record who controls and processes the data and the legal reason for using health information. Consent and participant rights. Participants will receive clear information about the study’s length, health data, follow-up, record linking, international sharing, and approved future research. Consent will be obtained when required. An ethics committee must approve use of data without consent. Refusing or leaving will not affect healthcare, work, training, or education. No new data will be collected after withdrawal, but anonymous data or completed analyses may not be removable. Participants will be told this beforehand. Long-term follow-up and record linking. Each person will receive a study code, allowing records to be linked without putting names in the central database. Each clinic or school will keep the code key separately with restricted access. The central database will hold coded data, or anonymous data when linking is finished. Exact dates and unusual details will be grouped to reduce identification risk. Further contact or record links need legal and ethics approval. Where data will be stored. Data will be kept only on approved servers or encrypted research systems. Names and local code keys will remain at the original site in a separate, encrypted location. Personal computers, unencrypted devices, personal email, and unapproved cloud services are banned. Security includes encryption, backups, logs, malware protection, and an incident plan. Study documents must name the host institution and storage location. Who can access the data. Only named, authorised team members may access the minimum information needed for approved work. They must follow confidentiality rules, use individual accounts and secure sign-in, and lose access when their role ends. Collaborators may receive only necessary coded or anonymous data after approval. Employers, crewing companies, insurers, and other unauthorised parties will not receive personal-level data. Reports will hide small groups or identifying details. Data sharing, retention, and destruction. Institutions will sign agreements covering responsibilities, approved uses, security, breach reporting, further sharing, and data return or deletion. International transfers must follow the law and use extra safeguards when required. Before the study starts, the plan must state how long data will be kept (e.g. 5 years). Afterwards, files and backups will be securely deleted or made permanently anonymous. Code keys will be destroyed unless longer storage is approved. Risk management and oversight. The main risk is that private information could be exposed or linked to a person, causing work, social, or insurance harm. The team will collect only necessary data, separate names from research data, limit access, train staff, secure transfers and storage, keep logs, and respond quickly to suspected breaches. The coordinating researcher will record approvals, access permissions, agreements, and incidents. Any prevention or lifestyle programme tested as research needs ethics approval before it begins. Exclusion Criteria • Inability to provide informed consent • Expressed no-interest to participate The primary outcomes include • Prevalence of Prediabetes, and T2DM • Prevalence of Hypertension and Prehypertension • Prevalence of Overweight and Obesity • Trends by age and sex over time • Prevalence of participation in a prevention program Planned analyses • Estimate disease prevalence. • Compare health indicators across age, gender and working groups. • Monitor trends over multiple years. • Evaluate outcomes of lifestyle interventions. • Support health policy development, student research, and scientific publications. Statistical analysis plan 1. Data preparation Check the dataset for missing values, impossible values, and duplicates. Recode the main variables into categories: BMI as normal, overweight, or obese; blood pressure as normal, prehypertension, stage 1, or stage 2; and blood sugar as normal, prediabetes, or type 2 diabetes. 2. Descriptive statistics Summarize age using mean, standard deviation, median, and range. Summarize categorical variables such as gender, work type, smoking, medication use, BMI group, blood pressure group, and blood sugar group using numbers and percentages. 3. Prevalence estimates Calculate the prevalence of overweight, obesity, prediabetes, diabetes, prehypertension, and hypertension. Report each prevalence as a percentage with a 95% confidence interval. 4. Group comparisons Compare prevalence by age group, gender, work type, and officer/non-officer status. Use chi-square tests for categorical comparisons and t-tests or ANOVA for continuous variables such as BMI or blood pressure. 5. Trend analysis over time If data are available from several years, changes in prevalence over time using tables and line graphs. Test trends using chi-square trend tests or simple logistic regression with year as the predictor. 6. Prediabetes remission program analysis Among participants offered the lifestyle intervention, compare blood sugar, BMI, and blood pressure before and after the program. Use paired t-tests for continuous measures and McNemar’s test for changes in categories, such as prediabetes returning to normal blood sugar. 7. Multivariable analysis Use logistic regression to identify factors associated with prediabetes, obesity, and hypertension. Possible predictors include age, gender, occupation, officer status, smoking, BMI, and medication use. 8. Missing data Report the amount of missing data for each variable. For the simple analysis, use available-case analysis and clearly state the number of participants included in each analysis. 9. Statistical significance Use a significance level of 0.05. Present results with 95% confidence intervals rather than relying only on p-values.Principio del formulario Informed Consent Form International Maritime Health Database You are invited to participate in the International Maritime Health Database, which aims to improve the health of seafarers, fishers, and maritime students by monitoring conditions such as prediabetes, type 2 diabetes, hypertension, and obesity. If you agree to participate, information from your routine maritime medical examination (such as age, sex, height, weight, blood pressure, blood glucose, smoking status, medication, and occupation) will be included in a confidential research database. Your participation is voluntary. You may refuse to participate or withdraw your consent at any time without affecting your medical care, employment, or education. Your personal information will be kept confidential. Your data will be coded whenever possible and used only for research, education, and publication in a way that does not identify you. If your results indicate an increased risk of disease, you may be offered information about a voluntary health promotion or prevention programme. By signing below, you confirm that: • You have read and understood this information. • You have had the opportunity to ask questions. • You voluntarily agree to participate in this study. Participant Name: _______________________________ Signature: ______________________________________ Date: __________________________________________ Researcher/Health Professional: ___________________ Signature: ______________________________________ Date: __________________________________________ References 1. Health of the Danes https://www.danskernessundhed.dk/ 2. https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ======[[/|Manila conference Oct. 2026]] ====== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> qoqq71ka3zur07a4j5ejqew3j928wdr 2822702 2822701 2026-08-18T10:13:38Z NDM2024 2984088 /* 1.1 The International Maritime Health Database */ 2822702 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] ====[[/|1.1 The International Maritime Health Database]]==== ==[[/Publications out and on the way/]] == xxxxx xxxx xx x The coordinating institution that will ultimately host the central database once this has been agreed upon, to be added later ====[[/xx|The Maritime Health Database ]] ==== The coordinating institution that will ultimately host the central database once this has been agreed upon, to be added later Research responsible unit: The John Snow Prediabetes Institute and…. Steering Committee: Christian Acheampong, MBA, Director of John Snow Prediabetes Institute. Olaf Chresten Jensen, PhD, MD, MPH, Vice director o147248@gmail.com Nailet Delgado Mujica, Ing. M.Sc. Vice director Joseph Abesamis, MD, overall data custodian, clinical data responsible Margarita Huerte, MD, Chair IMHA 2025-27 1. Clinical and maritime-health input into the study design * 2. Identification or coordination of potential Philippine participating sites; 3. Review of available PEME data and variables * 4. Participation in the research/steering group; or 5. Assistance in developing the broader international collaboration through IMHA. Design of the project (Informed Consent Form below) This project is an international, multicentre, observational longitudinal health database that uses routinely collected maritime health examination data to monitor the prevalence and trends of prediabetes, diabetes T-2, hypertension, prehypertension, overweight, obesity and established prevention among maritime workers and students. The intention is to register and offer standardized prevention Inspired by the “Danish health database” (ref. 1) Strengths of the design • Uses routinely collected data, making it relatively inexpensive. • Can accumulate large international datasets. • Reflects real-world clinical practice. • Supports long-term surveillance of maritime workers' health. • Allow for evaluation of preventive interventions within routine healthcare. Organisers • The John Snow Prediabetes Institute in collaboration with: • Maritime Medical Health Clinics Objectives • To establish an “International maritime health database” with samples of health examination data from the maritime clinics and the maritime schools. • To carry out literature studies on lifestyle intervention in the contexts • To describe and follow the prevalence of the target variables by age and gender over the years. (Prediabetes, T2DM, Blood pressure, BMI etc.) • To identify and offer the prediabetes remission program and to follow the effects. Data content Random samples of data extracted from the routine maritime health examinations in a specified calendar period. Variables • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer or non-officer on board • Blood pressure • Blood sugar HbA1c or Fasting Glucose, or Post prandial • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Participating in a life-style health promotion plan y/n Automatic recoding of data Excel-recoding formulas-Dec-1-2024 • Blood pressure: Normal, prehypertension, stage 1, 2 • Blood sugar: Normal, prediabetes, diabetes mellitus type 2, • BMI: normal, overweight, obese Blood-sugar-Measurements Either A1c mmol/mol or Fasting mg/dl (glucometer) or Postprandial sugar: mg/dl (glucometer) Validity of the method. (ref 2) Clinics without all the variables are invited to give the data they have. Use of the data for prevention To describe the prevalence of Prediabetes, T2DM, Hypertension, Prehypertension and BMI in the age- and gender groups and occupational groups. Possibly, to offer a prediabetes, prehypertension remission program. To propose (inter) national maritime health policies. To be used for the student’s theses. To publish in international health journals. Type of study • International, multicenter observational prevalence database, • Longitudinal surveillance system using repeated routine maritime health prevalence examination data. • Includes an intervention component for individuals identified with prediabetes. Populations sources The database will include random samples of data extracted from routine health examinations conducted at: • Maritime clinics • Maritime schools Participants may include: • Seafarers • Fishers • Maritime students • Officers and non-officers Data collection The study uses secondary data obtained from existing routine medical examinations rather than collecting new research-specific measurements. Key variables include: • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer on board7 non officer • Blood pressure • Blood sugar HbA1c or Fasting Glucose • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Actually, included in a health promotion program Ethics and data governance Need for ethics review. This study uses sensitive health data and follows people over time. Linking records, international data sharing, and testing a prevention programme can create risks, even when names are removed. Before collecting, linking, sharing, or analysing data, each study site must send the study plan and participant information, consent process, data-flow description, and data-management plan to the appropriate ethics committee. Each site needs written approval or a legally permitted exemption. Major changes must be approved before use. If the study involves only non-sensitive health data, the Ethics committees should be involved. Ethical framework and legal compliance. The study will follow the Declaration of Helsinki, national research rules, the EU General Data Protection Regulation (GDPR) where it applies, and the rules of participating countries. Before enrolment or data transfer, the team must record who controls and processes the data and the legal reason for using health information. Consent and participant rights. Participants will receive clear information about the study’s length, health data, follow-up, record linking, international sharing, and approved future research. Consent will be obtained when required. An ethics committee must approve use of data without consent. Refusing or leaving will not affect healthcare, work, training, or education. No new data will be collected after withdrawal, but anonymous data or completed analyses may not be removable. Participants will be told this beforehand. Long-term follow-up and record linking. Each person will receive a study code, allowing records to be linked without putting names in the central database. Each clinic or school will keep the code key separately with restricted access. The central database will hold coded data, or anonymous data when linking is finished. Exact dates and unusual details will be grouped to reduce identification risk. Further contact or record links need legal and ethics approval. Where data will be stored. Data will be kept only on approved servers or encrypted research systems. Names and local code keys will remain at the original site in a separate, encrypted location. Personal computers, unencrypted devices, personal email, and unapproved cloud services are banned. Security includes encryption, backups, logs, malware protection, and an incident plan. Study documents must name the host institution and storage location. Who can access the data. Only named, authorised team members may access the minimum information needed for approved work. They must follow confidentiality rules, use individual accounts and secure sign-in, and lose access when their role ends. Collaborators may receive only necessary coded or anonymous data after approval. Employers, crewing companies, insurers, and other unauthorised parties will not receive personal-level data. Reports will hide small groups or identifying details. Data sharing, retention, and destruction. Institutions will sign agreements covering responsibilities, approved uses, security, breach reporting, further sharing, and data return or deletion. International transfers must follow the law and use extra safeguards when required. Before the study starts, the plan must state how long data will be kept (e.g. 5 years). Afterwards, files and backups will be securely deleted or made permanently anonymous. Code keys will be destroyed unless longer storage is approved. Risk management and oversight. The main risk is that private information could be exposed or linked to a person, causing work, social, or insurance harm. The team will collect only necessary data, separate names from research data, limit access, train staff, secure transfers and storage, keep logs, and respond quickly to suspected breaches. The coordinating researcher will record approvals, access permissions, agreements, and incidents. Any prevention or lifestyle programme tested as research needs ethics approval before it begins. Exclusion Criteria • Inability to provide informed consent • Expressed no-interest to participate The primary outcomes include • Prevalence of Prediabetes, and T2DM • Prevalence of Hypertension and Prehypertension • Prevalence of Overweight and Obesity • Trends by age and sex over time • Prevalence of participation in a prevention program Planned analyses • Estimate disease prevalence. • Compare health indicators across age, gender and working groups. • Monitor trends over multiple years. • Evaluate outcomes of lifestyle interventions. • Support health policy development, student research, and scientific publications. Statistical analysis plan 1. Data preparation Check the dataset for missing values, impossible values, and duplicates. Recode the main variables into categories: BMI as normal, overweight, or obese; blood pressure as normal, prehypertension, stage 1, or stage 2; and blood sugar as normal, prediabetes, or type 2 diabetes. 2. Descriptive statistics Summarize age using mean, standard deviation, median, and range. Summarize categorical variables such as gender, work type, smoking, medication use, BMI group, blood pressure group, and blood sugar group using numbers and percentages. 3. Prevalence estimates Calculate the prevalence of overweight, obesity, prediabetes, diabetes, prehypertension, and hypertension. Report each prevalence as a percentage with a 95% confidence interval. 4. Group comparisons Compare prevalence by age group, gender, work type, and officer/non-officer status. Use chi-square tests for categorical comparisons and t-tests or ANOVA for continuous variables such as BMI or blood pressure. 5. Trend analysis over time If data are available from several years, changes in prevalence over time using tables and line graphs. Test trends using chi-square trend tests or simple logistic regression with year as the predictor. 6. Prediabetes remission program analysis Among participants offered the lifestyle intervention, compare blood sugar, BMI, and blood pressure before and after the program. Use paired t-tests for continuous measures and McNemar’s test for changes in categories, such as prediabetes returning to normal blood sugar. 7. Multivariable analysis Use logistic regression to identify factors associated with prediabetes, obesity, and hypertension. Possible predictors include age, gender, occupation, officer status, smoking, BMI, and medication use. 8. Missing data Report the amount of missing data for each variable. For the simple analysis, use available-case analysis and clearly state the number of participants included in each analysis. 9. Statistical significance Use a significance level of 0.05. Present results with 95% confidence intervals rather than relying only on p-values.Principio del formulario Informed Consent Form International Maritime Health Database You are invited to participate in the International Maritime Health Database, which aims to improve the health of seafarers, fishers, and maritime students by monitoring conditions such as prediabetes, type 2 diabetes, hypertension, and obesity. If you agree to participate, information from your routine maritime medical examination (such as age, sex, height, weight, blood pressure, blood glucose, smoking status, medication, and occupation) will be included in a confidential research database. Your participation is voluntary. You may refuse to participate or withdraw your consent at any time without affecting your medical care, employment, or education. Your personal information will be kept confidential. Your data will be coded whenever possible and used only for research, education, and publication in a way that does not identify you. If your results indicate an increased risk of disease, you may be offered information about a voluntary health promotion or prevention programme. By signing below, you confirm that: • You have read and understood this information. • You have had the opportunity to ask questions. • You voluntarily agree to participate in this study. Participant Name: _______________________________ Signature: ______________________________________ Date: __________________________________________ Researcher/Health Professional: ___________________ Signature: ______________________________________ Date: __________________________________________ References 1. Health of the Danes https://www.danskernessundhed.dk/ 2. https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ======[[/|Manila conference Oct. 2026]] ====== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> o2cs9obc2xbjoodnxz3bfngmtdr7c18 2822705 2822702 2026-08-18T10:16:32Z NDM2024 2984088 /* /Publications out and on the way/ */ 2822705 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] ====[[/|1.1 The International Maritime Health Database]]==== ====[[/Publications out and on the way/]] ==== xxxxx xxxx xx x The coordinating institution that will ultimately host the central database once this has been agreed upon, to be added later The coordinating institution that will ultimately host the central database once this has been agreed upon, to be added later Research responsible unit: The John Snow Prediabetes Institute and…. Steering Committee: Christian Acheampong, MBA, Director of John Snow Prediabetes Institute. Olaf Chresten Jensen, PhD, MD, MPH, Vice director o147248@gmail.com Nailet Delgado Mujica, Ing. M.Sc. Vice director Joseph Abesamis, MD, overall data custodian, clinical data responsible Margarita Huerte, MD, Chair IMHA 2025-27 1. Clinical and maritime-health input into the study design * 2. Identification or coordination of potential Philippine participating sites; 3. Review of available PEME data and variables * 4. Participation in the research/steering group; or 5. Assistance in developing the broader international collaboration through IMHA. Design of the project (Informed Consent Form below) This project is an international, multicentre, observational longitudinal health database that uses routinely collected maritime health examination data to monitor the prevalence and trends of prediabetes, diabetes T-2, hypertension, prehypertension, overweight, obesity and established prevention among maritime workers and students. The intention is to register and offer standardized prevention Inspired by the “Danish health database” (ref. 1) Strengths of the design • Uses routinely collected data, making it relatively inexpensive. • Can accumulate large international datasets. • Reflects real-world clinical practice. • Supports long-term surveillance of maritime workers' health. • Allow for evaluation of preventive interventions within routine healthcare. Organisers • The John Snow Prediabetes Institute in collaboration with: • Maritime Medical Health Clinics Objectives • To establish an “International maritime health database” with samples of health examination data from the maritime clinics and the maritime schools. • To carry out literature studies on lifestyle intervention in the contexts • To describe and follow the prevalence of the target variables by age and gender over the years. (Prediabetes, T2DM, Blood pressure, BMI etc.) • To identify and offer the prediabetes remission program and to follow the effects. Data content Random samples of data extracted from the routine maritime health examinations in a specified calendar period. Variables • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer or non-officer on board • Blood pressure • Blood sugar HbA1c or Fasting Glucose, or Post prandial • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Participating in a life-style health promotion plan y/n Automatic recoding of data Excel-recoding formulas-Dec-1-2024 • Blood pressure: Normal, prehypertension, stage 1, 2 • Blood sugar: Normal, prediabetes, diabetes mellitus type 2, • BMI: normal, overweight, obese Blood-sugar-Measurements Either A1c mmol/mol or Fasting mg/dl (glucometer) or Postprandial sugar: mg/dl (glucometer) Validity of the method. (ref 2) Clinics without all the variables are invited to give the data they have. Use of the data for prevention To describe the prevalence of Prediabetes, T2DM, Hypertension, Prehypertension and BMI in the age- and gender groups and occupational groups. Possibly, to offer a prediabetes, prehypertension remission program. To propose (inter) national maritime health policies. To be used for the student’s theses. To publish in international health journals. Type of study • International, multicenter observational prevalence database, • Longitudinal surveillance system using repeated routine maritime health prevalence examination data. • Includes an intervention component for individuals identified with prediabetes. Populations sources The database will include random samples of data extracted from routine health examinations conducted at: • Maritime clinics • Maritime schools Participants may include: • Seafarers • Fishers • Maritime students • Officers and non-officers Data collection The study uses secondary data obtained from existing routine medical examinations rather than collecting new research-specific measurements. Key variables include: • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer on board7 non officer • Blood pressure • Blood sugar HbA1c or Fasting Glucose • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Actually, included in a health promotion program Ethics and data governance Need for ethics review. This study uses sensitive health data and follows people over time. Linking records, international data sharing, and testing a prevention programme can create risks, even when names are removed. Before collecting, linking, sharing, or analysing data, each study site must send the study plan and participant information, consent process, data-flow description, and data-management plan to the appropriate ethics committee. Each site needs written approval or a legally permitted exemption. Major changes must be approved before use. If the study involves only non-sensitive health data, the Ethics committees should be involved. Ethical framework and legal compliance. The study will follow the Declaration of Helsinki, national research rules, the EU General Data Protection Regulation (GDPR) where it applies, and the rules of participating countries. Before enrolment or data transfer, the team must record who controls and processes the data and the legal reason for using health information. Consent and participant rights. Participants will receive clear information about the study’s length, health data, follow-up, record linking, international sharing, and approved future research. Consent will be obtained when required. An ethics committee must approve use of data without consent. Refusing or leaving will not affect healthcare, work, training, or education. No new data will be collected after withdrawal, but anonymous data or completed analyses may not be removable. Participants will be told this beforehand. Long-term follow-up and record linking. Each person will receive a study code, allowing records to be linked without putting names in the central database. Each clinic or school will keep the code key separately with restricted access. The central database will hold coded data, or anonymous data when linking is finished. Exact dates and unusual details will be grouped to reduce identification risk. Further contact or record links need legal and ethics approval. Where data will be stored. Data will be kept only on approved servers or encrypted research systems. Names and local code keys will remain at the original site in a separate, encrypted location. Personal computers, unencrypted devices, personal email, and unapproved cloud services are banned. Security includes encryption, backups, logs, malware protection, and an incident plan. Study documents must name the host institution and storage location. Who can access the data. Only named, authorised team members may access the minimum information needed for approved work. They must follow confidentiality rules, use individual accounts and secure sign-in, and lose access when their role ends. Collaborators may receive only necessary coded or anonymous data after approval. Employers, crewing companies, insurers, and other unauthorised parties will not receive personal-level data. Reports will hide small groups or identifying details. Data sharing, retention, and destruction. Institutions will sign agreements covering responsibilities, approved uses, security, breach reporting, further sharing, and data return or deletion. International transfers must follow the law and use extra safeguards when required. Before the study starts, the plan must state how long data will be kept (e.g. 5 years). Afterwards, files and backups will be securely deleted or made permanently anonymous. Code keys will be destroyed unless longer storage is approved. Risk management and oversight. The main risk is that private information could be exposed or linked to a person, causing work, social, or insurance harm. The team will collect only necessary data, separate names from research data, limit access, train staff, secure transfers and storage, keep logs, and respond quickly to suspected breaches. The coordinating researcher will record approvals, access permissions, agreements, and incidents. Any prevention or lifestyle programme tested as research needs ethics approval before it begins. Exclusion Criteria • Inability to provide informed consent • Expressed no-interest to participate The primary outcomes include • Prevalence of Prediabetes, and T2DM • Prevalence of Hypertension and Prehypertension • Prevalence of Overweight and Obesity • Trends by age and sex over time • Prevalence of participation in a prevention program Planned analyses • Estimate disease prevalence. • Compare health indicators across age, gender and working groups. • Monitor trends over multiple years. • Evaluate outcomes of lifestyle interventions. • Support health policy development, student research, and scientific publications. Statistical analysis plan 1. Data preparation Check the dataset for missing values, impossible values, and duplicates. Recode the main variables into categories: BMI as normal, overweight, or obese; blood pressure as normal, prehypertension, stage 1, or stage 2; and blood sugar as normal, prediabetes, or type 2 diabetes. 2. Descriptive statistics Summarize age using mean, standard deviation, median, and range. Summarize categorical variables such as gender, work type, smoking, medication use, BMI group, blood pressure group, and blood sugar group using numbers and percentages. 3. Prevalence estimates Calculate the prevalence of overweight, obesity, prediabetes, diabetes, prehypertension, and hypertension. Report each prevalence as a percentage with a 95% confidence interval. 4. Group comparisons Compare prevalence by age group, gender, work type, and officer/non-officer status. Use chi-square tests for categorical comparisons and t-tests or ANOVA for continuous variables such as BMI or blood pressure. 5. Trend analysis over time If data are available from several years, changes in prevalence over time using tables and line graphs. Test trends using chi-square trend tests or simple logistic regression with year as the predictor. 6. Prediabetes remission program analysis Among participants offered the lifestyle intervention, compare blood sugar, BMI, and blood pressure before and after the program. Use paired t-tests for continuous measures and McNemar’s test for changes in categories, such as prediabetes returning to normal blood sugar. 7. Multivariable analysis Use logistic regression to identify factors associated with prediabetes, obesity, and hypertension. Possible predictors include age, gender, occupation, officer status, smoking, BMI, and medication use. 8. Missing data Report the amount of missing data for each variable. For the simple analysis, use available-case analysis and clearly state the number of participants included in each analysis. 9. Statistical significance Use a significance level of 0.05. Present results with 95% confidence intervals rather than relying only on p-values.Principio del formulario Informed Consent Form International Maritime Health Database You are invited to participate in the International Maritime Health Database, which aims to improve the health of seafarers, fishers, and maritime students by monitoring conditions such as prediabetes, type 2 diabetes, hypertension, and obesity. If you agree to participate, information from your routine maritime medical examination (such as age, sex, height, weight, blood pressure, blood glucose, smoking status, medication, and occupation) will be included in a confidential research database. Your participation is voluntary. You may refuse to participate or withdraw your consent at any time without affecting your medical care, employment, or education. Your personal information will be kept confidential. Your data will be coded whenever possible and used only for research, education, and publication in a way that does not identify you. If your results indicate an increased risk of disease, you may be offered information about a voluntary health promotion or prevention programme. By signing below, you confirm that: • You have read and understood this information. • You have had the opportunity to ask questions. • You voluntarily agree to participate in this study. Participant Name: _______________________________ Signature: ______________________________________ Date: __________________________________________ Researcher/Health Professional: ___________________ Signature: ______________________________________ Date: __________________________________________ References 1. Health of the Danes https://www.danskernessundhed.dk/ 2. https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ======[[/|Manila conference Oct. 2026]] ====== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> 1ejjzwxeok39dmpnxcy3kj495ytn4gn 2822706 2822705 2026-08-18T10:17:36Z NDM2024 2984088 /* /Publications out and on the way/ */ 2822706 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] ====[[/|1.1 The International Maritime Health Database]]==== ====[[/To be edited /]] ==== xxxxx xxxx xx x The coordinating institution that will ultimately host the central database once this has been agreed upon, to be added later The coordinating institution that will ultimately host the central database once this has been agreed upon, to be added later Research responsible unit: The John Snow Prediabetes Institute and…. Steering Committee: Christian Acheampong, MBA, Director of John Snow Prediabetes Institute. Olaf Chresten Jensen, PhD, MD, MPH, Vice director o147248@gmail.com Nailet Delgado Mujica, Ing. M.Sc. Vice director Joseph Abesamis, MD, overall data custodian, clinical data responsible Margarita Huerte, MD, Chair IMHA 2025-27 1. Clinical and maritime-health input into the study design * 2. Identification or coordination of potential Philippine participating sites; 3. Review of available PEME data and variables * 4. Participation in the research/steering group; or 5. Assistance in developing the broader international collaboration through IMHA. Design of the project (Informed Consent Form below) This project is an international, multicentre, observational longitudinal health database that uses routinely collected maritime health examination data to monitor the prevalence and trends of prediabetes, diabetes T-2, hypertension, prehypertension, overweight, obesity and established prevention among maritime workers and students. The intention is to register and offer standardized prevention Inspired by the “Danish health database” (ref. 1) Strengths of the design • Uses routinely collected data, making it relatively inexpensive. • Can accumulate large international datasets. • Reflects real-world clinical practice. • Supports long-term surveillance of maritime workers' health. • Allow for evaluation of preventive interventions within routine healthcare. Organisers • The John Snow Prediabetes Institute in collaboration with: • Maritime Medical Health Clinics Objectives • To establish an “International maritime health database” with samples of health examination data from the maritime clinics and the maritime schools. • To carry out literature studies on lifestyle intervention in the contexts • To describe and follow the prevalence of the target variables by age and gender over the years. (Prediabetes, T2DM, Blood pressure, BMI etc.) • To identify and offer the prediabetes remission program and to follow the effects. Data content Random samples of data extracted from the routine maritime health examinations in a specified calendar period. Variables • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer or non-officer on board • Blood pressure • Blood sugar HbA1c or Fasting Glucose, or Post prandial • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Participating in a life-style health promotion plan y/n Automatic recoding of data Excel-recoding formulas-Dec-1-2024 • Blood pressure: Normal, prehypertension, stage 1, 2 • Blood sugar: Normal, prediabetes, diabetes mellitus type 2, • BMI: normal, overweight, obese Blood-sugar-Measurements Either A1c mmol/mol or Fasting mg/dl (glucometer) or Postprandial sugar: mg/dl (glucometer) Validity of the method. (ref 2) Clinics without all the variables are invited to give the data they have. Use of the data for prevention To describe the prevalence of Prediabetes, T2DM, Hypertension, Prehypertension and BMI in the age- and gender groups and occupational groups. Possibly, to offer a prediabetes, prehypertension remission program. To propose (inter) national maritime health policies. To be used for the student’s theses. To publish in international health journals. Type of study • International, multicenter observational prevalence database, • Longitudinal surveillance system using repeated routine maritime health prevalence examination data. • Includes an intervention component for individuals identified with prediabetes. Populations sources The database will include random samples of data extracted from routine health examinations conducted at: • Maritime clinics • Maritime schools Participants may include: • Seafarers • Fishers • Maritime students • Officers and non-officers Data collection The study uses secondary data obtained from existing routine medical examinations rather than collecting new research-specific measurements. Key variables include: • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer on board7 non officer • Blood pressure • Blood sugar HbA1c or Fasting Glucose • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Actually, included in a health promotion program Ethics and data governance Need for ethics review. This study uses sensitive health data and follows people over time. Linking records, international data sharing, and testing a prevention programme can create risks, even when names are removed. Before collecting, linking, sharing, or analysing data, each study site must send the study plan and participant information, consent process, data-flow description, and data-management plan to the appropriate ethics committee. Each site needs written approval or a legally permitted exemption. Major changes must be approved before use. If the study involves only non-sensitive health data, the Ethics committees should be involved. Ethical framework and legal compliance. The study will follow the Declaration of Helsinki, national research rules, the EU General Data Protection Regulation (GDPR) where it applies, and the rules of participating countries. Before enrolment or data transfer, the team must record who controls and processes the data and the legal reason for using health information. Consent and participant rights. Participants will receive clear information about the study’s length, health data, follow-up, record linking, international sharing, and approved future research. Consent will be obtained when required. An ethics committee must approve use of data without consent. Refusing or leaving will not affect healthcare, work, training, or education. No new data will be collected after withdrawal, but anonymous data or completed analyses may not be removable. Participants will be told this beforehand. Long-term follow-up and record linking. Each person will receive a study code, allowing records to be linked without putting names in the central database. Each clinic or school will keep the code key separately with restricted access. The central database will hold coded data, or anonymous data when linking is finished. Exact dates and unusual details will be grouped to reduce identification risk. Further contact or record links need legal and ethics approval. Where data will be stored. Data will be kept only on approved servers or encrypted research systems. Names and local code keys will remain at the original site in a separate, encrypted location. Personal computers, unencrypted devices, personal email, and unapproved cloud services are banned. Security includes encryption, backups, logs, malware protection, and an incident plan. Study documents must name the host institution and storage location. Who can access the data. Only named, authorised team members may access the minimum information needed for approved work. They must follow confidentiality rules, use individual accounts and secure sign-in, and lose access when their role ends. Collaborators may receive only necessary coded or anonymous data after approval. Employers, crewing companies, insurers, and other unauthorised parties will not receive personal-level data. Reports will hide small groups or identifying details. Data sharing, retention, and destruction. Institutions will sign agreements covering responsibilities, approved uses, security, breach reporting, further sharing, and data return or deletion. International transfers must follow the law and use extra safeguards when required. Before the study starts, the plan must state how long data will be kept (e.g. 5 years). Afterwards, files and backups will be securely deleted or made permanently anonymous. Code keys will be destroyed unless longer storage is approved. Risk management and oversight. The main risk is that private information could be exposed or linked to a person, causing work, social, or insurance harm. The team will collect only necessary data, separate names from research data, limit access, train staff, secure transfers and storage, keep logs, and respond quickly to suspected breaches. The coordinating researcher will record approvals, access permissions, agreements, and incidents. Any prevention or lifestyle programme tested as research needs ethics approval before it begins. Exclusion Criteria • Inability to provide informed consent • Expressed no-interest to participate The primary outcomes include • Prevalence of Prediabetes, and T2DM • Prevalence of Hypertension and Prehypertension • Prevalence of Overweight and Obesity • Trends by age and sex over time • Prevalence of participation in a prevention program Planned analyses • Estimate disease prevalence. • Compare health indicators across age, gender and working groups. • Monitor trends over multiple years. • Evaluate outcomes of lifestyle interventions. • Support health policy development, student research, and scientific publications. Statistical analysis plan 1. Data preparation Check the dataset for missing values, impossible values, and duplicates. Recode the main variables into categories: BMI as normal, overweight, or obese; blood pressure as normal, prehypertension, stage 1, or stage 2; and blood sugar as normal, prediabetes, or type 2 diabetes. 2. Descriptive statistics Summarize age using mean, standard deviation, median, and range. Summarize categorical variables such as gender, work type, smoking, medication use, BMI group, blood pressure group, and blood sugar group using numbers and percentages. 3. Prevalence estimates Calculate the prevalence of overweight, obesity, prediabetes, diabetes, prehypertension, and hypertension. Report each prevalence as a percentage with a 95% confidence interval. 4. Group comparisons Compare prevalence by age group, gender, work type, and officer/non-officer status. Use chi-square tests for categorical comparisons and t-tests or ANOVA for continuous variables such as BMI or blood pressure. 5. Trend analysis over time If data are available from several years, changes in prevalence over time using tables and line graphs. Test trends using chi-square trend tests or simple logistic regression with year as the predictor. 6. Prediabetes remission program analysis Among participants offered the lifestyle intervention, compare blood sugar, BMI, and blood pressure before and after the program. Use paired t-tests for continuous measures and McNemar’s test for changes in categories, such as prediabetes returning to normal blood sugar. 7. Multivariable analysis Use logistic regression to identify factors associated with prediabetes, obesity, and hypertension. Possible predictors include age, gender, occupation, officer status, smoking, BMI, and medication use. 8. Missing data Report the amount of missing data for each variable. For the simple analysis, use available-case analysis and clearly state the number of participants included in each analysis. 9. Statistical significance Use a significance level of 0.05. Present results with 95% confidence intervals rather than relying only on p-values.Principio del formulario Informed Consent Form International Maritime Health Database You are invited to participate in the International Maritime Health Database, which aims to improve the health of seafarers, fishers, and maritime students by monitoring conditions such as prediabetes, type 2 diabetes, hypertension, and obesity. If you agree to participate, information from your routine maritime medical examination (such as age, sex, height, weight, blood pressure, blood glucose, smoking status, medication, and occupation) will be included in a confidential research database. Your participation is voluntary. You may refuse to participate or withdraw your consent at any time without affecting your medical care, employment, or education. Your personal information will be kept confidential. Your data will be coded whenever possible and used only for research, education, and publication in a way that does not identify you. If your results indicate an increased risk of disease, you may be offered information about a voluntary health promotion or prevention programme. By signing below, you confirm that: • You have read and understood this information. • You have had the opportunity to ask questions. • You voluntarily agree to participate in this study. Participant Name: _______________________________ Signature: ______________________________________ Date: __________________________________________ Researcher/Health Professional: ___________________ Signature: ______________________________________ Date: __________________________________________ References 1. Health of the Danes https://www.danskernessundhed.dk/ 2. https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ======[[/|Manila conference Oct. 2026]] ====== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> ri4vlgdanw9kwbah84wgw6smevz7f8u 2822708 2822706 2026-08-18T10:19:27Z NDM2024 2984088 /* /To be edited / */ 2822708 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] ====[[/|1.1 The International Maritime Health Database]]==== ====[[/The Maritime Health database design /]] ==== xxxxx xxxx xx x The coordinating institution that will ultimately host the central database once this has been agreed upon, to be added later The coordinating institution that will ultimately host the central database once this has been agreed upon, to be added later Research responsible unit: The John Snow Prediabetes Institute and…. Steering Committee: Christian Acheampong, MBA, Director of John Snow Prediabetes Institute. Olaf Chresten Jensen, PhD, MD, MPH, Vice director o147248@gmail.com Nailet Delgado Mujica, Ing. M.Sc. Vice director Joseph Abesamis, MD, overall data custodian, clinical data responsible Margarita Huerte, MD, Chair IMHA 2025-27 1. Clinical and maritime-health input into the study design * 2. Identification or coordination of potential Philippine participating sites; 3. Review of available PEME data and variables * 4. Participation in the research/steering group; or 5. Assistance in developing the broader international collaboration through IMHA. Design of the project (Informed Consent Form below) This project is an international, multicentre, observational longitudinal health database that uses routinely collected maritime health examination data to monitor the prevalence and trends of prediabetes, diabetes T-2, hypertension, prehypertension, overweight, obesity and established prevention among maritime workers and students. The intention is to register and offer standardized prevention Inspired by the “Danish health database” (ref. 1) Strengths of the design • Uses routinely collected data, making it relatively inexpensive. • Can accumulate large international datasets. • Reflects real-world clinical practice. • Supports long-term surveillance of maritime workers' health. • Allow for evaluation of preventive interventions within routine healthcare. Organisers • The John Snow Prediabetes Institute in collaboration with: • Maritime Medical Health Clinics Objectives • To establish an “International maritime health database” with samples of health examination data from the maritime clinics and the maritime schools. • To carry out literature studies on lifestyle intervention in the contexts • To describe and follow the prevalence of the target variables by age and gender over the years. (Prediabetes, T2DM, Blood pressure, BMI etc.) • To identify and offer the prediabetes remission program and to follow the effects. Data content Random samples of data extracted from the routine maritime health examinations in a specified calendar period. Variables • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer or non-officer on board • Blood pressure • Blood sugar HbA1c or Fasting Glucose, or Post prandial • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Participating in a life-style health promotion plan y/n Automatic recoding of data Excel-recoding formulas-Dec-1-2024 • Blood pressure: Normal, prehypertension, stage 1, 2 • Blood sugar: Normal, prediabetes, diabetes mellitus type 2, • BMI: normal, overweight, obese Blood-sugar-Measurements Either A1c mmol/mol or Fasting mg/dl (glucometer) or Postprandial sugar: mg/dl (glucometer) Validity of the method. (ref 2) Clinics without all the variables are invited to give the data they have. Use of the data for prevention To describe the prevalence of Prediabetes, T2DM, Hypertension, Prehypertension and BMI in the age- and gender groups and occupational groups. Possibly, to offer a prediabetes, prehypertension remission program. To propose (inter) national maritime health policies. To be used for the student’s theses. To publish in international health journals. Type of study • International, multicenter observational prevalence database, • Longitudinal surveillance system using repeated routine maritime health prevalence examination data. • Includes an intervention component for individuals identified with prediabetes. Populations sources The database will include random samples of data extracted from routine health examinations conducted at: • Maritime clinics • Maritime schools Participants may include: • Seafarers • Fishers • Maritime students • Officers and non-officers Data collection The study uses secondary data obtained from existing routine medical examinations rather than collecting new research-specific measurements. Key variables include: • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer on board7 non officer • Blood pressure • Blood sugar HbA1c or Fasting Glucose • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Actually, included in a health promotion program Ethics and data governance Need for ethics review. This study uses sensitive health data and follows people over time. Linking records, international data sharing, and testing a prevention programme can create risks, even when names are removed. Before collecting, linking, sharing, or analysing data, each study site must send the study plan and participant information, consent process, data-flow description, and data-management plan to the appropriate ethics committee. Each site needs written approval or a legally permitted exemption. Major changes must be approved before use. If the study involves only non-sensitive health data, the Ethics committees should be involved. Ethical framework and legal compliance. The study will follow the Declaration of Helsinki, national research rules, the EU General Data Protection Regulation (GDPR) where it applies, and the rules of participating countries. Before enrolment or data transfer, the team must record who controls and processes the data and the legal reason for using health information. Consent and participant rights. Participants will receive clear information about the study’s length, health data, follow-up, record linking, international sharing, and approved future research. Consent will be obtained when required. An ethics committee must approve use of data without consent. Refusing or leaving will not affect healthcare, work, training, or education. No new data will be collected after withdrawal, but anonymous data or completed analyses may not be removable. Participants will be told this beforehand. Long-term follow-up and record linking. Each person will receive a study code, allowing records to be linked without putting names in the central database. Each clinic or school will keep the code key separately with restricted access. The central database will hold coded data, or anonymous data when linking is finished. Exact dates and unusual details will be grouped to reduce identification risk. Further contact or record links need legal and ethics approval. Where data will be stored. Data will be kept only on approved servers or encrypted research systems. Names and local code keys will remain at the original site in a separate, encrypted location. Personal computers, unencrypted devices, personal email, and unapproved cloud services are banned. Security includes encryption, backups, logs, malware protection, and an incident plan. Study documents must name the host institution and storage location. Who can access the data. Only named, authorised team members may access the minimum information needed for approved work. They must follow confidentiality rules, use individual accounts and secure sign-in, and lose access when their role ends. Collaborators may receive only necessary coded or anonymous data after approval. Employers, crewing companies, insurers, and other unauthorised parties will not receive personal-level data. Reports will hide small groups or identifying details. Data sharing, retention, and destruction. Institutions will sign agreements covering responsibilities, approved uses, security, breach reporting, further sharing, and data return or deletion. International transfers must follow the law and use extra safeguards when required. Before the study starts, the plan must state how long data will be kept (e.g. 5 years). Afterwards, files and backups will be securely deleted or made permanently anonymous. Code keys will be destroyed unless longer storage is approved. Risk management and oversight. The main risk is that private information could be exposed or linked to a person, causing work, social, or insurance harm. The team will collect only necessary data, separate names from research data, limit access, train staff, secure transfers and storage, keep logs, and respond quickly to suspected breaches. The coordinating researcher will record approvals, access permissions, agreements, and incidents. Any prevention or lifestyle programme tested as research needs ethics approval before it begins. Exclusion Criteria • Inability to provide informed consent • Expressed no-interest to participate The primary outcomes include • Prevalence of Prediabetes, and T2DM • Prevalence of Hypertension and Prehypertension • Prevalence of Overweight and Obesity • Trends by age and sex over time • Prevalence of participation in a prevention program Planned analyses • Estimate disease prevalence. • Compare health indicators across age, gender and working groups. • Monitor trends over multiple years. • Evaluate outcomes of lifestyle interventions. • Support health policy development, student research, and scientific publications. Statistical analysis plan 1. Data preparation Check the dataset for missing values, impossible values, and duplicates. Recode the main variables into categories: BMI as normal, overweight, or obese; blood pressure as normal, prehypertension, stage 1, or stage 2; and blood sugar as normal, prediabetes, or type 2 diabetes. 2. Descriptive statistics Summarize age using mean, standard deviation, median, and range. Summarize categorical variables such as gender, work type, smoking, medication use, BMI group, blood pressure group, and blood sugar group using numbers and percentages. 3. Prevalence estimates Calculate the prevalence of overweight, obesity, prediabetes, diabetes, prehypertension, and hypertension. Report each prevalence as a percentage with a 95% confidence interval. 4. Group comparisons Compare prevalence by age group, gender, work type, and officer/non-officer status. Use chi-square tests for categorical comparisons and t-tests or ANOVA for continuous variables such as BMI or blood pressure. 5. Trend analysis over time If data are available from several years, changes in prevalence over time using tables and line graphs. Test trends using chi-square trend tests or simple logistic regression with year as the predictor. 6. Prediabetes remission program analysis Among participants offered the lifestyle intervention, compare blood sugar, BMI, and blood pressure before and after the program. Use paired t-tests for continuous measures and McNemar’s test for changes in categories, such as prediabetes returning to normal blood sugar. 7. Multivariable analysis Use logistic regression to identify factors associated with prediabetes, obesity, and hypertension. Possible predictors include age, gender, occupation, officer status, smoking, BMI, and medication use. 8. Missing data Report the amount of missing data for each variable. For the simple analysis, use available-case analysis and clearly state the number of participants included in each analysis. 9. Statistical significance Use a significance level of 0.05. Present results with 95% confidence intervals rather than relying only on p-values.Principio del formulario Informed Consent Form International Maritime Health Database You are invited to participate in the International Maritime Health Database, which aims to improve the health of seafarers, fishers, and maritime students by monitoring conditions such as prediabetes, type 2 diabetes, hypertension, and obesity. If you agree to participate, information from your routine maritime medical examination (such as age, sex, height, weight, blood pressure, blood glucose, smoking status, medication, and occupation) will be included in a confidential research database. Your participation is voluntary. You may refuse to participate or withdraw your consent at any time without affecting your medical care, employment, or education. Your personal information will be kept confidential. Your data will be coded whenever possible and used only for research, education, and publication in a way that does not identify you. If your results indicate an increased risk of disease, you may be offered information about a voluntary health promotion or prevention programme. By signing below, you confirm that: • You have read and understood this information. • You have had the opportunity to ask questions. • You voluntarily agree to participate in this study. Participant Name: _______________________________ Signature: ______________________________________ Date: __________________________________________ Researcher/Health Professional: ___________________ Signature: ______________________________________ Date: __________________________________________ References 1. Health of the Danes https://www.danskernessundhed.dk/ 2. https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ======[[/|Manila conference Oct. 2026]] ====== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> 7s4g7fy13wy9guukmochky0bc2g0w9s 2822713 2822708 2026-08-18T10:32:30Z NDM2024 2984088 2822713 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref>[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] ====[[/|1.1 The International Maritime Health Database]]==== ====[[/The Maritime Health database design /]] ==== References 1. Health of the Danes https://www.danskernessundhed.dk/ 2. https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ======[[/|Manila conference Oct. 2026]] ====== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> tsazimq69lf8sxe48b2k5px3hun2gz0 2822715 2822713 2026-08-18T10:35:35Z NDM2024 2984088 2822715 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref> https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] ====[[/|1.1 The International Maritime Health Database]]==== ====[[/The Maritime Health database design /]] ==== References 1. Health of the Danes https://www.danskernessundhed.dk/ <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ======[[/|Manila conference Oct. 2026]] ====== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> 91qtg06rglnhqw9epf5ushuuz9yui7k 2822716 2822715 2026-08-18T10:36:47Z NDM2024 2984088 /* /The Maritime Health database design / */ 2822716 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref> https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] ====[[/|1.1 The International Maritime Health Database]]==== ====[[/1. The Maritime Health database design /]] ==== References 1. Health of the Danes https://www.danskernessundhed.dk/ <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ======[[/|Manila conference Oct. 2026]] ====== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> 6fdsgda0qc9wec2fr0cw0a1bxrhq9z9 2822717 2822716 2026-08-18T10:37:40Z NDM2024 2984088 /* /1. The Maritime Health database design / */ 2822717 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref> https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] ====[[/|1.1 The International Maritime Health Database]]==== ====[[/The Maritime Health database design /]] ==== References 1. Health of the Danes https://www.danskernessundhed.dk/ <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ======[[/|Manila conference Oct. 2026]] ====== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> ec8yfw39d42ss9flerc11bvfsmdowvp 2822720 2822717 2026-08-18T11:13:51Z NDM2024 2984088 /* /The Maritime Health database design / */ 2822720 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref> https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] ====[[/|1.1 The International Maritime Health Database]]==== ====[[/The Maritime Health database design //|Maritime Health database design]] ==== References 1. Health of the Danes https://www.danskernessundhed.dk/ <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ======[[/|Manila conference Oct. 2026]] ====== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> c7i89eqxm0i9g2eyozl0vinazo6l8zd 2822721 2822720 2026-08-18T11:14:34Z NDM2024 2984088 /* 1.1 The International Maritime Health Database */ 2822721 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref> https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] ====[[/The Maritime Health database design //|Maritime Health database design]] ==== References 1. Health of the Danes https://www.danskernessundhed.dk/ <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ======[[/|Manila conference Oct. 2026]] ====== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> 74mfmggwu2seeumhxk0i1tzfadte5z3 2822722 2822721 2026-08-18T11:15:11Z NDM2024 2984088 /* Maritime Health database design */ 2822722 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref> https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] ====[[/The Maritime Health database design // |1. The Maritime Health database design]] ==== References 1. Health of the Danes https://www.danskernessundhed.dk/ <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ======[[/|Manila conference Oct. 2026]] ====== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> 1i9qhsocosi20yn7mw3vm2cfrrv4bo8 2822723 2822722 2026-08-18T11:17:20Z NDM2024 2984088 2822723 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref> https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] ====[[/The Maritime Health database design // |1. The Maritime Health database design]] ==== <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ======[[/|Manila conference Oct. 2026]] ====== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> 1z8z4aiv54cu30pag2mpky5o16nfk1m 2822725 2822723 2026-08-18T11:20:05Z NDM2024 2984088 /* 1. The Maritime Health database design */ 2822725 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref> https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] ====[[/The Maritime Health database design // |1.1 The Maritime Health database design]] ==== <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ======[[/|Manila conference Oct. 2026]] ====== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> e37ho177y056ghptngscntrhx38wzco 2822726 2822725 2026-08-18T11:22:28Z NDM2024 2984088 /* Manila conference Oct. 2026 */ 2822726 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref> https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068[[File:Lifestyle Medicine Pillars.png|250px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] ====[[/The Maritime Health database design // |1.1 The Maritime Health database design]] ==== <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ====[[/|Manila conference Oct. 2026]] ==== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> aw47an4czkopfoo88fn4fsztgsz1ttx 2822730 2822726 2026-08-18T11:26:33Z NDM2024 2984088 2822730 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref> https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068[ [File:Lifestyle Medicine Pillars.png|300px|right|<big>The focus of Lifestyle Medicine is on these 6 pillars.</big>]] ====[[/The Maritime Health database design // |1.1 The Maritime Health database design]] ==== <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ====[[/|Manila conference Oct. 2026]] ==== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> jy4o8vz2g6kkkhdg94e3x2gju6bbo3t 2822731 2822730 2026-08-18T11:29:46Z NDM2024 2984088 2822731 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref> https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068[ [File:Lifestyle Medicine Pillars.png|300px|right|<big> The focus of Lifestyle Medicine is on these 6 pillars.</big>]] ====[[/The Maritime Health database design // |1.1 The Maritime Health database design]] ==== <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ====[[/|Manila conference Oct. 2026]] ==== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> cy2jrakfrmha75tco9y51a3w39oahb4 2822732 2822731 2026-08-18T11:31:52Z NDM2024 2984088 2822732 wikitext text/x-wiki https://w.wiki/Skm7 The John Snow prediabetes Institute is an international research network focused on prediabetes remission (prevention) , early risk identification, and metabolic health education. <big>Millions are at increased risk of developing metabolic syndromes with prediabetes, diabetes type 2, high blood pressure and overweight. All can lower their risks by staying physical active and eating well. Early diagnosis and education of prediabetes is a cost-effective preventive strategy that can improve long-term health outcomes. A practical strategy for prediabetes remission in low- and middle-income countries (LMICs) must assume that laboratory capacity, workforce, and financing are constrained. For early identification of the risks we propose to register weight and height (BMI), the fasting blood sugar (glucometer), blood pressure, age, gender in the '''Prevalence studies''' at the schools for seafarers, nurses, medical students and the kids schools followed by giving educational materials.The 16-weeks '''intervention studies''' include learnings by short video sequences and self-monitoring of blood sugar with glucometer and self-evaluation of diet and physical activity. Educational materials is available from the international diabetes organisations e.g from the ADA:</big><ref>https://professional.diabetes.org/diabetes-support-resources</ref> https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068[ [File:Lifestyle Medicine Pillars.png|300px|right|<big> Lifestyle Medicine Pillars.png The focus of Lifestyle Medicine is on these 6 pillars.</big>]] ====[[/The Maritime Health database design // |1.1 The Maritime Health database design]] ==== <big>1.2 Nursing Students Health Database <ref> https://www.dropbox.com/scl/fi/tcznmmd2y3nona5e3h1ro/The-Nursing-students-health-database.docx?cloud_editor=word&dl=0&rlkey=onbjh4o8ko1lzdvgyi8nlrotk </ref></big> <big>1.3. Medical student's Health Database <ref>https://www.dropbox.com/scl/fi/f16h9b60u4gxgt56un2jf/The-Medical-students-Health-database.docx?cloud_editor=word&dl=0&rlkey=xyfqen5trdc5lniaovipl548n </ref></big> <big>1.4. School childrens` Health database <ref> https://www.dropbox.com/scl/fi/u6u50c8bxwhte9t2t6ck8/The-School-children-s-Health-database.docx?cloud_editor=word&dl=0&rlkey=zlyz5wn673wf7owettq3nx3h5 </ref></big> <big>1.5 Excel recoding <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref><big> <big><br /> 2. '''Intervention studies''' Englsh <ref>https://www.dropbox.com/scl/fi/oi6cx6tlwwvoko3ed37tn/Invitation-to-the-course-English.docx?cloud_editor=word&dl=0&rlkey=7kzg91tqfgjskxf5aji8khicx </ref> Danish <ref>https://www.dropbox.com/scl/fi/2qahc3q9hmf4skbvk77ab/Invitation-to-the-course-in-Danish.docx?cloud_editor=word&dl=0&rlkey=x63w8oqvarz284zg2btq2johv </ref> Spanish <ref> https://www.dropbox.com/scl/fi/bn71inqeeth4o4mc1fjth/Invitation-to-the-course-Spanish.docx?cloud_editor=word&dl=0&rlkey=popmr1fnodh1v951v9l7k9ezv </ref></big> <big>- General research protocol draft <ref> https://www.dropbox.com/scl/fi/gau25oy5y1s57046icjt2/Research-protocol-draft.docx?cloud_editor=word&dl=0&rlkey=wat63e25ritmujwcpss8s4v0s </ref></big> <big>- Health Promoting Schools <ref> https://www.dropbox.com/scl/fi/0rm7honrezbjwrcy3h3yk/Health-promoting-schools.docx?cloud_editor=word&dl=0&rlkey=673jyzcmwbfw7k9ui9nmtp0zh </ref></big> <big>- John Snow Institute bylaws <ref> https://www.dropbox.com/scl/fi/lccr7jtnga1u0x75117zn/John-Snow-revision-2-March-11.doc?cloud_editor=word&dl=0&rlkey=lz2gi7mslcoay5dzygg8h6n6r </ref></big> <big>3. '''Publications and pptx''' 2016-2026 <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/The_International_Type_2_Diabetes_Mellitus_and_Hypertension_Research_Group#The_John_Snow_Institute </ref><ref name=":0"> https://www.dropbox.com/scl/fi/mw7ft423lkkpjoxywd2bf </ref></big> <big>4. '''Prediabetes-Remission Research Network:'''</big> <small>Cordinator and Director MBA Christian Acheampong, Turkey, Prof. Magda Medir Mb, Spain, Prof. Ing. MSc. Nailet Delgado; Prof. Dr. Olaf Jensen, MD, PhD, o147248@gmail.com; MSc.Ph.D. Bishal Gyawali Prof. SDU; MSc.PhD Vivi Just-Nørregaard; Dr. Johan Hviid Andersen MD, PhD. Prof Århus University; Prof. MSc. Agnes Flores, UMECIT, Panama; Dr. Maite, Vacamonte, Panama; Bruno Nørdam, Randers; Dr. Maite Duque, Venezuela; Dr. Indira Santos Panama; Med.Stud. Ashley Lezcano, Panama; Dr. Joseph Abesamis MD Filippines; Dr. Jen Mendoza, MD, Filippines; Dr. Andra Ergle MD, Latvia; Prof. MSc. Ingrid Morató, Tarragona/Cadiz, Spain; Dr. Alejandro Martinez, MPH, Costa Rica; Dr. Med. Sci Finn Gyntelberg; NFA.and Bispebj. Hosp. Denmark</small> <big>5. '''Events''' ====[[/|Manila conference Oct. 2026]] ==== ==References== <references /> [[Category:Prediabetes ]]Education 1: Research Methodology <ref>https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/EDUCATION/Education_module_links</ref> <references /> tk4vq4bl8wuif1l8avkmgo66pfsl9yx 2 330795 2822696 2821841 2026-08-18T10:05:06Z U3285438 3103750 /* Social contributions */ updating social contributions after engaging with the UCLearn discussion forum. 2822696 wikitext text/x-wiki == About me == Hello! My name is Zara (''she/her''). I am a third-year student at the [https://www.canberra.edu.au/ University of Canberra (UC)], studying a Bachelor of Science in Psychology with a Breadth Major in Counselling Studies. I am hoping to undertake postgraduate studies in [[wikipedia:Clinical_psychology|clinical psychology]], and I am particularly interested in working with children and adolescents. I am currently undertaking the unit [[Motivation and emotion|Motivation and Emotion]] at UC. This unit involves producing a book chapter. == Book chapter I'm working on == I am in the process of writing a book chapter on [[Motivation and emotion/Book/2026/Emotion dysregulation|emotion dysregulation]] for the [[Motivation and emotion/Book|Motivation and emotion book]] project. Through this chapter I will be exploring the question "what is emotion dysregulation, what are its consequences and how can it be managed?" My interest in this topic stems from my experience as a classroom support assistant in a primary school. Within this role, I work with young students to help build emotional literacy and support them in regulating their emotions. I am eager to further my understanding of [[Motivation and emotion/Book/2026/Emotion dysregulation|emotion dysregulation]] and share this knowledge with others. == Social contributions == #[https://uclearn.canberra.edu.au/courses/20143/discussion_topics/455261?entry_id=805511 Posted in a UCLearn discussion thread to share the areas of motivation and emotion I am interested in exploring this semester.] #[https://uclearn.canberra.edu.au/courses/20143/discussion_topics/455261?entry_id=805526 Responded to a peer's discussion post on UCLearn.] d3hc1ael6uvao9fezrm0mu92jfh6jsf 828 331015 2822599 2822471 2026-08-17T23:15:15Z Helpme2222 3106525 2822599 Scribunto text/plain -- My function for teaching grammar local p = {}; local frame = mw.getCurrentFrame() local grammatical_moods = { "Jelen ido", "Mult ido", "Felszolito mod", "Felteteles mod" } local balls = { grammatical_moods } function p.title() local grammatical_cases = { ablative = 1, inessive = { ANCOVA = "ANCOVA" } } local cases2 = "ba" local cases3 = "ba" -- if grammatical_cases.inessive[frame:getParent():getTitle()] then cases2 = "true" else cases2 = "false" end -- if "ANCOVA" == frame:getParent():getTitle() then cases3 = "true" else cases3 = "false" end local detected = false detected = detected or true return mw.title.getCurrentTitle() end function p.ifexist() return tonumber(frame:expandTemplate{ title = "User:Helpme2222/Sandbox", args = {frame.args[1]} }) end function p.performance() for i = 1,1000000000 do local tense = "jelen" end return end function p.expand() frame:expandTemplate{ title = "User:Helpme2222/Sandbox" } end function p.title3() return mw.title.getCurrentTitle().fullText end function p.title2() local grammatical_cases = { ablative = 1, inessive = { ANCOVA = "ANCOVA", ["Module:Sandbox/22"] = "Module:Sandbox/22" } } local concepts = { grammatical_cases, } local PAGENAME = tostring(mw.title.getCurrentTitle()) local detected = false local out = {} local debugger = {} for i, group in ipairs(concepts) do if group.inessive[PAGENAME] then table.insert(debugger,"Okay, managed TRUE on "..i..":"..group.ablative) detected = detected or true local formattedGroup = {} for memberKey, memberRendervalue in pairs(group.inessive) do table.insert(formattedGroup, "<li>" .. memberRendervalue .. "</li>") end table.insert(out, "<h3>" .. group.ablative .. "</h3><ul>" .. table.concat( formattedGroup ) .. "</ul>" ) table.insert(out, "this sucks ass") return "this sucks ass" else table.insert(debugger,"Managed FALSE on "..i..":"..group.ablative..". Comparator: "..PAGENAME..", ") end end return debugger --[[ if detected then return tostring(detected) .. table.concat(out) end return --]] end function p.sanitizeChar(capture) -- If the set of likely illegal characters to appear in title expands, a rewrite of this as a table is merited if capture == "?" then return "" elseif capture == "#" then return "No. " end end function p.sanitizeTitle() local title = frame.args[1] return mw.ustring.gsub( title, "(?:\\?|\\#)", p.sanitizeChar) end function p.sanitizeTitletest2() return mw.ustring.gsub( "Ki vagy? (🌡️🌾⭐🗡️ VS 🪐 🪨 💣 🧿)", "(?:\\?|\\#)", p.sanitizeChar()) end function p.safetyTest() if string.len(frame.args[1]) < 500 then return frame.args[1] else return "" end end --[[ function array_iter(t) local i = 0 return function () i = i + 1 return t[i] end end --]] function p.listInline() --[[ This function is a godsend! https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#mw.text.listToText --]] local spritedTable = {} for i,entry in ipairs(balls[tonumber(frame.args[1])]) do spritedTable[i] = "{{Sprite|named=1|linked=1|"..entry.."}}" end return mw.text.listToText( spritedTable , ", ", ", and " ) end function p.listNavbox() -- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.concat local spritedTable = {} for i,entry in ipairs(balls[tonumber(frame.args[1])]) do spritedTable[i] = "{{Sprite|named=1|linked=1|"..entry.."}}" end return table.concat( spritedTable , " • ") end function p.listCount() return table.maxn(balls[tonumber(frame.args[1])]) end -- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.maxn function p.tableTest() return balls[1][1] end function p.todaysBall() --[[ https://www.lua.org/pil/3.6.html The use of explicit indexing here is not strictly semantic; it's just to emphasize the rotation order. ]] local unixDay = math.floor(os.time()/86400) local ballTotalCount = 0 local ballCounts = {} for whichTable,subtable in ipairs(balls) do ballCounts[whichTable] = #subtable ballTotalCount = ballTotalCount + ballCounts[whichTable] end local cycleDayIndex, cycleStartingBall = unixDay % ballTotalCount, math.floor(unixDay/ballTotalCount) % ballTotalCount local cycleTodaysBall if ballTotalCount % 7 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*7) % ballTotalCount elseif ballTotalCount % 11 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*11) % ballTotalCount elseif ballTotalCount % 13 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*13) % ballTotalCount else cycleTodaysBall = (cycleStartingBall + cycleDayIndex*(ballTotalCount - 1)) % ballTotalCount end --[[ debug return cycleTodaysBall .. " " .. ballTotalCount .. " " .. os.time() .. " " .. math.floor(os.time()/86400) .. " " .. cycleDayIndex .. " " .. cycleStartingBall ]] for whichTable = 1, #balls do if ballCounts[whichTable] > cycleTodaysBall then return balls[whichTable][cycleTodaysBall + 1] else cycleTodaysBall = cycleTodaysBall - ballCounts[whichTable] end end --]] end return p; cs53z4lgqji8zl4y5dare25wpgykc4y 2822600 2822599 2026-08-17T23:16:21Z Helpme2222 3106525 2822600 Scribunto text/plain -- My function for teaching grammar local p = {}; local frame = mw.getCurrentFrame() local grammatical_moods = { "Jelen ido", "Mult ido", "Felszolito mod", "Felteteles mod" } local balls = { grammatical_moods } function p.title() local grammatical_cases = { ablative = 1, inessive = { ANCOVA = "ANCOVA" } } local cases2 = "ba" local cases3 = "ba" -- if grammatical_cases.inessive[frame:getParent():getTitle()] then cases2 = "true" else cases2 = "false" end -- if "ANCOVA" == frame:getParent():getTitle() then cases3 = "true" else cases3 = "false" end local detected = false detected = detected or true return mw.title.getCurrentTitle() end function p.ifexist() return tonumber(frame:expandTemplate{ title = "User:Helpme2222/Sandbox", args = {frame.args[1]} }) end function p.performance() for i = 1,1000000000 do local tense = "jelen" end return end function p.expand() return frame:expandTemplate{ title = "User:Helpme2222/Sandbox" } end function p.title3() return mw.title.getCurrentTitle().fullText end function p.title2() local grammatical_cases = { ablative = 1, inessive = { ANCOVA = "ANCOVA", ["Module:Sandbox/22"] = "Module:Sandbox/22" } } local concepts = { grammatical_cases, } local PAGENAME = tostring(mw.title.getCurrentTitle()) local detected = false local out = {} local debugger = {} for i, group in ipairs(concepts) do if group.inessive[PAGENAME] then table.insert(debugger,"Okay, managed TRUE on "..i..":"..group.ablative) detected = detected or true local formattedGroup = {} for memberKey, memberRendervalue in pairs(group.inessive) do table.insert(formattedGroup, "<li>" .. memberRendervalue .. "</li>") end table.insert(out, "<h3>" .. group.ablative .. "</h3><ul>" .. table.concat( formattedGroup ) .. "</ul>" ) table.insert(out, "this sucks ass") return "this sucks ass" else table.insert(debugger,"Managed FALSE on "..i..":"..group.ablative..". Comparator: "..PAGENAME..", ") end end return debugger --[[ if detected then return tostring(detected) .. table.concat(out) end return --]] end function p.sanitizeChar(capture) -- If the set of likely illegal characters to appear in title expands, a rewrite of this as a table is merited if capture == "?" then return "" elseif capture == "#" then return "No. " end end function p.sanitizeTitle() local title = frame.args[1] return mw.ustring.gsub( title, "(?:\\?|\\#)", p.sanitizeChar) end function p.sanitizeTitletest2() return mw.ustring.gsub( "Ki vagy? (🌡️🌾⭐🗡️ VS 🪐 🪨 💣 🧿)", "(?:\\?|\\#)", p.sanitizeChar()) end function p.safetyTest() if string.len(frame.args[1]) < 500 then return frame.args[1] else return "" end end --[[ function array_iter(t) local i = 0 return function () i = i + 1 return t[i] end end --]] function p.listInline() --[[ This function is a godsend! https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#mw.text.listToText --]] local spritedTable = {} for i,entry in ipairs(balls[tonumber(frame.args[1])]) do spritedTable[i] = "{{Sprite|named=1|linked=1|"..entry.."}}" end return mw.text.listToText( spritedTable , ", ", ", and " ) end function p.listNavbox() -- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.concat local spritedTable = {} for i,entry in ipairs(balls[tonumber(frame.args[1])]) do spritedTable[i] = "{{Sprite|named=1|linked=1|"..entry.."}}" end return table.concat( spritedTable , " • ") end function p.listCount() return table.maxn(balls[tonumber(frame.args[1])]) end -- https://www.mediawiki.org/wiki/Extension:Scribunto/Lua_reference_manual#table.maxn function p.tableTest() return balls[1][1] end function p.todaysBall() --[[ https://www.lua.org/pil/3.6.html The use of explicit indexing here is not strictly semantic; it's just to emphasize the rotation order. ]] local unixDay = math.floor(os.time()/86400) local ballTotalCount = 0 local ballCounts = {} for whichTable,subtable in ipairs(balls) do ballCounts[whichTable] = #subtable ballTotalCount = ballTotalCount + ballCounts[whichTable] end local cycleDayIndex, cycleStartingBall = unixDay % ballTotalCount, math.floor(unixDay/ballTotalCount) % ballTotalCount local cycleTodaysBall if ballTotalCount % 7 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*7) % ballTotalCount elseif ballTotalCount % 11 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*11) % ballTotalCount elseif ballTotalCount % 13 ~= 0 then cycleTodaysBall = (cycleStartingBall + cycleDayIndex*13) % ballTotalCount else cycleTodaysBall = (cycleStartingBall + cycleDayIndex*(ballTotalCount - 1)) % ballTotalCount end --[[ debug return cycleTodaysBall .. " " .. ballTotalCount .. " " .. os.time() .. " " .. math.floor(os.time()/86400) .. " " .. cycleDayIndex .. " " .. cycleStartingBall ]] for whichTable = 1, #balls do if ballCounts[whichTable] > cycleTodaysBall then return balls[whichTable][cycleTodaysBall + 1] else cycleTodaysBall = cycleTodaysBall - ballCounts[whichTable] end end --]] end return p; dltvu19g4vjv1ble86r6rmfof39382t 0 331021 2822646 2822487 2026-08-18T05:10:30Z Jtneill 10242 Move Figure 1 into scenario box 2822646 wikitext text/x-wiki {{title|Immersive therapy for PTSD treatment:<br>How does it work and what are the effects?}} __TOC__ == Overview == {{RoundBoxTop|theme=2}} [[File:Post-traumatic stress disorder world map - DALY - WHO2004.svg|alt=|thumb|271x271px|'''Figure 1:''' The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.<ref>{{Cite web|url=https://www.who.int/news-room/fact-sheets/detail/post-traumatic-stress-disorder|title=Post-traumatic stress disorder|website=www.who.int|language=en|access-date=2026-08-17}}</ref>]] '''PTSD: What does it really cost society?''' • In Australia, the 2025 annual cost of PTSD per military veteran was $112,172 (Magnusson & Dey, 2025). • PTSD is estimated to have had a total excess economic burden in the USA of more than US$232 billion in 2018 (Davis et al., 2022). • PTSDs 2020-21 societal burden in the UK was estimated at over $£40 billion, with 92.4% of these costs to society being indirect versus direct clinical costs (Montgomery-Marks et al., 2025) • Individual healthcare costs surge by 142% in the year following a PTSD diagnosis, with comorbidity complications having a 3x cost effect on individuals with PTSD (Bothe et al., 2020). {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} ;Scenario Post-Traumatic Stress Disorder (PTSD) is a significant public health concern that can develop after severe or life-threatening trauma, with sub-communities such as military personnel having an increased likelihood of representation (Boska et al., 2025). Its emotional impact is shaped largely by emotional dysregulation, in which individuals struggle to manage intense adverse feelings such as guilt, fear or shame (Westphal et al., 2017). These can trigger a destructive cycle of cognitive and behavioural avoidance as individuals attempt to reduce overwhelming distress. However, avoidance can strengthen fear networks and prevent the adaptive processing of traumatic memories. As a result, maladaptive stress responses like hypervigilance may persist, increasing psychological vulnerabilities that limit social adaptation, personal wellness, and the possibility of long-term recovery (Efremov, 2025).{{RoundBoxBottom}} PTSD often leaves individuals caught between a desire for relief and powerful emotional responses that can drive avoidance, in turn becoming a core barrier to recovery  (de Haart et al., 2026; van Gelderen et al., 2018). Immersive interventions such as [[wikipedia:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] (VRET) and 3MDR, address this barrier by creating controlled environments in which trauma cues can be safely approached rather than avoided(van Gelderen et al., 2018; Wiederhold & Wiederhold, 2025). van Gelderen et al. (2018) suggest that these technologies foster presence, or the illusion of being there, which can increase engagement and support emotional processing . For example, by physically walking toward trauma-related images, patients perform [[wikipedia:Fear|Fear]] Antagonistic Actions  (de Haart et al., 2026). de Haart et al. (2026), propose that this approach to behaviour maximises the mismatch between expected threat and actual safety, allowing traumatic memories to be reconsolidated in a less distressing form and ultimately promoting psychological recovery. {{RoundBoxTop|theme=2}} '''Focus questions''' * What is immersive therapy for PTSD and why has it emerged as a treatment approach? * How might immersive therapies influence the emotional processes underlying PTSD? * How do virtual reality (VR) and 3MDR translate psychological mechanisms into treatment? * What does the research evidence tell us about immersive treatment effects and limitations? {{RoundBoxBottom}} == What is immersive therapy for [[wikipedia:Post-traumatic_stress_disorder|PTSD]]? == === Understanding PTSD === === Why treatment can be difficult === === What is immersive therapy<ref>{{Cite journal|date=2026-06-01|title=Immersion therapy|url=https://en.wikipedia.org/w/index.php?title=Immersion_therapy&oldid=1357152847|journal=Wikipedia|language=en}}</ref>? === {| class="wikitable" |+Placeholder for an immersive therapy comparison table to be built ! ! ! ! |- | | | | |- | | | | |- | | | | |} == How might immersive therapies influence emotional processes? == === Emotional processing and PTSD === === Avoidance and emotional confrontation === {{RoundBoxTop|theme=2}}Moving from emotional avoidance to emotional processing. People with PTSD may avoid thoughts, memories and situations that trigger distress. Psychology theory suggests that emotion regulation shapes how individuals respond to their environment (Trejo et al., 2015). In Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), the act of physically walking toward a virtual trauma stimulus may serve as a physical counterpoint to emotional avoidance. In turn, this can create a prediction error that could help update traumatic memories with experiences of safety (de Haart et al., 2026). Of consequence, is that an individuals emotional regulation may also improve throughout treatment, regardless of the PTSD outcomes: a trial of 62 adults with severe PTSD (including childhood sexual trauma) found that intensive trauma treatment improved emotion-regulation abilities despite severe baseline difficulties (van Toorenburg et al., 2020). {{RoundBoxBottom}} === Fear [[wikipedia:Extinction_(psychology)|extinction]] and inhibitory learning === === [[wikipedia:Memory_consolidation|Memory reconsolidation]] === == How do VR and 3MDR translate psychological mechanisms into treatment? == === [[wikipedia:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] === === Presence and emotional activation === === 3MDR === (The Vermetten 2025 reading has an excellent flow chat to use if I can figure out how to get it embedded. the journal article is Creative Commons4.0 - need to ask James. === [[wikipedia:Embodied_cognition|Embodied cognition]] === == What are the effects of immersive therapy? == === What does the VR evidence show? === === What does the 3MDR evidence show? === === What are the limitations? === === Ukraine War: an applied example. === {{RoundBoxTop|theme=2}}Scenario: The Hotspots of War Andriy* used to be a baker from Kyiv and is now a volunteer in the Ukrainian Armed Forces. Like thousands of his fellow soldiers, he had no prior military training and is now struggling with the crushing weight of hyper-vigilance, anxiety, and depression (Kukharuk et al., 2025). Traditional ‘talk’ therapy feels impossible and his mind is in a constant state of combat readiness, even the quietest room can pose a threat. Andriy has begun his third week of treatment at the Veterans Mental Health and Rehabilitation Centre in Kyiv. During the Pre-platform Preparation phase, he worked closely with his therapist to identify what the Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) manual calls a ‘hotspot’. He has selected seven specific, painful memories, each represented by photographs. [[File:US Army 53481 Virtual Tech Makes Recovery a Reality at Walter Reed.jpg|US_Army_53481_Virtual_Tech_Makes_Recovery_a_Reality_at_Walter_Reed]] ''Figure 1''. A military veteran views a digital scene while harnessed to a platform Now, Andriy steps onto the 3MDR platform. Instead of sitting, he is harnessed to a treadmill, with his therapist standing by his side as a partner, both are facing a large panoramic screen. As Andriy begins to walk at a steady walking pace, his self-selected warm-up music, this one a familiar song from his last front line deployment, begins to play. This is deliberate as it is intended to keep him in touch with his traumatic memory network (Vermetten et al., 2025). A virtual, digital tunnel appears, and at its end, the first of his hotspot images grows until it fills his field of vision. As he physically approaches the memory, his therapist asks three structured questions (Vermetten et al., 2025): 1. What do you SEE in the picture? 2. What does the picture TELL you? 3. What do you FEEL in your body NOW? When Andriy identifies a surge of shame, the word GUILT is digitally placed onto the screen as an affective label. Immediately after he reads the label aloud, an oscillating red ball begins to move across the image. Andriy must call out the numbers appearing on the ball while maintaining focus on his emotional state. This dual-attention task is designed to tax his working memory, competing for limited cognitive resources and reducing the vividness and emotional intensity of the trauma. By the end of the 60-minute session, as he transitions to his cool-down music, Andriy feels a profound shift. Through the mechanisms of embodied cognition, he has physically walked toward what he used to avoid, creating a mismatch between his expectation of threat and his current safety. He finishes the session with a sense of moving forward, having transformed a rigid, stuck memory into a manageable narrative *Andriy is a fictional name given to one of the 69 male Ukrainian veterans who participated in a 2023 Randomised Controlled Trial in Kyiv. Many were demobilised after one year because of mental or neurological injuries (Kukharuk et al., 2025). {{RoundBoxBottom}} == Conclusion == == See also == [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)]] (Wikiversity) [[Motivation and emotion/Textbook/Emotion/Anxiety]] (Wikiversity) [[Motivation and emotion/Book/2019/Phobias]] (Wikiversity Book Chapter) [[Motivation and emotion/Book/2024/Sense hacking]] (Wikiversity Book Chapter) == References == {{Hanging indent|{{Hanging indent|1= the full list of references}} Boska, R. L., Bishop, T. M., Capron, D. W., Paxton Willing, M. M., & Ashrafioun, L. (2025). Difficulties with emotion regulation within ptsd clusters and moral injury subtypes. Military psychology, 37(2), 159-167. https://doi.org/10.1080/08995605.2024.2322904 Bothe, T., Jacob, J., Kröger, C., & Walker, J. (2020). How expensive are post-traumatic stress disorders? Estimating incremental health care and economic costs on anonymised claims data. Eur J Health Econ, 21(6), 917-930. https://doi.org/10.1007/s10198-020-01184-x Davis, L. L., Schein, J., Cloutier, M., Gagnon-Sanschagrin, P., Maitland, J., Urganus, A., Guerin, A., Lefebvre, P., & Houle, C. R. (2022). The economic burden of posttraumatic stress disorder in the united states from a societal perspective. The Journal of clinical psychiatry, 83(3), 21m14116. Retrieved 2022/04//, from http://europepmc.org/abstract/MED/35485933 https://www.psychiatrist.com/read-pdf/40672 https://doi.org/10.4088/JCP.21m14116 de Haart, R., Daniels, J. K., Timmerman, M. E., Cath, D. C., & Lommen, M. J. J. (2026). Augmenting virtual reality exposure for ptsd with physical activity: Study protocol of a randomised controlled trial. European Journal of Psychotraumatology, 17(1), 2605803. https://doi.org/10.1080/20008066.2025.2605803 Efremov, A. (2025). Age-specific mental health profiles of combat veterans: Post-traumatic stress disorder and related disorders. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 44(1), 4. https://doi.org/10.1007/s10942-025-00637-7 Kukharuk, O., Tkalich, K., Kamash, N., & Georgiou, O. (2025). Effectiveness of immersive vr therapy in reducing stress-associated symptoms in ukraine. European Journal of Psychotraumatology, 16(1), 2488097. https://doi.org/10.1080/20008066.2025.2488097 Magnussen, A., & Dey, T. (2025). The economic burden of ptsd in veterans: Why cost of illness studies matter. https://www.bdo.com.au/en-au/insights/advisory/economics/the-economic-burden-of-ptsd-in-veterans-why-cost-of-illness-studies-matter Montgomery-Marks, P., Bandyopadhyay, S., Weisman, C. B., & Bose, T. (2025). Economic burden of ptsd in the uk: A systematic review and economic analysis. BMJ Open, 15(7), e084394. https://doi.org/10.1136/bmjopen-2024-084394 Trejo, B. C., Richard, E. M., van Driel, M., & McDonald, D. P. (2015). Cross-cultural competence: The role of emotion regulation ability and optimism. Military psychology, 27(5), 276-286. https://doi.org/10.1037/mil0000081 van Gelderen, M. J., Nijdam, M. J., & Vermetten, E. (2018). An innovative framework for delivering psychotherapy to patients with treatment-resistant posttraumatic stress disorder: Rationale for interactive motion-assisted therapy. Frontiers in Psychiatry, Volume 9 - 2018. https://doi.org/10.3389/fpsyt.2018.00176 van Toorenburg, M. M., Sanches, S. A., Linders, B., Rozendaal, L., Voorendonk, E. M., Van Minnen, A., & De Jongh, A. (2020). Do emotion regulation difficulties affect outcome of intensive trauma-focused treatment of patients with severe ptsd? European Journal of Psychotraumatology, 11(1), 1724417. https://doi.org/10.1080/20008198.2020.1724417 Vermetten, E., Burback, L., Sevigny, P. R., Nijdam, M. J., Winkler, O., Espejo, E., Sessoms, P., Bright, K., Roy, M. J., & Brémault-Phillips, S. (2025). Brief manual for multi-modal motion-assisted memory desensitization and reconsolidation therapy for the treatment of post-traumatic stress disorder. Psychiatry and clinical psychopharmacology, 35(Suppl1), S122. https://doi.org/DOI:10.5152/pcp.2025.241028 Westphal, M., Aldao, A., & Jackson, C. (2017). Emotion dysregulation in comorbid posttraumatic stress disorder and substance use disorders: A narrative review. Military Psychology, 29(3), 216-233. https://doi.org/10.1037/mil0000157 Wiederhold, B. K., & Wiederhold, M. D. (2025). Virtual reality therapy combined with physiological monitoring provides effective treatment, with objective metrics, for post-traumatic stress disorder. Expert Review of Medical Devices, 22(2), 117-119. https://doi.org/10.1080/17434440.2025.2454930 }} == External links == == Key points == For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] * == Figures == [[File:Thought_bubble.svg|right|thumb|157x157px|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[c:|Wikimedia Commons]] * Images can be uploaded to [[c:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) == Learning features == Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ; Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[User talk:StretchBeyond#Feature boxes|feature boxes]] {{anchor|Feature box}} ; Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[User talk:StretchBeyond#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ; Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[wikipedia:Dreams|dreams]]) of dreams was provided by [[wikipedia:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ; Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto;" ! !Known to self !Not known to self |- |'''Known to others''' |Open area |Blind spot |- |'''Not known to others''' |Hidden area |Unknown |} ; Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> == Conclusion == * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[User talk:StretchBeyond#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages?}} == See also == Provide [[Help:Contents/Links#Interwiki links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[wikipedia:|Wikipedia articles]]. Use [[wikipedia:Letter case#Sentence_casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[wikipedia:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses}} == References == This section lists the cited references in [[wikipedia:APA style|APA style]] (7th ed.) or [[wikipedia:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row.}} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted}} == External links == Provide [[Help:Contents/Links#External links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[wikipedia:Letter case#Sentence_casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Psychotherapy] [[Category:Motivation and emotion/Book/Trauma]] __FORCETOC__ dgww0v1pc36qizg79xz4a1xs53spb01 2822647 2822646 2026-08-18T05:11:45Z Jtneill 10242 /* Overview */ Move Australian to 3rd bullet-point (because it's smaller in population than US and UK) 2822647 wikitext text/x-wiki {{title|Immersive therapy for PTSD treatment:<br>How does it work and what are the effects?}} __TOC__ == Overview == {{RoundBoxTop|theme=2}} '''PTSD: What does it really cost society?''' [[File:Post-traumatic stress disorder world map - DALY - WHO2004.svg|alt=|thumb|271x271px|'''Figure 1:''' The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.<ref>{{Cite web|url=https://www.who.int/news-room/fact-sheets/detail/post-traumatic-stress-disorder|title=Post-traumatic stress disorder|website=www.who.int|language=en|access-date=2026-08-17}}</ref>]] • PTSD is estimated to have had a total excess economic burden in the USA of more than US$232 billion in 2018 (Davis et al., 2022). • PTSDs 2020-21 societal burden in the UK was estimated at over $£40 billion, with 92.4% of these costs to society being indirect versus direct clinical costs (Montgomery-Marks et al., 2025) • In Australia, the 2025 annual cost of PTSD per military veteran was $112,172 (Magnusson & Dey, 2025). • Individual healthcare costs surge by 142% in the year following a PTSD diagnosis, with comorbidity complications having a 3x cost effect on individuals with PTSD (Bothe et al., 2020). {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} ;Scenario Post-Traumatic Stress Disorder (PTSD) is a significant public health concern that can develop after severe or life-threatening trauma, with sub-communities such as military personnel having an increased likelihood of representation (Boska et al., 2025). Its emotional impact is shaped largely by emotional dysregulation, in which individuals struggle to manage intense adverse feelings such as guilt, fear or shame (Westphal et al., 2017). These can trigger a destructive cycle of cognitive and behavioural avoidance as individuals attempt to reduce overwhelming distress. However, avoidance can strengthen fear networks and prevent the adaptive processing of traumatic memories. As a result, maladaptive stress responses like hypervigilance may persist, increasing psychological vulnerabilities that limit social adaptation, personal wellness, and the possibility of long-term recovery (Efremov, 2025).{{RoundBoxBottom}} PTSD often leaves individuals caught between a desire for relief and powerful emotional responses that can drive avoidance, in turn becoming a core barrier to recovery  (de Haart et al., 2026; van Gelderen et al., 2018). Immersive interventions such as [[wikipedia:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] (VRET) and 3MDR, address this barrier by creating controlled environments in which trauma cues can be safely approached rather than avoided(van Gelderen et al., 2018; Wiederhold & Wiederhold, 2025). van Gelderen et al. (2018) suggest that these technologies foster presence, or the illusion of being there, which can increase engagement and support emotional processing . For example, by physically walking toward trauma-related images, patients perform [[wikipedia:Fear|Fear]] Antagonistic Actions  (de Haart et al., 2026). de Haart et al. (2026), propose that this approach to behaviour maximises the mismatch between expected threat and actual safety, allowing traumatic memories to be reconsolidated in a less distressing form and ultimately promoting psychological recovery. {{RoundBoxTop|theme=2}} '''Focus questions''' * What is immersive therapy for PTSD and why has it emerged as a treatment approach? * How might immersive therapies influence the emotional processes underlying PTSD? * How do virtual reality (VR) and 3MDR translate psychological mechanisms into treatment? * What does the research evidence tell us about immersive treatment effects and limitations? {{RoundBoxBottom}} == What is immersive therapy for [[wikipedia:Post-traumatic_stress_disorder|PTSD]]? == === Understanding PTSD === === Why treatment can be difficult === === What is immersive therapy<ref>{{Cite journal|date=2026-06-01|title=Immersion therapy|url=https://en.wikipedia.org/w/index.php?title=Immersion_therapy&oldid=1357152847|journal=Wikipedia|language=en}}</ref>? === {| class="wikitable" |+Placeholder for an immersive therapy comparison table to be built ! ! ! ! |- | | | | |- | | | | |- | | | | |} == How might immersive therapies influence emotional processes? == === Emotional processing and PTSD === === Avoidance and emotional confrontation === {{RoundBoxTop|theme=2}}Moving from emotional avoidance to emotional processing. People with PTSD may avoid thoughts, memories and situations that trigger distress. Psychology theory suggests that emotion regulation shapes how individuals respond to their environment (Trejo et al., 2015). In Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), the act of physically walking toward a virtual trauma stimulus may serve as a physical counterpoint to emotional avoidance. In turn, this can create a prediction error that could help update traumatic memories with experiences of safety (de Haart et al., 2026). Of consequence, is that an individuals emotional regulation may also improve throughout treatment, regardless of the PTSD outcomes: a trial of 62 adults with severe PTSD (including childhood sexual trauma) found that intensive trauma treatment improved emotion-regulation abilities despite severe baseline difficulties (van Toorenburg et al., 2020). {{RoundBoxBottom}} === Fear [[wikipedia:Extinction_(psychology)|extinction]] and inhibitory learning === === [[wikipedia:Memory_consolidation|Memory reconsolidation]] === == How do VR and 3MDR translate psychological mechanisms into treatment? == === [[wikipedia:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] === === Presence and emotional activation === === 3MDR === (The Vermetten 2025 reading has an excellent flow chat to use if I can figure out how to get it embedded. the journal article is Creative Commons4.0 - need to ask James. === [[wikipedia:Embodied_cognition|Embodied cognition]] === == What are the effects of immersive therapy? == === What does the VR evidence show? === === What does the 3MDR evidence show? === === What are the limitations? === === Ukraine War: an applied example. === {{RoundBoxTop|theme=2}}Scenario: The Hotspots of War Andriy* used to be a baker from Kyiv and is now a volunteer in the Ukrainian Armed Forces. Like thousands of his fellow soldiers, he had no prior military training and is now struggling with the crushing weight of hyper-vigilance, anxiety, and depression (Kukharuk et al., 2025). Traditional ‘talk’ therapy feels impossible and his mind is in a constant state of combat readiness, even the quietest room can pose a threat. Andriy has begun his third week of treatment at the Veterans Mental Health and Rehabilitation Centre in Kyiv. During the Pre-platform Preparation phase, he worked closely with his therapist to identify what the Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) manual calls a ‘hotspot’. He has selected seven specific, painful memories, each represented by photographs. [[File:US Army 53481 Virtual Tech Makes Recovery a Reality at Walter Reed.jpg|US_Army_53481_Virtual_Tech_Makes_Recovery_a_Reality_at_Walter_Reed]] ''Figure 1''. A military veteran views a digital scene while harnessed to a platform Now, Andriy steps onto the 3MDR platform. Instead of sitting, he is harnessed to a treadmill, with his therapist standing by his side as a partner, both are facing a large panoramic screen. As Andriy begins to walk at a steady walking pace, his self-selected warm-up music, this one a familiar song from his last front line deployment, begins to play. This is deliberate as it is intended to keep him in touch with his traumatic memory network (Vermetten et al., 2025). A virtual, digital tunnel appears, and at its end, the first of his hotspot images grows until it fills his field of vision. As he physically approaches the memory, his therapist asks three structured questions (Vermetten et al., 2025): 1. What do you SEE in the picture? 2. What does the picture TELL you? 3. What do you FEEL in your body NOW? When Andriy identifies a surge of shame, the word GUILT is digitally placed onto the screen as an affective label. Immediately after he reads the label aloud, an oscillating red ball begins to move across the image. Andriy must call out the numbers appearing on the ball while maintaining focus on his emotional state. This dual-attention task is designed to tax his working memory, competing for limited cognitive resources and reducing the vividness and emotional intensity of the trauma. By the end of the 60-minute session, as he transitions to his cool-down music, Andriy feels a profound shift. Through the mechanisms of embodied cognition, he has physically walked toward what he used to avoid, creating a mismatch between his expectation of threat and his current safety. He finishes the session with a sense of moving forward, having transformed a rigid, stuck memory into a manageable narrative *Andriy is a fictional name given to one of the 69 male Ukrainian veterans who participated in a 2023 Randomised Controlled Trial in Kyiv. Many were demobilised after one year because of mental or neurological injuries (Kukharuk et al., 2025). {{RoundBoxBottom}} == Conclusion == == See also == [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)]] (Wikiversity) [[Motivation and emotion/Textbook/Emotion/Anxiety]] (Wikiversity) [[Motivation and emotion/Book/2019/Phobias]] (Wikiversity Book Chapter) [[Motivation and emotion/Book/2024/Sense hacking]] (Wikiversity Book Chapter) == References == {{Hanging indent|{{Hanging indent|1= the full list of references}} Boska, R. L., Bishop, T. M., Capron, D. W., Paxton Willing, M. M., & Ashrafioun, L. (2025). Difficulties with emotion regulation within ptsd clusters and moral injury subtypes. Military psychology, 37(2), 159-167. https://doi.org/10.1080/08995605.2024.2322904 Bothe, T., Jacob, J., Kröger, C., & Walker, J. (2020). How expensive are post-traumatic stress disorders? Estimating incremental health care and economic costs on anonymised claims data. Eur J Health Econ, 21(6), 917-930. https://doi.org/10.1007/s10198-020-01184-x Davis, L. L., Schein, J., Cloutier, M., Gagnon-Sanschagrin, P., Maitland, J., Urganus, A., Guerin, A., Lefebvre, P., & Houle, C. R. (2022). The economic burden of posttraumatic stress disorder in the united states from a societal perspective. The Journal of clinical psychiatry, 83(3), 21m14116. Retrieved 2022/04//, from http://europepmc.org/abstract/MED/35485933 https://www.psychiatrist.com/read-pdf/40672 https://doi.org/10.4088/JCP.21m14116 de Haart, R., Daniels, J. K., Timmerman, M. E., Cath, D. C., & Lommen, M. J. J. (2026). Augmenting virtual reality exposure for ptsd with physical activity: Study protocol of a randomised controlled trial. European Journal of Psychotraumatology, 17(1), 2605803. https://doi.org/10.1080/20008066.2025.2605803 Efremov, A. (2025). Age-specific mental health profiles of combat veterans: Post-traumatic stress disorder and related disorders. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 44(1), 4. https://doi.org/10.1007/s10942-025-00637-7 Kukharuk, O., Tkalich, K., Kamash, N., & Georgiou, O. (2025). Effectiveness of immersive vr therapy in reducing stress-associated symptoms in ukraine. European Journal of Psychotraumatology, 16(1), 2488097. https://doi.org/10.1080/20008066.2025.2488097 Magnussen, A., & Dey, T. (2025). The economic burden of ptsd in veterans: Why cost of illness studies matter. https://www.bdo.com.au/en-au/insights/advisory/economics/the-economic-burden-of-ptsd-in-veterans-why-cost-of-illness-studies-matter Montgomery-Marks, P., Bandyopadhyay, S., Weisman, C. B., & Bose, T. (2025). Economic burden of ptsd in the uk: A systematic review and economic analysis. BMJ Open, 15(7), e084394. https://doi.org/10.1136/bmjopen-2024-084394 Trejo, B. C., Richard, E. M., van Driel, M., & McDonald, D. P. (2015). Cross-cultural competence: The role of emotion regulation ability and optimism. Military psychology, 27(5), 276-286. https://doi.org/10.1037/mil0000081 van Gelderen, M. J., Nijdam, M. J., & Vermetten, E. (2018). An innovative framework for delivering psychotherapy to patients with treatment-resistant posttraumatic stress disorder: Rationale for interactive motion-assisted therapy. Frontiers in Psychiatry, Volume 9 - 2018. https://doi.org/10.3389/fpsyt.2018.00176 van Toorenburg, M. M., Sanches, S. A., Linders, B., Rozendaal, L., Voorendonk, E. M., Van Minnen, A., & De Jongh, A. (2020). Do emotion regulation difficulties affect outcome of intensive trauma-focused treatment of patients with severe ptsd? European Journal of Psychotraumatology, 11(1), 1724417. https://doi.org/10.1080/20008198.2020.1724417 Vermetten, E., Burback, L., Sevigny, P. R., Nijdam, M. J., Winkler, O., Espejo, E., Sessoms, P., Bright, K., Roy, M. J., & Brémault-Phillips, S. (2025). Brief manual for multi-modal motion-assisted memory desensitization and reconsolidation therapy for the treatment of post-traumatic stress disorder. Psychiatry and clinical psychopharmacology, 35(Suppl1), S122. https://doi.org/DOI:10.5152/pcp.2025.241028 Westphal, M., Aldao, A., & Jackson, C. (2017). Emotion dysregulation in comorbid posttraumatic stress disorder and substance use disorders: A narrative review. Military Psychology, 29(3), 216-233. https://doi.org/10.1037/mil0000157 Wiederhold, B. K., & Wiederhold, M. D. (2025). Virtual reality therapy combined with physiological monitoring provides effective treatment, with objective metrics, for post-traumatic stress disorder. Expert Review of Medical Devices, 22(2), 117-119. https://doi.org/10.1080/17434440.2025.2454930 }} == External links == == Key points == For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] * == Figures == [[File:Thought_bubble.svg|right|thumb|157x157px|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[c:|Wikimedia Commons]] * Images can be uploaded to [[c:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) == Learning features == Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ; Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[User talk:StretchBeyond#Feature boxes|feature boxes]] {{anchor|Feature box}} ; Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[User talk:StretchBeyond#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ; Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[wikipedia:Dreams|dreams]]) of dreams was provided by [[wikipedia:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ; Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto;" ! !Known to self !Not known to self |- |'''Known to others''' |Open area |Blind spot |- |'''Not known to others''' |Hidden area |Unknown |} ; Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> == Conclusion == * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[User talk:StretchBeyond#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages?}} == See also == Provide [[Help:Contents/Links#Interwiki links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[wikipedia:|Wikipedia articles]]. Use [[wikipedia:Letter case#Sentence_casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[wikipedia:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses}} == References == This section lists the cited references in [[wikipedia:APA style|APA style]] (7th ed.) or [[wikipedia:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row.}} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted}} == External links == Provide [[Help:Contents/Links#External links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[wikipedia:Letter case#Sentence_casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Psychotherapy] [[Category:Motivation and emotion/Book/Trauma]] __FORCETOC__ gonl5xw1tkvjk0prrr0j5o6fsgtb8b7 2822648 2822647 2026-08-18T05:13:24Z Jtneill 10242 /* 3MDR */ + comment 2822648 wikitext text/x-wiki {{title|Immersive therapy for PTSD treatment:<br>How does it work and what are the effects?}} __TOC__ == Overview == {{RoundBoxTop|theme=2}} '''PTSD: What does it really cost society?''' [[File:Post-traumatic stress disorder world map - DALY - WHO2004.svg|alt=|thumb|271x271px|'''Figure 1:''' The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.<ref>{{Cite web|url=https://www.who.int/news-room/fact-sheets/detail/post-traumatic-stress-disorder|title=Post-traumatic stress disorder|website=www.who.int|language=en|access-date=2026-08-17}}</ref>]] • PTSD is estimated to have had a total excess economic burden in the USA of more than US$232 billion in 2018 (Davis et al., 2022). • PTSDs 2020-21 societal burden in the UK was estimated at over $£40 billion, with 92.4% of these costs to society being indirect versus direct clinical costs (Montgomery-Marks et al., 2025) • In Australia, the 2025 annual cost of PTSD per military veteran was $112,172 (Magnusson & Dey, 2025). • Individual healthcare costs surge by 142% in the year following a PTSD diagnosis, with comorbidity complications having a 3x cost effect on individuals with PTSD (Bothe et al., 2020). {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} ;Scenario Post-Traumatic Stress Disorder (PTSD) is a significant public health concern that can develop after severe or life-threatening trauma, with sub-communities such as military personnel having an increased likelihood of representation (Boska et al., 2025). Its emotional impact is shaped largely by emotional dysregulation, in which individuals struggle to manage intense adverse feelings such as guilt, fear or shame (Westphal et al., 2017). These can trigger a destructive cycle of cognitive and behavioural avoidance as individuals attempt to reduce overwhelming distress. However, avoidance can strengthen fear networks and prevent the adaptive processing of traumatic memories. As a result, maladaptive stress responses like hypervigilance may persist, increasing psychological vulnerabilities that limit social adaptation, personal wellness, and the possibility of long-term recovery (Efremov, 2025).{{RoundBoxBottom}} PTSD often leaves individuals caught between a desire for relief and powerful emotional responses that can drive avoidance, in turn becoming a core barrier to recovery  (de Haart et al., 2026; van Gelderen et al., 2018). Immersive interventions such as [[wikipedia:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] (VRET) and 3MDR, address this barrier by creating controlled environments in which trauma cues can be safely approached rather than avoided(van Gelderen et al., 2018; Wiederhold & Wiederhold, 2025). van Gelderen et al. (2018) suggest that these technologies foster presence, or the illusion of being there, which can increase engagement and support emotional processing . For example, by physically walking toward trauma-related images, patients perform [[wikipedia:Fear|Fear]] Antagonistic Actions  (de Haart et al., 2026). de Haart et al. (2026), propose that this approach to behaviour maximises the mismatch between expected threat and actual safety, allowing traumatic memories to be reconsolidated in a less distressing form and ultimately promoting psychological recovery. {{RoundBoxTop|theme=2}} '''Focus questions''' * What is immersive therapy for PTSD and why has it emerged as a treatment approach? * How might immersive therapies influence the emotional processes underlying PTSD? * How do virtual reality (VR) and 3MDR translate psychological mechanisms into treatment? * What does the research evidence tell us about immersive treatment effects and limitations? {{RoundBoxBottom}} == What is immersive therapy for [[wikipedia:Post-traumatic_stress_disorder|PTSD]]? == === Understanding PTSD === === Why treatment can be difficult === === What is immersive therapy<ref>{{Cite journal|date=2026-06-01|title=Immersion therapy|url=https://en.wikipedia.org/w/index.php?title=Immersion_therapy&oldid=1357152847|journal=Wikipedia|language=en}}</ref>? === {| class="wikitable" |+Placeholder for an immersive therapy comparison table to be built ! ! ! ! |- | | | | |- | | | | |- | | | | |} == How might immersive therapies influence emotional processes? == === Emotional processing and PTSD === === Avoidance and emotional confrontation === {{RoundBoxTop|theme=2}}Moving from emotional avoidance to emotional processing. People with PTSD may avoid thoughts, memories and situations that trigger distress. Psychology theory suggests that emotion regulation shapes how individuals respond to their environment (Trejo et al., 2015). In Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), the act of physically walking toward a virtual trauma stimulus may serve as a physical counterpoint to emotional avoidance. In turn, this can create a prediction error that could help update traumatic memories with experiences of safety (de Haart et al., 2026). Of consequence, is that an individuals emotional regulation may also improve throughout treatment, regardless of the PTSD outcomes: a trial of 62 adults with severe PTSD (including childhood sexual trauma) found that intensive trauma treatment improved emotion-regulation abilities despite severe baseline difficulties (van Toorenburg et al., 2020). {{RoundBoxBottom}} === Fear [[wikipedia:Extinction_(psychology)|extinction]] and inhibitory learning === === [[wikipedia:Memory_consolidation|Memory reconsolidation]] === == How do VR and 3MDR translate psychological mechanisms into treatment? == === [[wikipedia:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] === === Presence and emotional activation === === 3MDR === (The Vermetten 2025 reading has an excellent flow chat to use if I can figure out how to get it embedded. the journal article is Creative Commons4.0 - need to ask James. {{comment: Can you download the image? If so, it can then be uploaded to [[commons:]] and embedded here. - James}} === [[wikipedia:Embodied_cognition|Embodied cognition]] === == What are the effects of immersive therapy? == === What does the VR evidence show? === === What does the 3MDR evidence show? === === What are the limitations? === === Ukraine War: an applied example. === {{RoundBoxTop|theme=2}}Scenario: The Hotspots of War Andriy* used to be a baker from Kyiv and is now a volunteer in the Ukrainian Armed Forces. Like thousands of his fellow soldiers, he had no prior military training and is now struggling with the crushing weight of hyper-vigilance, anxiety, and depression (Kukharuk et al., 2025). Traditional ‘talk’ therapy feels impossible and his mind is in a constant state of combat readiness, even the quietest room can pose a threat. Andriy has begun his third week of treatment at the Veterans Mental Health and Rehabilitation Centre in Kyiv. During the Pre-platform Preparation phase, he worked closely with his therapist to identify what the Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) manual calls a ‘hotspot’. He has selected seven specific, painful memories, each represented by photographs. [[File:US Army 53481 Virtual Tech Makes Recovery a Reality at Walter Reed.jpg|US_Army_53481_Virtual_Tech_Makes_Recovery_a_Reality_at_Walter_Reed]] ''Figure 1''. A military veteran views a digital scene while harnessed to a platform Now, Andriy steps onto the 3MDR platform. Instead of sitting, he is harnessed to a treadmill, with his therapist standing by his side as a partner, both are facing a large panoramic screen. As Andriy begins to walk at a steady walking pace, his self-selected warm-up music, this one a familiar song from his last front line deployment, begins to play. This is deliberate as it is intended to keep him in touch with his traumatic memory network (Vermetten et al., 2025). A virtual, digital tunnel appears, and at its end, the first of his hotspot images grows until it fills his field of vision. As he physically approaches the memory, his therapist asks three structured questions (Vermetten et al., 2025): 1. What do you SEE in the picture? 2. What does the picture TELL you? 3. What do you FEEL in your body NOW? When Andriy identifies a surge of shame, the word GUILT is digitally placed onto the screen as an affective label. Immediately after he reads the label aloud, an oscillating red ball begins to move across the image. Andriy must call out the numbers appearing on the ball while maintaining focus on his emotional state. This dual-attention task is designed to tax his working memory, competing for limited cognitive resources and reducing the vividness and emotional intensity of the trauma. By the end of the 60-minute session, as he transitions to his cool-down music, Andriy feels a profound shift. Through the mechanisms of embodied cognition, he has physically walked toward what he used to avoid, creating a mismatch between his expectation of threat and his current safety. He finishes the session with a sense of moving forward, having transformed a rigid, stuck memory into a manageable narrative *Andriy is a fictional name given to one of the 69 male Ukrainian veterans who participated in a 2023 Randomised Controlled Trial in Kyiv. Many were demobilised after one year because of mental or neurological injuries (Kukharuk et al., 2025). {{RoundBoxBottom}} == Conclusion == == See also == [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)]] (Wikiversity) [[Motivation and emotion/Textbook/Emotion/Anxiety]] (Wikiversity) [[Motivation and emotion/Book/2019/Phobias]] (Wikiversity Book Chapter) [[Motivation and emotion/Book/2024/Sense hacking]] (Wikiversity Book Chapter) == References == {{Hanging indent|{{Hanging indent|1= the full list of references}} Boska, R. L., Bishop, T. M., Capron, D. W., Paxton Willing, M. M., & Ashrafioun, L. (2025). Difficulties with emotion regulation within ptsd clusters and moral injury subtypes. Military psychology, 37(2), 159-167. https://doi.org/10.1080/08995605.2024.2322904 Bothe, T., Jacob, J., Kröger, C., & Walker, J. (2020). How expensive are post-traumatic stress disorders? Estimating incremental health care and economic costs on anonymised claims data. Eur J Health Econ, 21(6), 917-930. https://doi.org/10.1007/s10198-020-01184-x Davis, L. L., Schein, J., Cloutier, M., Gagnon-Sanschagrin, P., Maitland, J., Urganus, A., Guerin, A., Lefebvre, P., & Houle, C. R. (2022). The economic burden of posttraumatic stress disorder in the united states from a societal perspective. The Journal of clinical psychiatry, 83(3), 21m14116. Retrieved 2022/04//, from http://europepmc.org/abstract/MED/35485933 https://www.psychiatrist.com/read-pdf/40672 https://doi.org/10.4088/JCP.21m14116 de Haart, R., Daniels, J. K., Timmerman, M. E., Cath, D. C., & Lommen, M. J. J. (2026). Augmenting virtual reality exposure for ptsd with physical activity: Study protocol of a randomised controlled trial. European Journal of Psychotraumatology, 17(1), 2605803. https://doi.org/10.1080/20008066.2025.2605803 Efremov, A. (2025). Age-specific mental health profiles of combat veterans: Post-traumatic stress disorder and related disorders. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 44(1), 4. https://doi.org/10.1007/s10942-025-00637-7 Kukharuk, O., Tkalich, K., Kamash, N., & Georgiou, O. (2025). Effectiveness of immersive vr therapy in reducing stress-associated symptoms in ukraine. European Journal of Psychotraumatology, 16(1), 2488097. https://doi.org/10.1080/20008066.2025.2488097 Magnussen, A., & Dey, T. (2025). The economic burden of ptsd in veterans: Why cost of illness studies matter. https://www.bdo.com.au/en-au/insights/advisory/economics/the-economic-burden-of-ptsd-in-veterans-why-cost-of-illness-studies-matter Montgomery-Marks, P., Bandyopadhyay, S., Weisman, C. B., & Bose, T. (2025). Economic burden of ptsd in the uk: A systematic review and economic analysis. BMJ Open, 15(7), e084394. https://doi.org/10.1136/bmjopen-2024-084394 Trejo, B. C., Richard, E. M., van Driel, M., & McDonald, D. P. (2015). Cross-cultural competence: The role of emotion regulation ability and optimism. Military psychology, 27(5), 276-286. https://doi.org/10.1037/mil0000081 van Gelderen, M. J., Nijdam, M. J., & Vermetten, E. (2018). An innovative framework for delivering psychotherapy to patients with treatment-resistant posttraumatic stress disorder: Rationale for interactive motion-assisted therapy. Frontiers in Psychiatry, Volume 9 - 2018. https://doi.org/10.3389/fpsyt.2018.00176 van Toorenburg, M. M., Sanches, S. A., Linders, B., Rozendaal, L., Voorendonk, E. M., Van Minnen, A., & De Jongh, A. (2020). Do emotion regulation difficulties affect outcome of intensive trauma-focused treatment of patients with severe ptsd? European Journal of Psychotraumatology, 11(1), 1724417. https://doi.org/10.1080/20008198.2020.1724417 Vermetten, E., Burback, L., Sevigny, P. R., Nijdam, M. J., Winkler, O., Espejo, E., Sessoms, P., Bright, K., Roy, M. J., & Brémault-Phillips, S. (2025). Brief manual for multi-modal motion-assisted memory desensitization and reconsolidation therapy for the treatment of post-traumatic stress disorder. Psychiatry and clinical psychopharmacology, 35(Suppl1), S122. https://doi.org/DOI:10.5152/pcp.2025.241028 Westphal, M., Aldao, A., & Jackson, C. (2017). Emotion dysregulation in comorbid posttraumatic stress disorder and substance use disorders: A narrative review. Military Psychology, 29(3), 216-233. https://doi.org/10.1037/mil0000157 Wiederhold, B. K., & Wiederhold, M. D. (2025). Virtual reality therapy combined with physiological monitoring provides effective treatment, with objective metrics, for post-traumatic stress disorder. Expert Review of Medical Devices, 22(2), 117-119. https://doi.org/10.1080/17434440.2025.2454930 }} == External links == == Key points == For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] * == Figures == [[File:Thought_bubble.svg|right|thumb|157x157px|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[c:|Wikimedia Commons]] * Images can be uploaded to [[c:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) == Learning features == Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ; Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[User talk:StretchBeyond#Feature boxes|feature boxes]] {{anchor|Feature box}} ; Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[User talk:StretchBeyond#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ; Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[wikipedia:Dreams|dreams]]) of dreams was provided by [[wikipedia:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ; Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto;" ! !Known to self !Not known to self |- |'''Known to others''' |Open area |Blind spot |- |'''Not known to others''' |Hidden area |Unknown |} ; Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> == Conclusion == * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[User talk:StretchBeyond#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages?}} == See also == Provide [[Help:Contents/Links#Interwiki links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[wikipedia:|Wikipedia articles]]. Use [[wikipedia:Letter case#Sentence_casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[wikipedia:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses}} == References == This section lists the cited references in [[wikipedia:APA style|APA style]] (7th ed.) or [[wikipedia:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row.}} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted}} == External links == Provide [[Help:Contents/Links#External links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[wikipedia:Letter case#Sentence_casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Psychotherapy] [[Category:Motivation and emotion/Book/Trauma]] __FORCETOC__ 5q4vp01s3cuxrq28h057mxevy5gjts1 2822649 2822648 2026-08-18T05:13:42Z Jtneill 10242 /* 3MDR */ 2822649 wikitext text/x-wiki {{title|Immersive therapy for PTSD treatment:<br>How does it work and what are the effects?}} __TOC__ == Overview == {{RoundBoxTop|theme=2}} '''PTSD: What does it really cost society?''' [[File:Post-traumatic stress disorder world map - DALY - WHO2004.svg|alt=|thumb|271x271px|'''Figure 1:''' The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.<ref>{{Cite web|url=https://www.who.int/news-room/fact-sheets/detail/post-traumatic-stress-disorder|title=Post-traumatic stress disorder|website=www.who.int|language=en|access-date=2026-08-17}}</ref>]] • PTSD is estimated to have had a total excess economic burden in the USA of more than US$232 billion in 2018 (Davis et al., 2022). • PTSDs 2020-21 societal burden in the UK was estimated at over $£40 billion, with 92.4% of these costs to society being indirect versus direct clinical costs (Montgomery-Marks et al., 2025) • In Australia, the 2025 annual cost of PTSD per military veteran was $112,172 (Magnusson & Dey, 2025). • Individual healthcare costs surge by 142% in the year following a PTSD diagnosis, with comorbidity complications having a 3x cost effect on individuals with PTSD (Bothe et al., 2020). {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} ;Scenario Post-Traumatic Stress Disorder (PTSD) is a significant public health concern that can develop after severe or life-threatening trauma, with sub-communities such as military personnel having an increased likelihood of representation (Boska et al., 2025). Its emotional impact is shaped largely by emotional dysregulation, in which individuals struggle to manage intense adverse feelings such as guilt, fear or shame (Westphal et al., 2017). These can trigger a destructive cycle of cognitive and behavioural avoidance as individuals attempt to reduce overwhelming distress. However, avoidance can strengthen fear networks and prevent the adaptive processing of traumatic memories. As a result, maladaptive stress responses like hypervigilance may persist, increasing psychological vulnerabilities that limit social adaptation, personal wellness, and the possibility of long-term recovery (Efremov, 2025).{{RoundBoxBottom}} PTSD often leaves individuals caught between a desire for relief and powerful emotional responses that can drive avoidance, in turn becoming a core barrier to recovery  (de Haart et al., 2026; van Gelderen et al., 2018). Immersive interventions such as [[wikipedia:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] (VRET) and 3MDR, address this barrier by creating controlled environments in which trauma cues can be safely approached rather than avoided(van Gelderen et al., 2018; Wiederhold & Wiederhold, 2025). van Gelderen et al. (2018) suggest that these technologies foster presence, or the illusion of being there, which can increase engagement and support emotional processing . For example, by physically walking toward trauma-related images, patients perform [[wikipedia:Fear|Fear]] Antagonistic Actions  (de Haart et al., 2026). de Haart et al. (2026), propose that this approach to behaviour maximises the mismatch between expected threat and actual safety, allowing traumatic memories to be reconsolidated in a less distressing form and ultimately promoting psychological recovery. {{RoundBoxTop|theme=2}} '''Focus questions''' * What is immersive therapy for PTSD and why has it emerged as a treatment approach? * How might immersive therapies influence the emotional processes underlying PTSD? * How do virtual reality (VR) and 3MDR translate psychological mechanisms into treatment? * What does the research evidence tell us about immersive treatment effects and limitations? {{RoundBoxBottom}} == What is immersive therapy for [[wikipedia:Post-traumatic_stress_disorder|PTSD]]? == === Understanding PTSD === === Why treatment can be difficult === === What is immersive therapy<ref>{{Cite journal|date=2026-06-01|title=Immersion therapy|url=https://en.wikipedia.org/w/index.php?title=Immersion_therapy&oldid=1357152847|journal=Wikipedia|language=en}}</ref>? === {| class="wikitable" |+Placeholder for an immersive therapy comparison table to be built ! ! ! ! |- | | | | |- | | | | |- | | | | |} == How might immersive therapies influence emotional processes? == === Emotional processing and PTSD === === Avoidance and emotional confrontation === {{RoundBoxTop|theme=2}}Moving from emotional avoidance to emotional processing. People with PTSD may avoid thoughts, memories and situations that trigger distress. Psychology theory suggests that emotion regulation shapes how individuals respond to their environment (Trejo et al., 2015). In Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), the act of physically walking toward a virtual trauma stimulus may serve as a physical counterpoint to emotional avoidance. In turn, this can create a prediction error that could help update traumatic memories with experiences of safety (de Haart et al., 2026). Of consequence, is that an individuals emotional regulation may also improve throughout treatment, regardless of the PTSD outcomes: a trial of 62 adults with severe PTSD (including childhood sexual trauma) found that intensive trauma treatment improved emotion-regulation abilities despite severe baseline difficulties (van Toorenburg et al., 2020). {{RoundBoxBottom}} === Fear [[wikipedia:Extinction_(psychology)|extinction]] and inhibitory learning === === [[wikipedia:Memory_consolidation|Memory reconsolidation]] === == How do VR and 3MDR translate psychological mechanisms into treatment? == === [[wikipedia:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] === === Presence and emotional activation === === 3MDR === (The Vermetten 2025 reading has an excellent flow chat to use if I can figure out how to get it embedded. the journal article is Creative Commons4.0 - need to ask James. {{comment|Can you download the image? If so, it can then be uploaded to [[commons:]] and embedded here. - James}} === [[wikipedia:Embodied_cognition|Embodied cognition]] === == What are the effects of immersive therapy? == === What does the VR evidence show? === === What does the 3MDR evidence show? === === What are the limitations? === === Ukraine War: an applied example. === {{RoundBoxTop|theme=2}}Scenario: The Hotspots of War Andriy* used to be a baker from Kyiv and is now a volunteer in the Ukrainian Armed Forces. Like thousands of his fellow soldiers, he had no prior military training and is now struggling with the crushing weight of hyper-vigilance, anxiety, and depression (Kukharuk et al., 2025). Traditional ‘talk’ therapy feels impossible and his mind is in a constant state of combat readiness, even the quietest room can pose a threat. Andriy has begun his third week of treatment at the Veterans Mental Health and Rehabilitation Centre in Kyiv. During the Pre-platform Preparation phase, he worked closely with his therapist to identify what the Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) manual calls a ‘hotspot’. He has selected seven specific, painful memories, each represented by photographs. [[File:US Army 53481 Virtual Tech Makes Recovery a Reality at Walter Reed.jpg|US_Army_53481_Virtual_Tech_Makes_Recovery_a_Reality_at_Walter_Reed]] ''Figure 1''. A military veteran views a digital scene while harnessed to a platform Now, Andriy steps onto the 3MDR platform. Instead of sitting, he is harnessed to a treadmill, with his therapist standing by his side as a partner, both are facing a large panoramic screen. As Andriy begins to walk at a steady walking pace, his self-selected warm-up music, this one a familiar song from his last front line deployment, begins to play. This is deliberate as it is intended to keep him in touch with his traumatic memory network (Vermetten et al., 2025). A virtual, digital tunnel appears, and at its end, the first of his hotspot images grows until it fills his field of vision. As he physically approaches the memory, his therapist asks three structured questions (Vermetten et al., 2025): 1. What do you SEE in the picture? 2. What does the picture TELL you? 3. What do you FEEL in your body NOW? When Andriy identifies a surge of shame, the word GUILT is digitally placed onto the screen as an affective label. Immediately after he reads the label aloud, an oscillating red ball begins to move across the image. Andriy must call out the numbers appearing on the ball while maintaining focus on his emotional state. This dual-attention task is designed to tax his working memory, competing for limited cognitive resources and reducing the vividness and emotional intensity of the trauma. By the end of the 60-minute session, as he transitions to his cool-down music, Andriy feels a profound shift. Through the mechanisms of embodied cognition, he has physically walked toward what he used to avoid, creating a mismatch between his expectation of threat and his current safety. He finishes the session with a sense of moving forward, having transformed a rigid, stuck memory into a manageable narrative *Andriy is a fictional name given to one of the 69 male Ukrainian veterans who participated in a 2023 Randomised Controlled Trial in Kyiv. Many were demobilised after one year because of mental or neurological injuries (Kukharuk et al., 2025). {{RoundBoxBottom}} == Conclusion == == See also == [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)]] (Wikiversity) [[Motivation and emotion/Textbook/Emotion/Anxiety]] (Wikiversity) [[Motivation and emotion/Book/2019/Phobias]] (Wikiversity Book Chapter) [[Motivation and emotion/Book/2024/Sense hacking]] (Wikiversity Book Chapter) == References == {{Hanging indent|{{Hanging indent|1= the full list of references}} Boska, R. L., Bishop, T. M., Capron, D. W., Paxton Willing, M. M., & Ashrafioun, L. (2025). Difficulties with emotion regulation within ptsd clusters and moral injury subtypes. Military psychology, 37(2), 159-167. https://doi.org/10.1080/08995605.2024.2322904 Bothe, T., Jacob, J., Kröger, C., & Walker, J. (2020). How expensive are post-traumatic stress disorders? Estimating incremental health care and economic costs on anonymised claims data. Eur J Health Econ, 21(6), 917-930. https://doi.org/10.1007/s10198-020-01184-x Davis, L. L., Schein, J., Cloutier, M., Gagnon-Sanschagrin, P., Maitland, J., Urganus, A., Guerin, A., Lefebvre, P., & Houle, C. R. (2022). The economic burden of posttraumatic stress disorder in the united states from a societal perspective. The Journal of clinical psychiatry, 83(3), 21m14116. Retrieved 2022/04//, from http://europepmc.org/abstract/MED/35485933 https://www.psychiatrist.com/read-pdf/40672 https://doi.org/10.4088/JCP.21m14116 de Haart, R., Daniels, J. K., Timmerman, M. E., Cath, D. C., & Lommen, M. J. J. (2026). Augmenting virtual reality exposure for ptsd with physical activity: Study protocol of a randomised controlled trial. European Journal of Psychotraumatology, 17(1), 2605803. https://doi.org/10.1080/20008066.2025.2605803 Efremov, A. (2025). Age-specific mental health profiles of combat veterans: Post-traumatic stress disorder and related disorders. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 44(1), 4. https://doi.org/10.1007/s10942-025-00637-7 Kukharuk, O., Tkalich, K., Kamash, N., & Georgiou, O. (2025). Effectiveness of immersive vr therapy in reducing stress-associated symptoms in ukraine. European Journal of Psychotraumatology, 16(1), 2488097. https://doi.org/10.1080/20008066.2025.2488097 Magnussen, A., & Dey, T. (2025). The economic burden of ptsd in veterans: Why cost of illness studies matter. https://www.bdo.com.au/en-au/insights/advisory/economics/the-economic-burden-of-ptsd-in-veterans-why-cost-of-illness-studies-matter Montgomery-Marks, P., Bandyopadhyay, S., Weisman, C. B., & Bose, T. (2025). Economic burden of ptsd in the uk: A systematic review and economic analysis. BMJ Open, 15(7), e084394. https://doi.org/10.1136/bmjopen-2024-084394 Trejo, B. C., Richard, E. M., van Driel, M., & McDonald, D. P. (2015). Cross-cultural competence: The role of emotion regulation ability and optimism. Military psychology, 27(5), 276-286. https://doi.org/10.1037/mil0000081 van Gelderen, M. J., Nijdam, M. J., & Vermetten, E. (2018). An innovative framework for delivering psychotherapy to patients with treatment-resistant posttraumatic stress disorder: Rationale for interactive motion-assisted therapy. Frontiers in Psychiatry, Volume 9 - 2018. https://doi.org/10.3389/fpsyt.2018.00176 van Toorenburg, M. M., Sanches, S. A., Linders, B., Rozendaal, L., Voorendonk, E. M., Van Minnen, A., & De Jongh, A. (2020). Do emotion regulation difficulties affect outcome of intensive trauma-focused treatment of patients with severe ptsd? European Journal of Psychotraumatology, 11(1), 1724417. https://doi.org/10.1080/20008198.2020.1724417 Vermetten, E., Burback, L., Sevigny, P. R., Nijdam, M. J., Winkler, O., Espejo, E., Sessoms, P., Bright, K., Roy, M. J., & Brémault-Phillips, S. (2025). Brief manual for multi-modal motion-assisted memory desensitization and reconsolidation therapy for the treatment of post-traumatic stress disorder. Psychiatry and clinical psychopharmacology, 35(Suppl1), S122. https://doi.org/DOI:10.5152/pcp.2025.241028 Westphal, M., Aldao, A., & Jackson, C. (2017). Emotion dysregulation in comorbid posttraumatic stress disorder and substance use disorders: A narrative review. Military Psychology, 29(3), 216-233. https://doi.org/10.1037/mil0000157 Wiederhold, B. K., & Wiederhold, M. D. (2025). Virtual reality therapy combined with physiological monitoring provides effective treatment, with objective metrics, for post-traumatic stress disorder. Expert Review of Medical Devices, 22(2), 117-119. https://doi.org/10.1080/17434440.2025.2454930 }} == External links == == Key points == For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] * == Figures == [[File:Thought_bubble.svg|right|thumb|157x157px|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[c:|Wikimedia Commons]] * Images can be uploaded to [[c:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) == Learning features == Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ; Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[User talk:StretchBeyond#Feature boxes|feature boxes]] {{anchor|Feature box}} ; Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[User talk:StretchBeyond#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ; Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[wikipedia:Dreams|dreams]]) of dreams was provided by [[wikipedia:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ; Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto;" ! !Known to self !Not known to self |- |'''Known to others''' |Open area |Blind spot |- |'''Not known to others''' |Hidden area |Unknown |} ; Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> == Conclusion == * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[User talk:StretchBeyond#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages?}} == See also == Provide [[Help:Contents/Links#Interwiki links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[wikipedia:|Wikipedia articles]]. Use [[wikipedia:Letter case#Sentence_casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[wikipedia:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses}} == References == This section lists the cited references in [[wikipedia:APA style|APA style]] (7th ed.) or [[wikipedia:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row.}} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted}} == External links == Provide [[Help:Contents/Links#External links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[wikipedia:Letter case#Sentence_casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Psychotherapy] [[Category:Motivation and emotion/Book/Trauma]] __FORCETOC__ 2fdyx2mee7ekx4u5tpeaeds1wi1ybtm 2822650 2822649 2026-08-18T05:18:42Z Jtneill 10242 Moving comment to talk page 2822650 wikitext text/x-wiki {{title|Immersive therapy for PTSD treatment:<br>How does it work and what are the effects?}} __TOC__ == Overview == {{RoundBoxTop|theme=2}} '''PTSD: What does it really cost society?''' [[File:Post-traumatic stress disorder world map - DALY - WHO2004.svg|alt=|thumb|271x271px|'''Figure 1:''' The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.<ref>{{Cite web|url=https://www.who.int/news-room/fact-sheets/detail/post-traumatic-stress-disorder|title=Post-traumatic stress disorder|website=www.who.int|language=en|access-date=2026-08-17}}</ref>]] • PTSD is estimated to have had a total excess economic burden in the USA of more than US$232 billion in 2018 (Davis et al., 2022). • PTSDs 2020-21 societal burden in the UK was estimated at over $£40 billion, with 92.4% of these costs to society being indirect versus direct clinical costs (Montgomery-Marks et al., 2025) • In Australia, the 2025 annual cost of PTSD per military veteran was $112,172 (Magnusson & Dey, 2025). • Individual healthcare costs surge by 142% in the year following a PTSD diagnosis, with comorbidity complications having a 3x cost effect on individuals with PTSD (Bothe et al., 2020). {{RoundBoxBottom}} {{RoundBoxTop|theme=2}} ;Scenario Post-Traumatic Stress Disorder (PTSD) is a significant public health concern that can develop after severe or life-threatening trauma, with sub-communities such as military personnel having an increased likelihood of representation (Boska et al., 2025). Its emotional impact is shaped largely by emotional dysregulation, in which individuals struggle to manage intense adverse feelings such as guilt, fear or shame (Westphal et al., 2017). These can trigger a destructive cycle of cognitive and behavioural avoidance as individuals attempt to reduce overwhelming distress. However, avoidance can strengthen fear networks and prevent the adaptive processing of traumatic memories. As a result, maladaptive stress responses like hypervigilance may persist, increasing psychological vulnerabilities that limit social adaptation, personal wellness, and the possibility of long-term recovery (Efremov, 2025).{{RoundBoxBottom}} PTSD often leaves individuals caught between a desire for relief and powerful emotional responses that can drive avoidance, in turn becoming a core barrier to recovery  (de Haart et al., 2026; van Gelderen et al., 2018). Immersive interventions such as [[wikipedia:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] (VRET) and 3MDR, address this barrier by creating controlled environments in which trauma cues can be safely approached rather than avoided(van Gelderen et al., 2018; Wiederhold & Wiederhold, 2025). van Gelderen et al. (2018) suggest that these technologies foster presence, or the illusion of being there, which can increase engagement and support emotional processing . For example, by physically walking toward trauma-related images, patients perform [[wikipedia:Fear|Fear]] Antagonistic Actions  (de Haart et al., 2026). de Haart et al. (2026), propose that this approach to behaviour maximises the mismatch between expected threat and actual safety, allowing traumatic memories to be reconsolidated in a less distressing form and ultimately promoting psychological recovery. {{RoundBoxTop|theme=2}} '''Focus questions''' * What is immersive therapy for PTSD and why has it emerged as a treatment approach? * How might immersive therapies influence the emotional processes underlying PTSD? * How do virtual reality (VR) and 3MDR translate psychological mechanisms into treatment? * What does the research evidence tell us about immersive treatment effects and limitations? {{RoundBoxBottom}} == What is immersive therapy for [[wikipedia:Post-traumatic_stress_disorder|PTSD]]? == === Understanding PTSD === === Why treatment can be difficult === === What is immersive therapy<ref>{{Cite journal|date=2026-06-01|title=Immersion therapy|url=https://en.wikipedia.org/w/index.php?title=Immersion_therapy&oldid=1357152847|journal=Wikipedia|language=en}}</ref>? === {| class="wikitable" |+Placeholder for an immersive therapy comparison table to be built ! ! ! ! |- | | | | |- | | | | |- | | | | |} == How might immersive therapies influence emotional processes? == === Emotional processing and PTSD === === Avoidance and emotional confrontation === {{RoundBoxTop|theme=2}}Moving from emotional avoidance to emotional processing. People with PTSD may avoid thoughts, memories and situations that trigger distress. Psychology theory suggests that emotion regulation shapes how individuals respond to their environment (Trejo et al., 2015). In Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), the act of physically walking toward a virtual trauma stimulus may serve as a physical counterpoint to emotional avoidance. In turn, this can create a prediction error that could help update traumatic memories with experiences of safety (de Haart et al., 2026). Of consequence, is that an individuals emotional regulation may also improve throughout treatment, regardless of the PTSD outcomes: a trial of 62 adults with severe PTSD (including childhood sexual trauma) found that intensive trauma treatment improved emotion-regulation abilities despite severe baseline difficulties (van Toorenburg et al., 2020). {{RoundBoxBottom}} === Fear [[wikipedia:Extinction_(psychology)|extinction]] and inhibitory learning === === [[wikipedia:Memory_consolidation|Memory reconsolidation]] === == How do VR and 3MDR translate psychological mechanisms into treatment? == === [[wikipedia:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] === === Presence and emotional activation === === 3MDR === (The Vermetten 2025 reading has an excellent flow chat to use if I can figure out how to get it embedded. the journal article is Creative Commons4.0 - need to ask James. === [[wikipedia:Embodied_cognition|Embodied cognition]] === == What are the effects of immersive therapy? == === What does the VR evidence show? === === What does the 3MDR evidence show? === === What are the limitations? === === Ukraine War: an applied example. === {{RoundBoxTop|theme=2}}Scenario: The Hotspots of War Andriy* used to be a baker from Kyiv and is now a volunteer in the Ukrainian Armed Forces. Like thousands of his fellow soldiers, he had no prior military training and is now struggling with the crushing weight of hyper-vigilance, anxiety, and depression (Kukharuk et al., 2025). Traditional ‘talk’ therapy feels impossible and his mind is in a constant state of combat readiness, even the quietest room can pose a threat. Andriy has begun his third week of treatment at the Veterans Mental Health and Rehabilitation Centre in Kyiv. During the Pre-platform Preparation phase, he worked closely with his therapist to identify what the Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) manual calls a ‘hotspot’. He has selected seven specific, painful memories, each represented by photographs. [[File:US Army 53481 Virtual Tech Makes Recovery a Reality at Walter Reed.jpg|US_Army_53481_Virtual_Tech_Makes_Recovery_a_Reality_at_Walter_Reed]] ''Figure 1''. A military veteran views a digital scene while harnessed to a platform Now, Andriy steps onto the 3MDR platform. Instead of sitting, he is harnessed to a treadmill, with his therapist standing by his side as a partner, both are facing a large panoramic screen. As Andriy begins to walk at a steady walking pace, his self-selected warm-up music, this one a familiar song from his last front line deployment, begins to play. This is deliberate as it is intended to keep him in touch with his traumatic memory network (Vermetten et al., 2025). A virtual, digital tunnel appears, and at its end, the first of his hotspot images grows until it fills his field of vision. As he physically approaches the memory, his therapist asks three structured questions (Vermetten et al., 2025): 1. What do you SEE in the picture? 2. What does the picture TELL you? 3. What do you FEEL in your body NOW? When Andriy identifies a surge of shame, the word GUILT is digitally placed onto the screen as an affective label. Immediately after he reads the label aloud, an oscillating red ball begins to move across the image. Andriy must call out the numbers appearing on the ball while maintaining focus on his emotional state. This dual-attention task is designed to tax his working memory, competing for limited cognitive resources and reducing the vividness and emotional intensity of the trauma. By the end of the 60-minute session, as he transitions to his cool-down music, Andriy feels a profound shift. Through the mechanisms of embodied cognition, he has physically walked toward what he used to avoid, creating a mismatch between his expectation of threat and his current safety. He finishes the session with a sense of moving forward, having transformed a rigid, stuck memory into a manageable narrative *Andriy is a fictional name given to one of the 69 male Ukrainian veterans who participated in a 2023 Randomised Controlled Trial in Kyiv. Many were demobilised after one year because of mental or neurological injuries (Kukharuk et al., 2025). {{RoundBoxBottom}} == Conclusion == == See also == [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)]] (Wikiversity) [[Motivation and emotion/Textbook/Emotion/Anxiety]] (Wikiversity) [[Motivation and emotion/Book/2019/Phobias]] (Wikiversity Book Chapter) [[Motivation and emotion/Book/2024/Sense hacking]] (Wikiversity Book Chapter) == References == {{Hanging indent|{{Hanging indent|1= the full list of references}} Boska, R. L., Bishop, T. M., Capron, D. W., Paxton Willing, M. M., & Ashrafioun, L. (2025). Difficulties with emotion regulation within ptsd clusters and moral injury subtypes. Military psychology, 37(2), 159-167. https://doi.org/10.1080/08995605.2024.2322904 Bothe, T., Jacob, J., Kröger, C., & Walker, J. (2020). How expensive are post-traumatic stress disorders? Estimating incremental health care and economic costs on anonymised claims data. Eur J Health Econ, 21(6), 917-930. https://doi.org/10.1007/s10198-020-01184-x Davis, L. L., Schein, J., Cloutier, M., Gagnon-Sanschagrin, P., Maitland, J., Urganus, A., Guerin, A., Lefebvre, P., & Houle, C. R. (2022). The economic burden of posttraumatic stress disorder in the united states from a societal perspective. The Journal of clinical psychiatry, 83(3), 21m14116. Retrieved 2022/04//, from http://europepmc.org/abstract/MED/35485933 https://www.psychiatrist.com/read-pdf/40672 https://doi.org/10.4088/JCP.21m14116 de Haart, R., Daniels, J. K., Timmerman, M. E., Cath, D. C., & Lommen, M. J. J. (2026). Augmenting virtual reality exposure for ptsd with physical activity: Study protocol of a randomised controlled trial. European Journal of Psychotraumatology, 17(1), 2605803. https://doi.org/10.1080/20008066.2025.2605803 Efremov, A. (2025). Age-specific mental health profiles of combat veterans: Post-traumatic stress disorder and related disorders. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 44(1), 4. https://doi.org/10.1007/s10942-025-00637-7 Kukharuk, O., Tkalich, K., Kamash, N., & Georgiou, O. (2025). Effectiveness of immersive vr therapy in reducing stress-associated symptoms in ukraine. European Journal of Psychotraumatology, 16(1), 2488097. https://doi.org/10.1080/20008066.2025.2488097 Magnussen, A., & Dey, T. (2025). The economic burden of ptsd in veterans: Why cost of illness studies matter. https://www.bdo.com.au/en-au/insights/advisory/economics/the-economic-burden-of-ptsd-in-veterans-why-cost-of-illness-studies-matter Montgomery-Marks, P., Bandyopadhyay, S., Weisman, C. B., & Bose, T. (2025). Economic burden of ptsd in the uk: A systematic review and economic analysis. BMJ Open, 15(7), e084394. https://doi.org/10.1136/bmjopen-2024-084394 Trejo, B. C., Richard, E. M., van Driel, M., & McDonald, D. P. (2015). Cross-cultural competence: The role of emotion regulation ability and optimism. Military psychology, 27(5), 276-286. https://doi.org/10.1037/mil0000081 van Gelderen, M. J., Nijdam, M. J., & Vermetten, E. (2018). An innovative framework for delivering psychotherapy to patients with treatment-resistant posttraumatic stress disorder: Rationale for interactive motion-assisted therapy. Frontiers in Psychiatry, Volume 9 - 2018. https://doi.org/10.3389/fpsyt.2018.00176 van Toorenburg, M. M., Sanches, S. A., Linders, B., Rozendaal, L., Voorendonk, E. M., Van Minnen, A., & De Jongh, A. (2020). Do emotion regulation difficulties affect outcome of intensive trauma-focused treatment of patients with severe ptsd? European Journal of Psychotraumatology, 11(1), 1724417. https://doi.org/10.1080/20008198.2020.1724417 Vermetten, E., Burback, L., Sevigny, P. R., Nijdam, M. J., Winkler, O., Espejo, E., Sessoms, P., Bright, K., Roy, M. J., & Brémault-Phillips, S. (2025). Brief manual for multi-modal motion-assisted memory desensitization and reconsolidation therapy for the treatment of post-traumatic stress disorder. Psychiatry and clinical psychopharmacology, 35(Suppl1), S122. https://doi.org/DOI:10.5152/pcp.2025.241028 Westphal, M., Aldao, A., & Jackson, C. (2017). Emotion dysregulation in comorbid posttraumatic stress disorder and substance use disorders: A narrative review. Military Psychology, 29(3), 216-233. https://doi.org/10.1037/mil0000157 Wiederhold, B. K., & Wiederhold, M. D. (2025). Virtual reality therapy combined with physiological monitoring provides effective treatment, with objective metrics, for post-traumatic stress disorder. Expert Review of Medical Devices, 22(2), 117-119. https://doi.org/10.1080/17434440.2025.2454930 }} == External links == == Key points == For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] * == Figures == [[File:Thought_bubble.svg|right|thumb|157x157px|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[c:|Wikimedia Commons]] * Images can be uploaded to [[c:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) == Learning features == Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ; Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[User talk:StretchBeyond#Feature boxes|feature boxes]] {{anchor|Feature box}} ; Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[User talk:StretchBeyond#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ; Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[wikipedia:Dreams|dreams]]) of dreams was provided by [[wikipedia:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ; Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto;" ! !Known to self !Not known to self |- |'''Known to others''' |Open area |Blind spot |- |'''Not known to others''' |Hidden area |Unknown |} ; Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> == Conclusion == * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[User talk:StretchBeyond#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages?}} == See also == Provide [[Help:Contents/Links#Interwiki links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[wikipedia:|Wikipedia articles]]. Use [[wikipedia:Letter case#Sentence_casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[wikipedia:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses}} == References == This section lists the cited references in [[wikipedia:APA style|APA style]] (7th ed.) or [[wikipedia:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row.}} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted}} == External links == Provide [[Help:Contents/Links#External links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[wikipedia:Letter case#Sentence_casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Psychotherapy] [[Category:Motivation and emotion/Book/Trauma]] __FORCETOC__ gonl5xw1tkvjk0prrr0j5o6fsgtb8b7 2822660 2822650 2026-08-18T06:51:16Z StretchBeyond 3105744 Major updates to the brainstorming of chapter structure, which included the inclusion of possible discussion points for each sub-heading. 2822660 wikitext text/x-wiki {{title|Immersive therapy for PTSD treatment:<br>How does it work and what are the effects?}} __TOC__ == Overview == {{RoundBoxTop|theme=2}} ''' Post-Traumatic Stress Disorder (PTSD): What does it really cost society?''' [[File:Post-traumatic stress disorder world map - DALY - WHO2004.svg|alt=|thumb|271x271px|'''Figure 1:''' The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.<ref>{{Cite web|url=https://www.who.int/news-room/fact-sheets/detail/post-traumatic-stress-disorder|title=Post-traumatic stress disorder|website=www.who.int|language=en|access-date=2026-08-17}}</ref>]] • PTSD is estimated to have had a total excess economic burden in the USA of more than US$232 billion in 2018 (Davis et al., 2022). • PTSDs 2020-21 societal burden in the UK was estimated at over $£40 billion, with 92.4% of these costs to society being indirect versus direct clinical costs (Montgomery-Marks et al., 2025) • In Australia, the 2025 annual cost of PTSD per military veteran was $112,172 (Magnusson & Dey, 2025). • Individual healthcare costs surge by 142% in the year following a PTSD diagnosis, with comorbidity complications having a 3x cost effect on individuals with PTSD (Bothe et al., 2020). {{Figure|Figure 1: The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.[1]}}{{RoundBoxBottom}}[[File:Post-traumatic stress disorder world map - DALY - WHO2004.svg|alt=|thumb|271x271px|'''Figure 1:''' In 2024, the World Health Organisation estimated that 3.9% of the world's population has had post-traumatic stress disorder (PTSD) at some stage in their lives.<ref>{{Cite web|url=https://www.who.int/news-room/fact-sheets/detail/post-traumatic-stress-disorder|title=Post-traumatic stress disorder|website=www.who.int|language=en|access-date=2026-08-17}}</ref>]]{{RoundBoxTop|theme=2}} ;Scenario Post-Traumatic Stress Disorder (PTSD) is a significant public health concern that can develop after severe or life-threatening trauma, with sub-communities such as military personnel having an increased likelihood of representation (Boska et al., 2025). Its emotional impact is shaped largely by emotional dysregulation, in which individuals struggle to manage intense adverse feelings such as guilt, fear or shame (Westphal et al., 2017). These can trigger a destructive cycle of cognitive and behavioural avoidance as individuals attempt to reduce overwhelming distress. However, avoidance can strengthen fear networks and prevent the adaptive processing of traumatic memories. As a result, maladaptive stress responses like hypervigilance may persist, increasing psychological vulnerabilities that limit social adaptation, personal wellness, and the possibility of long-term recovery (Efremov, 2025).{{RoundBoxBottom}} PTSD often leaves individuals caught between a desire for relief and powerful emotional responses that can drive avoidance, in turn becoming a core barrier to recovery  (de Haart et al., 2026; van Gelderen et al., 2018). Immersive interventions such as [[wikipedia:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] (VRET) and 3MDR, address this barrier by creating controlled environments in which trauma cues can be safely approached rather than avoided(van Gelderen et al., 2018; Wiederhold & Wiederhold, 2025). van Gelderen et al. (2018) suggest that these technologies foster presence, or the illusion of being there, which can increase engagement and support emotional processing . For example, by physically walking toward trauma-related images, patients perform [[wikipedia:Fear|Fear]] Antagonistic Actions  (de Haart et al., 2026). de Haart et al. (2026), propose that this approach to behaviour maximises the mismatch between expected threat and actual safety, allowing traumatic memories to be reconsolidated in a less distressing form and ultimately promoting psychological recovery. {{RoundBoxTop|theme=2}} '''Focus questions''' * What is immersive therapy for PTSD and why has it emerged as a treatment approach? * How might immersive therapies influence the emotional processes underlying PTSD? * How do virtual reality (VR) and 3MDR translate psychological mechanisms into treatment? * What does the research evidence tell us about immersive treatment effects and limitations? {{RoundBoxBottom}} == What is immersive therapy for [[wikipedia:Post-traumatic_stress_disorder|PTSD]]? == === Understanding PTSD === ''(Felemban et. al, 2026; López-Ojeda, W., & Hurley, R. A. 2022;'' * ''PTSD and the cycle of avoidance'' * cognitive avoidance === Why treatment can be difficult === * ''barriers in traditional treatment'' * ''failure rates in response to treatment -'' ''up to 39.2% of patients fail to respond and military drop out rates are estimated between 16-48% (de Haart et al., 2026)'' * ''difficulties in engaging with emotional processing for fear extinction'' === What is immersive therapy<ref>{{Cite journal|date=2026-06-01|title=Immersion therapy|url=https://en.wikipedia.org/w/index.php?title=Immersion_therapy&oldid=1357152847|journal=Wikipedia|language=en}}</ref>? === * ''the nature of immersive interventions (Felemban et. al, 2026; López-Ojeda, W., & Hurley, R. A. 2022; Weiderhold et al, 2024)'' ** ''maybe room to introduce or reference some UC PhD work by Ravi here or draw on his experience and research'' ** ''Virtual reality exposure therapy'' ** ''3MDR'' ** ''mechanisms of change - presence, embodiment, side-by-side, activating'' ** ''prediction error - re-consolidation of traumatic memory (Vermetten et al., 2025; van Gelderen et al., 2018)'' {| class="wikitable" |+Placeholder for an immersive therapy comparison table to be built ! ! ! ! |- | | | | |- | | | | |- | | | | |} == How might immersive therapies influence emotional processes? == * ''Section introduction'' ** ''Introduce concepts such as multisensory presence and engagement'' ** ''embodied cognition, divergent thinking, body states'' * Lopez, Vermetten & Van Gelderen === Emotional processing and PTSD === * ''[[wikipedia:Transdiagnostic_process|Transdiagnostic]] emotion dsyregulation - Elkit & Dahl, 2025;'' ** ''loose ability to modulate emotions - guilt, fear, shame'' ** ''reduction in coping strategies - individuals trapped in states of high combat readiness'' * ''Memory network activation'' ** ''Activation of brains salience and central executive networks'' ** ''use of cues - photographs, music,'' ** ''trauma retrival'' === Avoidance and emotional confrontation === * ''Bypassing avoidance cycle'' ** ''activating side by side partnerships'' * ''Fear agnostic actions (de Haart, 2026: Van Geldere et al., 2018)'' ** ''walking towards trauma, not away'' ** ''3MDR introduces the physical movement'' ** ''Approach behaviour - dissolving a natural tendency to pull away from distress'' {{RoundBoxTop|theme=2}}Moving from emotional avoidance to emotional processing. People with PTSD may avoid thoughts, memories and situations that trigger distress. Psychology theory suggests that emotion regulation shapes how individuals respond to their environment (Trejo et al., 2015). In Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), the act of physically walking toward a virtual trauma stimulus may serve as a physical counterpoint to emotional avoidance. In turn, this can create a prediction error that could help update traumatic memories with experiences of safety (de Haart et al., 2026). Of consequence, is that an individuals emotional regulation may also improve throughout treatment, regardless of the PTSD outcomes: a trial of 62 adults with severe PTSD (including childhood sexual trauma) found that intensive trauma treatment improved emotion-regulation abilities despite severe baseline difficulties (van Toorenburg et al., 2020). {{RoundBoxBottom}} === Fear [[wikipedia:Extinction_(psychology)|extinction]] and inhibitory learning === * ''Create safe associations'' * ''inhibitory learning - suppress fear response'' * ''Maximise prediction errors'' * ''consolidate extinction learning via increasing [[wikipedia:Brain-derived_neurotrophic_factor|brain derived neurotropic factor]] (BNDF)'' === [[wikipedia:Memory_consolidation|Memory reconsolidation]] === * ''[[wikipedia:Lability|Labile]] or [[wikipedia:Malleability_of_intelligence|malleable]] state of memory'' ** ''introducing safe or contextual information - reconsolidate memory'' * ''Taxing working memory'' ** ''dual attention tasks'' * ''Linguistic shifts'' ** ''[[wikipedia:Affect_labeling|Affective labelling]]'' ** ''[[wikipedia:Marker_(linguistics)|linguistic markers]] - shift from past tense to present tense'' ** ''increased ability to articulate emotional states'' == How do VR and 3MDR translate psychological mechanisms into treatment? == * ''Introduction'' ** ''Facilitating psychological change'' ** ''Emotional processing theory and inhibitory learning'' ** ''Highly controlled environments'' ** ''Overcoming treatment barriers - depending on how I write paragraph above in why treatment can be difficult'' *** ''Cognitive and behavioural barriers'' *** ''failure rates - new information - maybe a bit more on military angle?'' ** ''Enhancing memory accessibility'' *** ''precise retrieval of traumatic memory networks'' *** ''patient selected cues'' === [[wikipedia:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] === * ''Reconstructing trauma - safe and regulated context'' ** ''controlled, graded and personal'' * ''bypassing imagination challenges - amnesia, struggling to engage with visualisation techniques of standard treatments'' * ''Clinical efficacy'' * ''(Macey, 2026; Felemban, 2026, van Gelderen)'' === Presence and emotional activation === * ''Illusion of being there - user experience presence (Kukharuk et al. 2025)'' * ''multisensory - visual, auditory, haptic, movement, scent (Lopes et al. 2025)'' * ''Psychological habitation - virtual transfer of emotions and stimuli previously avoided to a safe space or trauma reminder (Kukharuk et al. 2025)'' * Links between emotion regulation as an antecedent to [[wikipedia:Optimism|optimisim]] (Trejo et al. 2015) ** affect illusion and predictive values ** broaden and build a upward spiral of emotion === 3MDR === * ''(The Vermetten 2025 reading has an excellent flow chat to use if I can figure out how to get it embedded. the journal article is Creative Commons4.0 - need to ask James.'' * ''Activating Context - shift from sedentary, face to face therapy, to one of movement and side by side, where patient and therapist can view the virtual environment together.'' * ''three phase protocol - pre platform, platform exposure and post platform reconsolidation'' * ''Break through potential?'' === [[wikipedia:Embodied_cognition|Embodied cognition]] and recovery impact === * ''Mind body interaction with the environment'' ** ''Fear agnostic actions'' ** ''boosting divergent thinking and linguistic shifts'' * ''Modulating stress responses (Osman et al. 2016)'' * ''Bypassing avoidance (Boska et al. 2025)'' == What are the effects of immersive therapy? == * ''Reductions in symptom severity enhanced emotional engagement and disruption of maladaptive avoidance patterns'' * ''create presence and facilitate fear extinction and memory reconsolidation'' * ''cognitive gains in divergent thinking and sustained attention (Lopes and Vermetten)'' === What does the VR evidence show? === * ''Clinical efficiacy - meta analysis of 444 veterans - pooled mean difference in pre-post comparison - use Felemben 2026 efficacy study data here'' * ''comparison to standard PTSD care'' * ''non-exposure stabilisation - use the Ukraine study of non-exposure 360 degree VR producing rapid mood improvements and reductions in anxiety and depression (Kukharuk, 2025)'' * ''Multi sensory benefits'' === What does the 3MDR evidence show? === * ''showing effective for complex, treatment resistance cases'' * ''assists in breakthrough from failed standard treatments'' * ''lingustic progress'' * ''acceptability of treatment - significant difference in drop out rates'' === What are the limitations? === ''Wellness vs disease models - prioritise post traumatic growth& optimism (Niles et al, 2023)'' * ''Methodological [[wikipedia:Heterogeneity_(disambiguation)|heterogeneity]] - major variations in session structure, hardaare and processes followed'' * ''difficult to draw definitive conclusions'' * ''sample size constraints'' * ''lack of long term data'' * ''structural barriers and cost of material and equipment'' * ''technical side effects - e.g motion or cyber sickness'' * ''generalisability of outcomes - predominately white, military male populations - may not be directly transferable to diverse civilian groups or gender spectrums.'' === Ukraine War: an applied example. === {{RoundBoxTop|theme=2}}Scenario: The Hotspots of War Andriy* used to be a baker from Kyiv and is now a volunteer in the Ukrainian Armed Forces. Like thousands of his fellow soldiers, he had no prior military training and is now struggling with the crushing weight of hyper-vigilance, anxiety, and depression (Kukharuk et al., 2025). Traditional ‘talk’ therapy feels impossible and his mind is in a constant state of combat readiness, even the quietest room can pose a threat. Andriy has begun his third week of treatment at the Veterans Mental Health and Rehabilitation Centre in Kyiv. During the Pre-platform Preparation phase, he worked closely with his therapist to identify what the Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) manual calls a ‘hotspot’. He has selected seven specific, painful memories, each represented by photographs. [[File:US Army 53481 Virtual Tech Makes Recovery a Reality at Walter Reed.jpg|US_Army_53481_Virtual_Tech_Makes_Recovery_a_Reality_at_Walter_Reed]] ''Figure 1''. A military veteran views a digital scene while harnessed to a platform Now, Andriy steps onto the 3MDR platform. Instead of sitting, he is harnessed to a treadmill, with his therapist standing by his side as a partner, both are facing a large panoramic screen. As Andriy begins to walk at a steady walking pace, his self-selected warm-up music, this one a familiar song from his last front line deployment, begins to play. This is deliberate as it is intended to keep him in touch with his traumatic memory network (Vermetten et al., 2025). A virtual, digital tunnel appears, and at its end, the first of his hotspot images grows until it fills his field of vision. As he physically approaches the memory, his therapist asks three structured questions (Vermetten et al., 2025): 1. What do you SEE in the picture? 2. What does the picture TELL you? 3. What do you FEEL in your body NOW? When Andriy identifies a surge of shame, the word GUILT is digitally placed onto the screen as an affective label. Immediately after he reads the label aloud, an oscillating red ball begins to move across the image. Andriy must call out the numbers appearing on the ball while maintaining focus on his emotional state. This dual-attention task is designed to tax his working memory, competing for limited cognitive resources and reducing the vividness and emotional intensity of the trauma. By the end of the 60-minute session, as he transitions to his cool-down music, Andriy feels a profound shift. Through the mechanisms of embodied cognition, he has physically walked toward what he used to avoid, creating a mismatch between his expectation of threat and his current safety. He finishes the session with a sense of moving forward, having transformed a rigid, stuck memory into a manageable narrative *Andriy is a fictional name given to one of the 69 male Ukrainian veterans who participated in a 2023 Randomised Controlled Trial in Kyiv. Many were demobilised after one year because of mental or neurological injuries (Kukharuk et al., 2025). {{RoundBoxBottom}} == Conclusion == == See also == [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)]] (Wikiversity) [[Motivation and emotion/Textbook/Emotion/Anxiety]] (Wikiversity) [[Motivation and emotion/Book/2019/Phobias]] (Wikiversity Book Chapter) [[Motivation and emotion/Book/2024/Sense hacking]] (Wikiversity Book Chapter) == References == {{Hanging indent|{{Hanging indent|1= the full list of references}} Boska, R. L., Bishop, T. M., Capron, D. W., Paxton Willing, M. M., & Ashrafioun, L. (2025). Difficulties with emotion regulation within ptsd clusters and moral injury subtypes. Military psychology, 37(2), 159-167. https://doi.org/10.1080/08995605.2024.2322904 Bothe, T., Jacob, J., Kröger, C., & Walker, J. (2020). How expensive are post-traumatic stress disorders? Estimating incremental health care and economic costs on anonymised claims data. Eur J Health Econ, 21(6), 917-930. https://doi.org/10.1007/s10198-020-01184-x Davis, L. L., Schein, J., Cloutier, M., Gagnon-Sanschagrin, P., Maitland, J., Urganus, A., Guerin, A., Lefebvre, P., & Houle, C. R. (2022). The economic burden of posttraumatic stress disorder in the united states from a societal perspective. The Journal of clinical psychiatry, 83(3), 21m14116. Retrieved 2022/04//, from http://europepmc.org/abstract/MED/35485933 https://www.psychiatrist.com/read-pdf/40672 https://doi.org/10.4088/JCP.21m14116 de Haart, R., Daniels, J. K., Timmerman, M. E., Cath, D. C., & Lommen, M. J. J. (2026). Augmenting virtual reality exposure for ptsd with physical activity: Study protocol of a randomised controlled trial. European Journal of Psychotraumatology, 17(1), 2605803. https://doi.org/10.1080/20008066.2025.2605803 Efremov, A. (2025). Age-specific mental health profiles of combat veterans: Post-traumatic stress disorder and related disorders. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 44(1), 4. https://doi.org/10.1007/s10942-025-00637-7 Kukharuk, O., Tkalich, K., Kamash, N., & Georgiou, O. (2025). Effectiveness of immersive vr therapy in reducing stress-associated symptoms in ukraine. European Journal of Psychotraumatology, 16(1), 2488097. https://doi.org/10.1080/20008066.2025.2488097 López-Ojeda, W., & Hurley, R. A. (2022). Extended reality technologies: Expanding therapeutic approaches for ptsd. The Journal of Neuropsychiatry and Clinical Neurosciences, 34(1), A4-5. https://doi.org/10.1176/appi.neuropsych.21100244 Lopes, M. K. S., Perreault, L., Jesus, B. J. d., Roberge, M. C., & Falk, T. H. (2025, 30 Sept.-2 Oct. 2025). Subjective and objective evaluation of the benefits of multisensory virtual nature immersion for patients with post-traumatic stress disorder. 2025 17th International Conference on Quality of Multimedia Experience (QoMEX), Magnussen, A., & Dey, T. (2025). The economic burden of ptsd in veterans: Why cost of illness studies matter. https://www.bdo.com.au/en-au/insights/advisory/economics/the-economic-burden-of-ptsd-in-veterans-why-cost-of-illness-studies-matter Montgomery-Marks, P., Bandyopadhyay, S., Weisman, C. B., & Bose, T. (2025). Economic burden of ptsd in the uk: A systematic review and economic analysis. BMJ Open, 15(7), e084394. https://doi.org/10.1136/bmjopen-2024-084394 Osman, A., Paczynski, M., & Jha, A. P. (2016). Affective expectations influence neural responses to stressful images in soldiers. Military psychology, 29(1), 41-57. https://doi.org/10.1037/mil0000128 Trejo, B. C., Richard, E. M., van Driel, M., & McDonald, D. P. (2015). Cross-cultural competence: The role of emotion regulation ability and optimism. Military psychology, 27(5), 276-286. https://doi.org/10.1037/mil0000081 van Gelderen, M. J., Nijdam, M. J., & Vermetten, E. (2018). An innovative framework for delivering psychotherapy to patients with treatment-resistant posttraumatic stress disorder: Rationale for interactive motion-assisted therapy. Frontiers in Psychiatry, Volume 9 - 2018. https://doi.org/10.3389/fpsyt.2018.00176 van Toorenburg, M. M., Sanches, S. A., Linders, B., Rozendaal, L., Voorendonk, E. M., Van Minnen, A., & De Jongh, A. (2020). Do emotion regulation difficulties affect outcome of intensive trauma-focused treatment of patients with severe ptsd? European Journal of Psychotraumatology, 11(1), 1724417. https://doi.org/10.1080/20008198.2020.1724417 Vermetten, E., Burback, L., Sevigny, P. R., Nijdam, M. J., Winkler, O., Espejo, E., Sessoms, P., Bright, K., Roy, M. J., & Brémault-Phillips, S. (2025). Brief manual for multi-modal motion-assisted memory desensitization and reconsolidation therapy for the treatment of post-traumatic stress disorder. Psychiatry and clinical psychopharmacology, 35(Suppl1), S122. https://doi.org/DOI:10.5152/pcp.2025.241028 Westphal, M., Aldao, A., & Jackson, C. (2017). Emotion dysregulation in comorbid posttraumatic stress disorder and substance use disorders: A narrative review. Military Psychology, 29(3), 216-233. https://doi.org/10.1037/mil0000157 Wiederhold, B. K., & Wiederhold, M. D. (2025). Virtual reality therapy combined with physiological monitoring provides effective treatment, with objective metrics, for post-traumatic stress disorder. Expert Review of Medical Devices, 22(2), 117-119. https://doi.org/10.1080/17434440.2025.2454930 }} == External links == == Key points == For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] * == Figures == [[File:Thought_bubble.svg|right|thumb|157x157px|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[c:|Wikimedia Commons]] * Images can be uploaded to [[c:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) == Learning features == Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ; Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[User talk:StretchBeyond#Feature boxes|feature boxes]] {{anchor|Feature box}} ; Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[User talk:StretchBeyond#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ; Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[wikipedia:Dreams|dreams]]) of dreams was provided by [[wikipedia:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ; Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto;" ! !Known to self !Not known to self |- |'''Known to others''' |Open area |Blind spot |- |'''Not known to others''' |Hidden area |Unknown |} ; Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> == Conclusion == * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[User talk:StretchBeyond#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages?}} == See also == Provide [[Help:Contents/Links#Interwiki links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[wikipedia:|Wikipedia articles]]. Use [[wikipedia:Letter case#Sentence_casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[wikipedia:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses}} == References == This section lists the cited references in [[wikipedia:APA style|APA style]] (7th ed.) or [[wikipedia:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row.}} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted}} == External links == Provide [[Help:Contents/Links#External links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[wikipedia:Letter case#Sentence_casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Psychotherapy] [[Category:Motivation and emotion/Book/Trauma]] __FORCETOC__ a0mc8fnpbc0rf0ymke5lx32yql5d072 2822662 2822660 2026-08-18T07:16:40Z StretchBeyond 3105744 Corrected some aspects in the overview after Fig 1 was duplicated. Changed box colours, removed the superfluous scenario box and integrated material into the overview section. Corrected the intended subheading in section 1. 2822662 wikitext text/x-wiki {{title|Immersive therapy for PTSD treatment:<br>How does it work and what are the effects?}} __TOC__ == Overview == {{RoundBoxTop|theme=4}} ''' Post-Traumatic Stress Disorder (PTSD): What does it really cost society?''' [[File:Post-traumatic stress disorder world map - DALY - WHO2004.svg|alt=|thumb|271x271px|'''Figure 1:''' The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.<ref>{{Cite web|url=https://www.who.int/news-room/fact-sheets/detail/post-traumatic-stress-disorder|title=Post-traumatic stress disorder|website=www.who.int|language=en|access-date=2026-08-17}}</ref>]] • PTSD is estimated to have had a total excess economic burden in the USA of more than US$232 billion in 2018 (Davis et al., 2022). • PTSDs 2020-21 societal burden in the UK was estimated at over $£40 billion, with 92.4% of these costs to society being indirect versus direct clinical costs (Montgomery-Marks et al., 2025) • In Australia, the 2025 annual cost of PTSD per military veteran was $112,172 (Magnusson & Dey, 2025). • Individual healthcare costs surge by 142% in the year following a PTSD diagnosis, with comorbidity complications having a 3x cost effect on individuals with PTSD (Bothe et al., 2020). {{Figure|Figure 1: The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.[1]}}{{RoundBoxBottom}} Post-Traumatic Stress Disorder (PTSD) is a significant public health concern that can develop after severe or life-threatening trauma, with sub-communities such as military personnel having an increased likelihood of representation (Boska et al., 2025). Its emotional impact is shaped largely by emotional dysregulation, in which individuals struggle to manage intense adverse feelings such as guilt, fear or shame (Westphal et al., 2017). These can trigger a destructive cycle of cognitive and behavioural avoidance as individuals attempt to reduce overwhelming distress. However, avoidance can strengthen fear networks and prevent the adaptive processing of traumatic memories. As a result, maladaptive stress responses like hypervigilance may persist, increasing psychological vulnerabilities that limit social adaptation, personal wellness, and the possibility of long-term recovery (Efremov, 2025). PTSD often leaves individuals caught between a desire for relief and powerful emotional responses that can drive avoidance, in turn becoming a core barrier to recovery  (de Haart et al., 2026; van Gelderen et al., 2018). Emerging immersive interventions such as [[wikipedia:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] (VRET) and Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), address this barrier by creating controlled environments in which trauma cues can be safely approached rather than avoided (van Gelderen et al., 2018; Wiederhold & Wiederhold, 2025). van Gelderen et al. (2018) suggest that these technologies foster presence, or the illusion of being there, which can increase engagement and support emotional processing . For example, by physically walking toward trauma-related images, patients perform [[wikipedia:Fear|Fear]] Antagonistic Actions  (de Haart et al., 2026). de Haart et al. (2026), propose that this approach to behaviour maximises the mismatch between expected threat and actual safety, allowing traumatic memories to be reconsolidated in a less distressing form and ultimately promoting psychological recovery. {{RoundBoxTop|theme=2}} '''Focus questions''' * Why is emotional processing important in PTSD? * How might immersive therapies influence the emotional processes underlying PTSD? * How do virtual reality (VR) and 3MDR translate psychological mechanisms into treatment? * What does the research evidence tell us about immersive treatment effects and limitations? {{RoundBoxBottom}} == Why is emotional processing important in [[wikipedia:Post-traumatic_stress_disorder|PTSD]]? (500-550wds) == === Understanding PTSD and emotions === ''(Felemban et. al, 2026; López-Ojeda, W., & Hurley, R. A. 2022;'' * ''PTSD and the cycle of avoidance'' * cognitive avoidance * intrusive memories * avoidance, hyper arousal, negative emotional challenges and changes === Why treatment can be difficult === * ''barriers in traditional treatment'' * ''failure rates in response to treatment -'' ''up to 39.2% of patients fail to respond and military drop out rates are estimated between 16-48% (de Haart et al., 2026)'' * ''difficulties in engaging with emotional processing for fear extinction'' * Emotion regulation - not just what sufferes of PTSD may lack, but maybe also something that can change through treatment. === Why avoidance matters === * ''Therapy is trying to disrupt the process of trauma-distress,avoidance,short term relief,, reduced opportunity for learning, persistence of symptoms.'' ** {| class="wikitable" |+Placeholder for an immersive therapy comparison table to be built ! ! ! ! |- | | | | |- | | | | |- | | | | |} == How might immersive therapies influence emotional processes? (700 words) == * ''Section introduction'' ** ''Introduce concepts such as multisensory presence and engagement'' ** ''embodied cognition, divergent thinking, body states'' * Lopez, Vermetten & Van Gelderen === What is immersive therapy<ref>{{Cite journal|date=2026-06-01|title=Immersion therapy|url=https://en.wikipedia.org/w/index.php?title=Immersion_therapy&oldid=1357152847|journal=Wikipedia|language=en}}</ref>? === * ''the nature of immersive interventions (Felemban et. al, 2026; López-Ojeda, W., & Hurley, R. A. 2022; Weiderhold et al, 2024)'' ** ''maybe room to introduce or reference some UC PhD work by Ravi here or draw on his experience and research'' ** ''Virtual reality exposure therapy'' ** ''3MDR'' ** ''mechanisms of change - presence, embodiment, side-by-side, activating'' ** ''prediction error - re-consolidation of traumatic memory (Vermetten et al., 2025; van Gelderen et al., 2018)'' === Emotional processing and PTSD === * ''[[wikipedia:Transdiagnostic_process|Transdiagnostic]] emotion dsyregulation - Elkit & Dahl, 2025;'' ** ''loose ability to modulate emotions - guilt, fear, shame'' ** ''reduction in coping strategies - individuals trapped in states of high combat readiness'' * ''Memory network activation'' ** ''Activation of brains salience and central executive networks'' ** ''use of cues - photographs, music,'' ** ''trauma retrival'' === Avoidance and emotional confrontation === * ''Bypassing avoidance cycle'' ** ''activating side by side partnerships'' * ''Fear agnostic actions (de Haart, 2026: Van Geldere et al., 2018)'' ** ''walking towards trauma, not away'' ** ''3MDR introduces the physical movement'' ** ''Approach behaviour - dissolving a natural tendency to pull away from distress'' {{RoundBoxTop|theme=2}}Moving from emotional avoidance to emotional processing. People with PTSD may avoid thoughts, memories and situations that trigger distress. Psychology theory suggests that emotion regulation shapes how individuals respond to their environment (Trejo et al., 2015). In Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), the act of physically walking toward a virtual trauma stimulus may serve as a physical counterpoint to emotional avoidance. In turn, this can create a prediction error that could help update traumatic memories with experiences of safety (de Haart et al., 2026). Of consequence, is that an individuals emotional regulation may also improve throughout treatment, regardless of the PTSD outcomes: a trial of 62 adults with severe PTSD (including childhood sexual trauma) found that intensive trauma treatment improved emotion-regulation abilities despite severe baseline difficulties (van Toorenburg et al., 2020). {{RoundBoxBottom}} === Fear [[wikipedia:Extinction_(psychology)|extinction]] and inhibitory learning === * ''Create safe associations'' * ''inhibitory learning - suppress fear response'' * ''Maximise prediction errors'' * ''consolidate extinction learning via increasing [[wikipedia:Brain-derived_neurotrophic_factor|brain derived neurotropic factor]] (BNDF)'' === [[wikipedia:Memory_consolidation|Memory reconsolidation]] === * ''[[wikipedia:Lability|Labile]] or [[wikipedia:Malleability_of_intelligence|malleable]] state of memory'' ** ''introducing safe or contextual information - reconsolidate memory'' * ''Taxing working memory'' ** ''dual attention tasks'' * ''Linguistic shifts'' ** ''[[wikipedia:Affect_labeling|Affective labelling]]'' ** ''[[wikipedia:Marker_(linguistics)|linguistic markers]] - shift from past tense to present tense'' ** ''increased ability to articulate emotional states'' == How do VR and 3MDR translate psychological mechanisms into treatment? (600-650 wds) == * ''Introduction'' ** ''Facilitating psychological change'' ** ''Emotional processing theory and inhibitory learning'' ** ''Highly controlled environments'' ** ''Overcoming treatment barriers - depending on how I write paragraph above in why treatment can be difficult'' *** ''Cognitive and behavioural barriers'' *** ''failure rates - new information - maybe a bit more on military angle?'' ** ''Enhancing memory accessibility'' *** ''precise retrieval of traumatic memory networks'' *** ''patient selected cues'' === [[wikipedia:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] === * ''Reconstructing trauma - safe and regulated context'' ** ''controlled, graded and personal'' * ''bypassing imagination challenges - amnesia, struggling to engage with visualisation techniques of standard treatments'' * ''Clinical efficacy'' * ''(Macey, 2026; Felemban, 2026, van Gelderen)'' === Presence and emotional activation === * ''Illusion of being there - user experience presence (Kukharuk et al. 2025)'' * ''multisensory - visual, auditory, haptic, movement, scent (Lopes et al. 2025)'' * ''Psychological habitation - virtual transfer of emotions and stimuli previously avoided to a safe space or trauma reminder (Kukharuk et al. 2025)'' * Links between emotion regulation as an antecedent to [[wikipedia:Optimism|optimisim]] (Trejo et al. 2015) ** affect illusion and predictive values ** broaden and build a upward spiral of emotion === 3MDR === * ''(The Vermetten 2025 reading has an excellent flow chat to use if I can figure out how to get it embedded. the journal article is Creative Commons4.0 - need to ask James.'' * ''Activating Context - shift from sedentary, face to face therapy, to one of movement and side by side, where patient and therapist can view the virtual environment together.'' * ''three phase protocol - pre platform, platform exposure and post platform reconsolidation'' * ''Break through potential?'' === [[wikipedia:Embodied_cognition|Embodied cognition]] and recovery impact === * ''Mind body interaction with the environment'' ** ''Fear agnostic actions'' ** ''boosting divergent thinking and linguistic shifts'' * ''Modulating stress responses (Osman et al. 2016)'' * ''Bypassing avoidance (Boska et al. 2025)'' == What are the effects of immersive therapy? (500-550wds) == * ''Reductions in symptom severity enhanced emotional engagement and disruption of maladaptive avoidance patterns'' * ''create presence and facilitate fear extinction and memory reconsolidation'' * ''cognitive gains in divergent thinking and sustained attention (Lopes and Vermetten)'' === What does the VR evidence show? === * ''Clinical efficiacy - meta analysis of 444 veterans - pooled mean difference in pre-post comparison - use Felemben 2026 efficacy study data here'' * ''comparison to standard PTSD care'' * ''non-exposure stabilisation - use the Ukraine study of non-exposure 360 degree VR producing rapid mood improvements and reductions in anxiety and depression (Kukharuk, 2025)'' * ''Multi sensory benefits'' === What does the 3MDR evidence show? === * ''showing effective for complex, treatment resistance cases'' * ''assists in breakthrough from failed standard treatments'' * ''lingustic progress'' * ''acceptability of treatment - significant difference in drop out rates'' === What are the limitations? === ''Wellness vs disease models - prioritise post traumatic growth& optimism (Niles et al, 2023)'' * ''Methodological [[wikipedia:Heterogeneity_(disambiguation)|heterogeneity]] - major variations in session structure, hardaare and processes followed'' * ''difficult to draw definitive conclusions'' * ''sample size constraints'' * ''lack of long term data'' * ''structural barriers and cost of material and equipment'' * ''technical side effects - e.g motion or cyber sickness'' * ''generalisability of outcomes - predominately white, military male populations - may not be directly transferable to diverse civilian groups or gender spectrums.'' === Ukraine War: an applied example. === {{RoundBoxTop|theme=2}}Scenario: The Hotspots of War Andriy* used to be a baker from Kyiv and is now a volunteer in the Ukrainian Armed Forces. Like thousands of his fellow soldiers, he had no prior military training and is now struggling with the crushing weight of hyper-vigilance, anxiety, and depression (Kukharuk et al., 2025). Traditional ‘talk’ therapy feels impossible and his mind is in a constant state of combat readiness, even the quietest room can pose a threat. Andriy has begun his third week of treatment at the Veterans Mental Health and Rehabilitation Centre in Kyiv. During the Pre-platform Preparation phase, he worked closely with his therapist to identify what the Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) manual calls a ‘hotspot’. He has selected seven specific, painful memories, each represented by photographs. [[File:US Army 53481 Virtual Tech Makes Recovery a Reality at Walter Reed.jpg|US_Army_53481_Virtual_Tech_Makes_Recovery_a_Reality_at_Walter_Reed]] ''Figure 1''. A military veteran views a digital scene while harnessed to a platform Now, Andriy steps onto the 3MDR platform. Instead of sitting, he is harnessed to a treadmill, with his therapist standing by his side as a partner, both are facing a large panoramic screen. As Andriy begins to walk at a steady walking pace, his self-selected warm-up music, this one a familiar song from his last front line deployment, begins to play. This is deliberate as it is intended to keep him in touch with his traumatic memory network (Vermetten et al., 2025). A virtual, digital tunnel appears, and at its end, the first of his hotspot images grows until it fills his field of vision. As he physically approaches the memory, his therapist asks three structured questions (Vermetten et al., 2025): 1. What do you SEE in the picture? 2. What does the picture TELL you? 3. What do you FEEL in your body NOW? When Andriy identifies a surge of shame, the word GUILT is digitally placed onto the screen as an affective label. Immediately after he reads the label aloud, an oscillating red ball begins to move across the image. Andriy must call out the numbers appearing on the ball while maintaining focus on his emotional state. This dual-attention task is designed to tax his working memory, competing for limited cognitive resources and reducing the vividness and emotional intensity of the trauma. By the end of the 60-minute session, as he transitions to his cool-down music, Andriy feels a profound shift. Through the mechanisms of embodied cognition, he has physically walked toward what he used to avoid, creating a mismatch between his expectation of threat and his current safety. He finishes the session with a sense of moving forward, having transformed a rigid, stuck memory into a manageable narrative *Andriy is a fictional name given to one of the 69 male Ukrainian veterans who participated in a 2023 Randomised Controlled Trial in Kyiv. Many were demobilised after one year because of mental or neurological injuries (Kukharuk et al., 2025). {{RoundBoxBottom}} == Conclusion == * ''PTSD involves disrupted emotional processing'' * ''immersive therapy provides an opportunity to approach vs avoid trauma'' * ''a number of psychological mechanisims can contribute towards the desired change'' * ''evidence is beginning to support positive effects, but sample sizes, timeframes and different methods mean understanding WHY is difficult. If we don't know WHY, risk false generalisations and opportunity cost of expensive treatment programs etc'' * ''immersion techniques are simply the tool being used, not the psychological mechanism of change'' == See also == [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)]] (Wikiversity) [[Motivation and emotion/Textbook/Emotion/Anxiety]] (Wikiversity) [[Motivation and emotion/Book/2019/Phobias]] (Wikiversity Book Chapter) [[Motivation and emotion/Book/2024/Sense hacking]] (Wikiversity Book Chapter) == References == {{Hanging indent|{{Hanging indent|1= the full list of references}} Boska, R. L., Bishop, T. M., Capron, D. W., Paxton Willing, M. M., & Ashrafioun, L. (2025). Difficulties with emotion regulation within ptsd clusters and moral injury subtypes. Military psychology, 37(2), 159-167. https://doi.org/10.1080/08995605.2024.2322904 Bothe, T., Jacob, J., Kröger, C., & Walker, J. (2020). How expensive are post-traumatic stress disorders? Estimating incremental health care and economic costs on anonymised claims data. Eur J Health Econ, 21(6), 917-930. https://doi.org/10.1007/s10198-020-01184-x Davis, L. L., Schein, J., Cloutier, M., Gagnon-Sanschagrin, P., Maitland, J., Urganus, A., Guerin, A., Lefebvre, P., & Houle, C. R. (2022). The economic burden of posttraumatic stress disorder in the united states from a societal perspective. The Journal of clinical psychiatry, 83(3), 21m14116. Retrieved 2022/04//, from http://europepmc.org/abstract/MED/35485933 https://www.psychiatrist.com/read-pdf/40672 https://doi.org/10.4088/JCP.21m14116 de Haart, R., Daniels, J. K., Timmerman, M. E., Cath, D. C., & Lommen, M. J. J. (2026). Augmenting virtual reality exposure for ptsd with physical activity: Study protocol of a randomised controlled trial. European Journal of Psychotraumatology, 17(1), 2605803. https://doi.org/10.1080/20008066.2025.2605803 Efremov, A. (2025). Age-specific mental health profiles of combat veterans: Post-traumatic stress disorder and related disorders. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 44(1), 4. https://doi.org/10.1007/s10942-025-00637-7 Kukharuk, O., Tkalich, K., Kamash, N., & Georgiou, O. (2025). Effectiveness of immersive vr therapy in reducing stress-associated symptoms in ukraine. European Journal of Psychotraumatology, 16(1), 2488097. https://doi.org/10.1080/20008066.2025.2488097 López-Ojeda, W., & Hurley, R. A. (2022). Extended reality technologies: Expanding therapeutic approaches for ptsd. The Journal of Neuropsychiatry and Clinical Neurosciences, 34(1), A4-5. https://doi.org/10.1176/appi.neuropsych.21100244 Lopes, M. K. S., Perreault, L., Jesus, B. J. d., Roberge, M. C., & Falk, T. H. (2025, 30 Sept.-2 Oct. 2025). Subjective and objective evaluation of the benefits of multisensory virtual nature immersion for patients with post-traumatic stress disorder. 2025 17th International Conference on Quality of Multimedia Experience (QoMEX), Magnussen, A., & Dey, T. (2025). The economic burden of ptsd in veterans: Why cost of illness studies matter. https://www.bdo.com.au/en-au/insights/advisory/economics/the-economic-burden-of-ptsd-in-veterans-why-cost-of-illness-studies-matter Montgomery-Marks, P., Bandyopadhyay, S., Weisman, C. B., & Bose, T. (2025). Economic burden of ptsd in the uk: A systematic review and economic analysis. BMJ Open, 15(7), e084394. https://doi.org/10.1136/bmjopen-2024-084394 Osman, A., Paczynski, M., & Jha, A. P. (2016). Affective expectations influence neural responses to stressful images in soldiers. Military psychology, 29(1), 41-57. https://doi.org/10.1037/mil0000128 Trejo, B. C., Richard, E. M., van Driel, M., & McDonald, D. P. (2015). Cross-cultural competence: The role of emotion regulation ability and optimism. Military psychology, 27(5), 276-286. https://doi.org/10.1037/mil0000081 van Gelderen, M. J., Nijdam, M. J., & Vermetten, E. (2018). An innovative framework for delivering psychotherapy to patients with treatment-resistant posttraumatic stress disorder: Rationale for interactive motion-assisted therapy. Frontiers in Psychiatry, Volume 9 - 2018. https://doi.org/10.3389/fpsyt.2018.00176 van Toorenburg, M. M., Sanches, S. A., Linders, B., Rozendaal, L., Voorendonk, E. M., Van Minnen, A., & De Jongh, A. (2020). Do emotion regulation difficulties affect outcome of intensive trauma-focused treatment of patients with severe ptsd? European Journal of Psychotraumatology, 11(1), 1724417. https://doi.org/10.1080/20008198.2020.1724417 Vermetten, E., Burback, L., Sevigny, P. R., Nijdam, M. J., Winkler, O., Espejo, E., Sessoms, P., Bright, K., Roy, M. J., & Brémault-Phillips, S. (2025). Brief manual for multi-modal motion-assisted memory desensitization and reconsolidation therapy for the treatment of post-traumatic stress disorder. Psychiatry and clinical psychopharmacology, 35(Suppl1), S122. https://doi.org/DOI:10.5152/pcp.2025.241028 Westphal, M., Aldao, A., & Jackson, C. (2017). Emotion dysregulation in comorbid posttraumatic stress disorder and substance use disorders: A narrative review. Military Psychology, 29(3), 216-233. https://doi.org/10.1037/mil0000157 Wiederhold, B. K., & Wiederhold, M. D. (2025). Virtual reality therapy combined with physiological monitoring provides effective treatment, with objective metrics, for post-traumatic stress disorder. Expert Review of Medical Devices, 22(2), 117-119. https://doi.org/10.1080/17434440.2025.2454930 }} == External links == == Key points == For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] * == Figures == [[File:Thought_bubble.svg|right|thumb|157x157px|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[c:|Wikimedia Commons]] * Images can be uploaded to [[c:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) == Learning features == Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ; Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[User talk:StretchBeyond#Feature boxes|feature boxes]] {{anchor|Feature box}} ; Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[User talk:StretchBeyond#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ; Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[wikipedia:Dreams|dreams]]) of dreams was provided by [[wikipedia:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ; Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto;" ! !Known to self !Not known to self |- |'''Known to others''' |Open area |Blind spot |- |'''Not known to others''' |Hidden area |Unknown |} ; Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> == Conclusion == * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[User talk:StretchBeyond#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages?}} == See also == Provide [[Help:Contents/Links#Interwiki links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[wikipedia:|Wikipedia articles]]. Use [[wikipedia:Letter case#Sentence_casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[wikipedia:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses}} == References == This section lists the cited references in [[wikipedia:APA style|APA style]] (7th ed.) or [[wikipedia:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row.}} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted}} == External links == Provide [[Help:Contents/Links#External links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[wikipedia:Letter case#Sentence_casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Psychotherapy] [[Category:Motivation and emotion/Book/Trauma]] __FORCETOC__ iy4x31la0jbeaynl5tg1t0bdlzwmf2y 2822663 2822662 2026-08-18T07:23:37Z StretchBeyond 3105744 Added Australian currency conversions for the opening box, in order to standardise different currency and times into 2026 $AUD. 2822663 wikitext text/x-wiki {{title|Immersive therapy for PTSD treatment:<br>How does it work and what are the effects?}} __TOC__ == Overview == {{RoundBoxTop|theme=4}} ''' Post-Traumatic Stress Disorder (PTSD): What does it really cost society?''' [[File:Post-traumatic stress disorder world map - DALY - WHO2004.svg|alt=|thumb|271x271px|'''Figure 1:''' The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.<ref>{{Cite web|url=https://www.who.int/news-room/fact-sheets/detail/post-traumatic-stress-disorder|title=Post-traumatic stress disorder|website=www.who.int|language=en|access-date=2026-08-17}}</ref>]] • PTSD is estimated to have had a total excess economic burden in the USA of more than US$232 billion in 2018 (Davis et al., 2022). (In 2026, this would equate to approximately AUD $433 billion). • PTSDs 2020-21 societal burden in the UK was estimated at over $£40 billion, with 92.4% of these costs to society being indirect versus direct clinical costs (Montgomery-Marks et al., 2025) (In 2026, this would equate to approximately AUD $77 billion). • In Australia, the 2025 annual cost of PTSD per military veteran was $112,172 (Magnusson & Dey, 2025). • Individual healthcare costs surge by 142% in the year following a PTSD diagnosis, with comorbidity complications having a 3x cost effect on individuals with PTSD (Bothe et al., 2020). {{Figure|Figure 1: The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.[1]}}{{RoundBoxBottom}} Post-Traumatic Stress Disorder (PTSD) is a significant public health concern that can develop after severe or life-threatening trauma, with sub-communities such as military personnel having an increased likelihood of representation (Boska et al., 2025). Its emotional impact is shaped largely by emotional dysregulation, in which individuals struggle to manage intense adverse feelings such as guilt, fear or shame (Westphal et al., 2017). These can trigger a destructive cycle of cognitive and behavioural avoidance as individuals attempt to reduce overwhelming distress. However, avoidance can strengthen fear networks and prevent the adaptive processing of traumatic memories. As a result, maladaptive stress responses like hypervigilance may persist, increasing psychological vulnerabilities that limit social adaptation, personal wellness, and the possibility of long-term recovery (Efremov, 2025). PTSD often leaves individuals caught between a desire for relief and powerful emotional responses that can drive avoidance, in turn becoming a core barrier to recovery  (de Haart et al., 2026; van Gelderen et al., 2018). Emerging immersive interventions such as [[wikipedia:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] (VRET) and Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), address this barrier by creating controlled environments in which trauma cues can be safely approached rather than avoided (van Gelderen et al., 2018; Wiederhold & Wiederhold, 2025). van Gelderen et al. (2018) suggest that these technologies foster presence, or the illusion of being there, which can increase engagement and support emotional processing . For example, by physically walking toward trauma-related images, patients perform [[wikipedia:Fear|Fear]] Antagonistic Actions  (de Haart et al., 2026). de Haart et al. (2026), propose that this approach to behaviour maximises the mismatch between expected threat and actual safety, allowing traumatic memories to be reconsolidated in a less distressing form and ultimately promoting psychological recovery. {{RoundBoxTop|theme=2}} '''Focus questions''' * Why is emotional processing important in PTSD? * How might immersive therapies influence the emotional processes underlying PTSD? * How do virtual reality (VR) and 3MDR translate psychological mechanisms into treatment? * What does the research evidence tell us about immersive treatment effects and limitations? {{RoundBoxBottom}} == Why is emotional processing important in [[wikipedia:Post-traumatic_stress_disorder|PTSD]]? (500-550wds) == === Understanding PTSD and emotions === ''(Felemban et. al, 2026; López-Ojeda, W., & Hurley, R. A. 2022;'' * ''PTSD and the cycle of avoidance'' * cognitive avoidance * intrusive memories * avoidance, hyper arousal, negative emotional challenges and changes === Why treatment can be difficult === * ''barriers in traditional treatment'' * ''failure rates in response to treatment -'' ''up to 39.2% of patients fail to respond and military drop out rates are estimated between 16-48% (de Haart et al., 2026)'' * ''difficulties in engaging with emotional processing for fear extinction'' * Emotion regulation - not just what sufferes of PTSD may lack, but maybe also something that can change through treatment. === Why avoidance matters === * ''Therapy is trying to disrupt the process of trauma-distress,avoidance,short term relief,, reduced opportunity for learning, persistence of symptoms.'' ** {| class="wikitable" |+Placeholder for an immersive therapy comparison table to be built ! ! ! ! |- | | | | |- | | | | |- | | | | |} == How might immersive therapies influence emotional processes? (700 words) == * ''Section introduction'' ** ''Introduce concepts such as multisensory presence and engagement'' ** ''embodied cognition, divergent thinking, body states'' * Lopez, Vermetten & Van Gelderen === What is immersive therapy<ref>{{Cite journal|date=2026-06-01|title=Immersion therapy|url=https://en.wikipedia.org/w/index.php?title=Immersion_therapy&oldid=1357152847|journal=Wikipedia|language=en}}</ref>? === * ''the nature of immersive interventions (Felemban et. al, 2026; López-Ojeda, W., & Hurley, R. A. 2022; Weiderhold et al, 2024)'' ** ''maybe room to introduce or reference some UC PhD work by Ravi here or draw on his experience and research'' ** ''Virtual reality exposure therapy'' ** ''3MDR'' ** ''mechanisms of change - presence, embodiment, side-by-side, activating'' ** ''prediction error - re-consolidation of traumatic memory (Vermetten et al., 2025; van Gelderen et al., 2018)'' === Emotional processing and PTSD === * ''[[wikipedia:Transdiagnostic_process|Transdiagnostic]] emotion dsyregulation - Elkit & Dahl, 2025;'' ** ''loose ability to modulate emotions - guilt, fear, shame'' ** ''reduction in coping strategies - individuals trapped in states of high combat readiness'' * ''Memory network activation'' ** ''Activation of brains salience and central executive networks'' ** ''use of cues - photographs, music,'' ** ''trauma retrival'' === Avoidance and emotional confrontation === * ''Bypassing avoidance cycle'' ** ''activating side by side partnerships'' * ''Fear agnostic actions (de Haart, 2026: Van Geldere et al., 2018)'' ** ''walking towards trauma, not away'' ** ''3MDR introduces the physical movement'' ** ''Approach behaviour - dissolving a natural tendency to pull away from distress'' {{RoundBoxTop|theme=2}}Moving from emotional avoidance to emotional processing. People with PTSD may avoid thoughts, memories and situations that trigger distress. Psychology theory suggests that emotion regulation shapes how individuals respond to their environment (Trejo et al., 2015). In Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), the act of physically walking toward a virtual trauma stimulus may serve as a physical counterpoint to emotional avoidance. In turn, this can create a prediction error that could help update traumatic memories with experiences of safety (de Haart et al., 2026). Of consequence, is that an individuals emotional regulation may also improve throughout treatment, regardless of the PTSD outcomes: a trial of 62 adults with severe PTSD (including childhood sexual trauma) found that intensive trauma treatment improved emotion-regulation abilities despite severe baseline difficulties (van Toorenburg et al., 2020). {{RoundBoxBottom}} === Fear [[wikipedia:Extinction_(psychology)|extinction]] and inhibitory learning === * ''Create safe associations'' * ''inhibitory learning - suppress fear response'' * ''Maximise prediction errors'' * ''consolidate extinction learning via increasing [[wikipedia:Brain-derived_neurotrophic_factor|brain derived neurotropic factor]] (BNDF)'' === [[wikipedia:Memory_consolidation|Memory reconsolidation]] === * ''[[wikipedia:Lability|Labile]] or [[wikipedia:Malleability_of_intelligence|malleable]] state of memory'' ** ''introducing safe or contextual information - reconsolidate memory'' * ''Taxing working memory'' ** ''dual attention tasks'' * ''Linguistic shifts'' ** ''[[wikipedia:Affect_labeling|Affective labelling]]'' ** ''[[wikipedia:Marker_(linguistics)|linguistic markers]] - shift from past tense to present tense'' ** ''increased ability to articulate emotional states'' == How do VR and 3MDR translate psychological mechanisms into treatment? (600-650 wds) == * ''Introduction'' ** ''Facilitating psychological change'' ** ''Emotional processing theory and inhibitory learning'' ** ''Highly controlled environments'' ** ''Overcoming treatment barriers - depending on how I write paragraph above in why treatment can be difficult'' *** ''Cognitive and behavioural barriers'' *** ''failure rates - new information - maybe a bit more on military angle?'' ** ''Enhancing memory accessibility'' *** ''precise retrieval of traumatic memory networks'' *** ''patient selected cues'' === [[wikipedia:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] === * ''Reconstructing trauma - safe and regulated context'' ** ''controlled, graded and personal'' * ''bypassing imagination challenges - amnesia, struggling to engage with visualisation techniques of standard treatments'' * ''Clinical efficacy'' * ''(Macey, 2026; Felemban, 2026, van Gelderen)'' === Presence and emotional activation === * ''Illusion of being there - user experience presence (Kukharuk et al. 2025)'' * ''multisensory - visual, auditory, haptic, movement, scent (Lopes et al. 2025)'' * ''Psychological habitation - virtual transfer of emotions and stimuli previously avoided to a safe space or trauma reminder (Kukharuk et al. 2025)'' * Links between emotion regulation as an antecedent to [[wikipedia:Optimism|optimisim]] (Trejo et al. 2015) ** affect illusion and predictive values ** broaden and build a upward spiral of emotion === 3MDR === * ''(The Vermetten 2025 reading has an excellent flow chat to use if I can figure out how to get it embedded. the journal article is Creative Commons4.0 - need to ask James.'' * ''Activating Context - shift from sedentary, face to face therapy, to one of movement and side by side, where patient and therapist can view the virtual environment together.'' * ''three phase protocol - pre platform, platform exposure and post platform reconsolidation'' * ''Break through potential?'' === [[wikipedia:Embodied_cognition|Embodied cognition]] and recovery impact === * ''Mind body interaction with the environment'' ** ''Fear agnostic actions'' ** ''boosting divergent thinking and linguistic shifts'' * ''Modulating stress responses (Osman et al. 2016)'' * ''Bypassing avoidance (Boska et al. 2025)'' == What are the effects of immersive therapy? (500-550wds) == * ''Reductions in symptom severity enhanced emotional engagement and disruption of maladaptive avoidance patterns'' * ''create presence and facilitate fear extinction and memory reconsolidation'' * ''cognitive gains in divergent thinking and sustained attention (Lopes and Vermetten)'' === What does the VR evidence show? === * ''Clinical efficiacy - meta analysis of 444 veterans - pooled mean difference in pre-post comparison - use Felemben 2026 efficacy study data here'' * ''comparison to standard PTSD care'' * ''non-exposure stabilisation - use the Ukraine study of non-exposure 360 degree VR producing rapid mood improvements and reductions in anxiety and depression (Kukharuk, 2025)'' * ''Multi sensory benefits'' === What does the 3MDR evidence show? === * ''showing effective for complex, treatment resistance cases'' * ''assists in breakthrough from failed standard treatments'' * ''lingustic progress'' * ''acceptability of treatment - significant difference in drop out rates'' === What are the limitations? === ''Wellness vs disease models - prioritise post traumatic growth& optimism (Niles et al, 2023)'' * ''Methodological [[wikipedia:Heterogeneity_(disambiguation)|heterogeneity]] - major variations in session structure, hardaare and processes followed'' * ''difficult to draw definitive conclusions'' * ''sample size constraints'' * ''lack of long term data'' * ''structural barriers and cost of material and equipment'' * ''technical side effects - e.g motion or cyber sickness'' * ''generalisability of outcomes - predominately white, military male populations - may not be directly transferable to diverse civilian groups or gender spectrums.'' === Ukraine War: an applied example. === {{RoundBoxTop|theme=2}}Scenario: The Hotspots of War Andriy* used to be a baker from Kyiv and is now a volunteer in the Ukrainian Armed Forces. Like thousands of his fellow soldiers, he had no prior military training and is now struggling with the crushing weight of hyper-vigilance, anxiety, and depression (Kukharuk et al., 2025). Traditional ‘talk’ therapy feels impossible and his mind is in a constant state of combat readiness, even the quietest room can pose a threat. Andriy has begun his third week of treatment at the Veterans Mental Health and Rehabilitation Centre in Kyiv. During the Pre-platform Preparation phase, he worked closely with his therapist to identify what the Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) manual calls a ‘hotspot’. He has selected seven specific, painful memories, each represented by photographs. [[File:US Army 53481 Virtual Tech Makes Recovery a Reality at Walter Reed.jpg|US_Army_53481_Virtual_Tech_Makes_Recovery_a_Reality_at_Walter_Reed]] ''Figure 1''. A military veteran views a digital scene while harnessed to a platform Now, Andriy steps onto the 3MDR platform. Instead of sitting, he is harnessed to a treadmill, with his therapist standing by his side as a partner, both are facing a large panoramic screen. As Andriy begins to walk at a steady walking pace, his self-selected warm-up music, this one a familiar song from his last front line deployment, begins to play. This is deliberate as it is intended to keep him in touch with his traumatic memory network (Vermetten et al., 2025). A virtual, digital tunnel appears, and at its end, the first of his hotspot images grows until it fills his field of vision. As he physically approaches the memory, his therapist asks three structured questions (Vermetten et al., 2025): 1. What do you SEE in the picture? 2. What does the picture TELL you? 3. What do you FEEL in your body NOW? When Andriy identifies a surge of shame, the word GUILT is digitally placed onto the screen as an affective label. Immediately after he reads the label aloud, an oscillating red ball begins to move across the image. Andriy must call out the numbers appearing on the ball while maintaining focus on his emotional state. This dual-attention task is designed to tax his working memory, competing for limited cognitive resources and reducing the vividness and emotional intensity of the trauma. By the end of the 60-minute session, as he transitions to his cool-down music, Andriy feels a profound shift. Through the mechanisms of embodied cognition, he has physically walked toward what he used to avoid, creating a mismatch between his expectation of threat and his current safety. He finishes the session with a sense of moving forward, having transformed a rigid, stuck memory into a manageable narrative *Andriy is a fictional name given to one of the 69 male Ukrainian veterans who participated in a 2023 Randomised Controlled Trial in Kyiv. Many were demobilised after one year because of mental or neurological injuries (Kukharuk et al., 2025). {{RoundBoxBottom}} == Conclusion == * ''PTSD involves disrupted emotional processing'' * ''immersive therapy provides an opportunity to approach vs avoid trauma'' * ''a number of psychological mechanisims can contribute towards the desired change'' * ''evidence is beginning to support positive effects, but sample sizes, timeframes and different methods mean understanding WHY is difficult. If we don't know WHY, risk false generalisations and opportunity cost of expensive treatment programs etc'' * ''immersion techniques are simply the tool being used, not the psychological mechanism of change'' == See also == [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)]] (Wikiversity) [[Motivation and emotion/Textbook/Emotion/Anxiety]] (Wikiversity) [[Motivation and emotion/Book/2019/Phobias]] (Wikiversity Book Chapter) [[Motivation and emotion/Book/2024/Sense hacking]] (Wikiversity Book Chapter) == References == {{Hanging indent|{{Hanging indent|1= the full list of references}} Boska, R. L., Bishop, T. M., Capron, D. W., Paxton Willing, M. M., & Ashrafioun, L. (2025). Difficulties with emotion regulation within ptsd clusters and moral injury subtypes. Military psychology, 37(2), 159-167. https://doi.org/10.1080/08995605.2024.2322904 Bothe, T., Jacob, J., Kröger, C., & Walker, J. (2020). How expensive are post-traumatic stress disorders? Estimating incremental health care and economic costs on anonymised claims data. Eur J Health Econ, 21(6), 917-930. https://doi.org/10.1007/s10198-020-01184-x Davis, L. L., Schein, J., Cloutier, M., Gagnon-Sanschagrin, P., Maitland, J., Urganus, A., Guerin, A., Lefebvre, P., & Houle, C. R. (2022). The economic burden of posttraumatic stress disorder in the united states from a societal perspective. The Journal of clinical psychiatry, 83(3), 21m14116. Retrieved 2022/04//, from http://europepmc.org/abstract/MED/35485933 https://www.psychiatrist.com/read-pdf/40672 https://doi.org/10.4088/JCP.21m14116 de Haart, R., Daniels, J. K., Timmerman, M. E., Cath, D. C., & Lommen, M. J. J. (2026). Augmenting virtual reality exposure for ptsd with physical activity: Study protocol of a randomised controlled trial. European Journal of Psychotraumatology, 17(1), 2605803. https://doi.org/10.1080/20008066.2025.2605803 Efremov, A. (2025). Age-specific mental health profiles of combat veterans: Post-traumatic stress disorder and related disorders. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 44(1), 4. https://doi.org/10.1007/s10942-025-00637-7 Kukharuk, O., Tkalich, K., Kamash, N., & Georgiou, O. (2025). Effectiveness of immersive vr therapy in reducing stress-associated symptoms in ukraine. European Journal of Psychotraumatology, 16(1), 2488097. https://doi.org/10.1080/20008066.2025.2488097 López-Ojeda, W., & Hurley, R. A. (2022). Extended reality technologies: Expanding therapeutic approaches for ptsd. The Journal of Neuropsychiatry and Clinical Neurosciences, 34(1), A4-5. https://doi.org/10.1176/appi.neuropsych.21100244 Lopes, M. K. S., Perreault, L., Jesus, B. J. d., Roberge, M. C., & Falk, T. H. (2025, 30 Sept.-2 Oct. 2025). Subjective and objective evaluation of the benefits of multisensory virtual nature immersion for patients with post-traumatic stress disorder. 2025 17th International Conference on Quality of Multimedia Experience (QoMEX), Magnussen, A., & Dey, T. (2025). The economic burden of ptsd in veterans: Why cost of illness studies matter. https://www.bdo.com.au/en-au/insights/advisory/economics/the-economic-burden-of-ptsd-in-veterans-why-cost-of-illness-studies-matter Montgomery-Marks, P., Bandyopadhyay, S., Weisman, C. B., & Bose, T. (2025). Economic burden of ptsd in the uk: A systematic review and economic analysis. BMJ Open, 15(7), e084394. https://doi.org/10.1136/bmjopen-2024-084394 Osman, A., Paczynski, M., & Jha, A. P. (2016). Affective expectations influence neural responses to stressful images in soldiers. Military psychology, 29(1), 41-57. https://doi.org/10.1037/mil0000128 Trejo, B. C., Richard, E. M., van Driel, M., & McDonald, D. P. (2015). Cross-cultural competence: The role of emotion regulation ability and optimism. Military psychology, 27(5), 276-286. https://doi.org/10.1037/mil0000081 van Gelderen, M. J., Nijdam, M. J., & Vermetten, E. (2018). An innovative framework for delivering psychotherapy to patients with treatment-resistant posttraumatic stress disorder: Rationale for interactive motion-assisted therapy. Frontiers in Psychiatry, Volume 9 - 2018. https://doi.org/10.3389/fpsyt.2018.00176 van Toorenburg, M. M., Sanches, S. A., Linders, B., Rozendaal, L., Voorendonk, E. M., Van Minnen, A., & De Jongh, A. (2020). Do emotion regulation difficulties affect outcome of intensive trauma-focused treatment of patients with severe ptsd? European Journal of Psychotraumatology, 11(1), 1724417. https://doi.org/10.1080/20008198.2020.1724417 Vermetten, E., Burback, L., Sevigny, P. R., Nijdam, M. J., Winkler, O., Espejo, E., Sessoms, P., Bright, K., Roy, M. J., & Brémault-Phillips, S. (2025). Brief manual for multi-modal motion-assisted memory desensitization and reconsolidation therapy for the treatment of post-traumatic stress disorder. Psychiatry and clinical psychopharmacology, 35(Suppl1), S122. https://doi.org/DOI:10.5152/pcp.2025.241028 Westphal, M., Aldao, A., & Jackson, C. (2017). Emotion dysregulation in comorbid posttraumatic stress disorder and substance use disorders: A narrative review. Military Psychology, 29(3), 216-233. https://doi.org/10.1037/mil0000157 Wiederhold, B. K., & Wiederhold, M. D. (2025). Virtual reality therapy combined with physiological monitoring provides effective treatment, with objective metrics, for post-traumatic stress disorder. Expert Review of Medical Devices, 22(2), 117-119. https://doi.org/10.1080/17434440.2025.2454930 }} == External links == == Key points == For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] * == Figures == [[File:Thought_bubble.svg|right|thumb|157x157px|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[c:|Wikimedia Commons]] * Images can be uploaded to [[c:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) == Learning features == Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ; Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[User talk:StretchBeyond#Feature boxes|feature boxes]] {{anchor|Feature box}} ; Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[User talk:StretchBeyond#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ; Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[wikipedia:Dreams|dreams]]) of dreams was provided by [[wikipedia:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ; Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto;" ! !Known to self !Not known to self |- |'''Known to others''' |Open area |Blind spot |- |'''Not known to others''' |Hidden area |Unknown |} ; Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> == Conclusion == * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[User talk:StretchBeyond#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages?}} == See also == Provide [[Help:Contents/Links#Interwiki links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[wikipedia:|Wikipedia articles]]. Use [[wikipedia:Letter case#Sentence_casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[wikipedia:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses}} == References == This section lists the cited references in [[wikipedia:APA style|APA style]] (7th ed.) or [[wikipedia:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row.}} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted}} == External links == Provide [[Help:Contents/Links#External links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[wikipedia:Letter case#Sentence_casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Psychotherapy] [[Category:Motivation and emotion/Book/Trauma]] __FORCETOC__ r4mccbg7ygb1u27ra5b5pib80cpbqsf 2822673 2822663 2026-08-18T08:19:50Z StretchBeyond 3105744 Added external links to web material, podcasts, and videos relating to the subject of PTSD knowledge, veteran experience, and the immersive therapies of 3MDR and VR. 2822673 wikitext text/x-wiki {{title|Immersive therapy for PTSD treatment:<br>How does it work and what are the effects?}} __TOC__ == Overview == {{RoundBoxTop|theme=4}} ''' Post-Traumatic Stress Disorder (PTSD): What does it really cost society?''' [[File:Post-traumatic stress disorder world map - DALY - WHO2004.svg|alt=|thumb|271x271px|'''Figure 1:''' The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.<ref>{{Cite web|url=https://www.who.int/news-room/fact-sheets/detail/post-traumatic-stress-disorder|title=Post-traumatic stress disorder|website=www.who.int|language=en|access-date=2026-08-17}}</ref>]] • PTSD is estimated to have had a total excess economic burden in the USA of more than US$232 billion in 2018 (Davis et al., 2022). (In 2026, this would equate to approximately AUD $433 billion). • PTSDs 2020-21 societal burden in the UK was estimated at over $£40 billion, with 92.4% of these costs to society being indirect versus direct clinical costs (Montgomery-Marks et al., 2025) (In 2026, this would equate to approximately AUD $77 billion). • In Australia, the 2025 annual cost of PTSD per military veteran was $112,172 (Magnusson & Dey, 2025). • Individual healthcare costs surge by 142% in the year following a PTSD diagnosis, with comorbidity complications having a 3x cost effect on individuals with PTSD (Bothe et al., 2020). {{Figure|Figure 1: The 2024 World Health Organisation estimates 3.9% of the world population has had post-traumatic stress disorder (PTSD) at some stage in their lives.[1]}}{{RoundBoxBottom}} Post-Traumatic Stress Disorder (PTSD) is a significant public health concern that can develop after severe or life-threatening trauma, with sub-communities such as military personnel having an increased likelihood of representation (Boska et al., 2025). Its emotional impact is shaped largely by emotional dysregulation, in which individuals struggle to manage intense adverse feelings such as guilt, fear or shame (Westphal et al., 2017). These can trigger a destructive cycle of cognitive and behavioural avoidance as individuals attempt to reduce overwhelming distress. However, avoidance can strengthen fear networks and prevent the adaptive processing of traumatic memories. As a result, maladaptive stress responses like hypervigilance may persist, increasing psychological vulnerabilities that limit social adaptation, personal wellness, and the possibility of long-term recovery (Efremov, 2025). === Chapter learning feature: Predict the outcome === {{RoundBoxTop|theme=3}} Andriy, a soldier with PTSD encounters a violent, trauma-related image. His emotional system predicts: TRAUMA CUE - DANGER - DISTRESS - AVOID However, in an emerging immersive PTSD treatment, Andriy instead walks towards the image, while remaining in a controlled and safe environment. What might happen to Andriy when the expected danger does not occur? A. His fear response becomes stronger. B. His memory cannot change once it has been formed. C. The mismatch in Andriy's brain between expected danger and actual safety, may create an opportunity for new emotional learning. Think about it: If approaching rather than avoiding trauma can create new learning, what role might emotion regulation, fear extinction, prediction error and memory reconsolidation play? Keep your answer and thoughts in mind as you read the chapter below and explore the evidence for these mechanisms, and their role in immersive PTSD treatment.{{RoundBoxBottom}} PTSD often leaves individuals caught between a desire for relief and powerful emotional responses that can drive avoidance, in turn becoming a core barrier to recovery  (de Haart et al., 2026; van Gelderen et al., 2018). Emerging immersive interventions such as [[wikipedia:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] (VRET) and Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), address this barrier by creating controlled environments in which trauma cues can be safely approached rather than avoided (van Gelderen et al., 2018; Wiederhold & Wiederhold, 2025). van Gelderen et al. (2018) suggest that these technologies foster presence, or the illusion of being there, which can increase engagement and support emotional processing . For example, by physically walking toward trauma-related images, patients perform [[wikipedia:Fear|Fear]] Antagonistic Actions  (de Haart et al., 2026). de Haart et al. (2026), propose that this approach to behaviour maximises the mismatch between expected threat and actual safety, allowing traumatic memories to be reconsolidated in a less distressing form and ultimately promoting psychological recovery. {{RoundBoxTop|theme=2}} '''Focus questions''' * Why is emotional processing important in PTSD? * How might immersive therapies influence the emotional processes underlying PTSD? * How do virtual reality (VR) and 3MDR translate psychological mechanisms into treatment? * What does the research evidence tell us about immersive treatment effects and limitations? {{RoundBoxBottom}} == Why is emotional processing important in [[wikipedia:Post-traumatic_stress_disorder|PTSD]]? (500-550wds) == === Understanding PTSD and emotions === ''(Felemban et. al, 2026; López-Ojeda, W., & Hurley, R. A. 2022;'' * ''PTSD and the cycle of avoidance'' * cognitive avoidance * intrusive memories * avoidance, hyper arousal, negative emotional challenges and changes === Why treatment can be difficult === * ''barriers in traditional treatment'' * ''failure rates in response to treatment -'' ''up to 39.2% of patients fail to respond and military drop out rates are estimated between 16-48% (de Haart et al., 2026)'' * ''difficulties in engaging with emotional processing for fear extinction'' * Emotion regulation - not just what sufferes of PTSD may lack, but maybe also something that can change through treatment. === Why avoidance matters === * ''Therapy is trying to disrupt the process of trauma-distress,avoidance,short term relief,, reduced opportunity for learning, persistence of symptoms.'' ** {| class="wikitable" |+Placeholder for an immersive therapy comparison table to be built ! ! ! ! |- | | | | |- | | | | |- | | | | |} == How might immersive therapies influence emotional processes? (700 words) == * ''Section introduction'' ** ''Introduce concepts such as multisensory presence and engagement'' ** ''embodied cognition, divergent thinking, body states'' * Lopez, Vermetten & Van Gelderen === What is immersive therapy<ref>{{Cite journal|date=2026-06-01|title=Immersion therapy|url=https://en.wikipedia.org/w/index.php?title=Immersion_therapy&oldid=1357152847|journal=Wikipedia|language=en}}</ref>? === * ''the nature of immersive interventions (Felemban et. al, 2026; López-Ojeda, W., & Hurley, R. A. 2022; Weiderhold et al, 2024)'' ** ''maybe room to introduce or reference some UC PhD work by Ravi here or draw on his experience and research'' ** ''Virtual reality exposure therapy'' ** ''3MDR'' ** ''mechanisms of change - presence, embodiment, side-by-side, activating'' ** ''prediction error - re-consolidation of traumatic memory (Vermetten et al., 2025; van Gelderen et al., 2018)'' === Emotional processing and PTSD === * ''[[wikipedia:Transdiagnostic_process|Transdiagnostic]] emotion dsyregulation - Elkit & Dahl, 2025;'' ** ''loose ability to modulate emotions - guilt, fear, shame'' ** ''reduction in coping strategies - individuals trapped in states of high combat readiness'' * ''Memory network activation'' ** ''Activation of brains salience and central executive networks'' ** ''use of cues - photographs, music,'' ** ''trauma retrival'' === Avoidance and emotional confrontation === * ''Bypassing avoidance cycle'' ** ''activating side by side partnerships'' * ''Fear agnostic actions (de Haart, 2026: Van Geldere et al., 2018)'' ** ''walking towards trauma, not away'' ** ''3MDR introduces the physical movement'' ** ''Approach behaviour - dissolving a natural tendency to pull away from distress'' {{RoundBoxTop|theme=2}}Moving from emotional avoidance to emotional processing. People with PTSD may avoid thoughts, memories and situations that trigger distress. Psychology theory suggests that emotion regulation shapes how individuals respond to their environment (Trejo et al., 2015). In Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR), the act of physically walking toward a virtual trauma stimulus may serve as a physical counterpoint to emotional avoidance. In turn, this can create a prediction error that could help update traumatic memories with experiences of safety (de Haart et al., 2026). Of consequence, is that an individuals emotional regulation may also improve throughout treatment, regardless of the PTSD outcomes: a trial of 62 adults with severe PTSD (including childhood sexual trauma) found that intensive trauma treatment improved emotion-regulation abilities despite severe baseline difficulties (van Toorenburg et al., 2020). {{RoundBoxBottom}} === Fear [[wikipedia:Extinction_(psychology)|extinction]] and inhibitory learning === * ''Create safe associations'' * ''inhibitory learning - suppress fear response'' * ''Maximise prediction errors'' * ''consolidate extinction learning via increasing [[wikipedia:Brain-derived_neurotrophic_factor|brain derived neurotropic factor]] (BNDF)'' === [[wikipedia:Memory_consolidation|Memory reconsolidation]] === * ''[[wikipedia:Lability|Labile]] or [[wikipedia:Malleability_of_intelligence|malleable]] state of memory'' ** ''introducing safe or contextual information - reconsolidate memory'' * ''Taxing working memory'' ** ''dual attention tasks'' * ''Linguistic shifts'' ** ''[[wikipedia:Affect_labeling|Affective labelling]]'' ** ''[[wikipedia:Marker_(linguistics)|linguistic markers]] - shift from past tense to present tense'' ** ''increased ability to articulate emotional states'' == How do VR and 3MDR translate psychological mechanisms into treatment? (600-650 wds) == * ''Introduction'' ** ''Facilitating psychological change'' ** ''Emotional processing theory and inhibitory learning'' ** ''Highly controlled environments'' ** ''Overcoming treatment barriers - depending on how I write paragraph above in why treatment can be difficult'' *** ''Cognitive and behavioural barriers'' *** ''failure rates - new information - maybe a bit more on military angle?'' ** ''Enhancing memory accessibility'' *** ''precise retrieval of traumatic memory networks'' *** ''patient selected cues'' === [[wikipedia:Virtual_reality_therapy|Virtual Reality Exposure Therapy]] === * ''Reconstructing trauma - safe and regulated context'' ** ''controlled, graded and personal'' * ''bypassing imagination challenges - amnesia, struggling to engage with visualisation techniques of standard treatments'' * ''Clinical efficacy'' * ''(Macey, 2026; Felemban, 2026, van Gelderen)'' === Presence and emotional activation === * ''Illusion of being there - user experience presence (Kukharuk et al. 2025)'' * ''multisensory - visual, auditory, haptic, movement, scent (Lopes et al. 2025)'' * ''Psychological habitation - virtual transfer of emotions and stimuli previously avoided to a safe space or trauma reminder (Kukharuk et al. 2025)'' * Links between emotion regulation as an antecedent to [[wikipedia:Optimism|optimisim]] (Trejo et al. 2015) ** affect illusion and predictive values ** broaden and build a upward spiral of emotion === 3MDR === * ''(The Vermetten 2025 reading has an excellent flow chat to use if I can figure out how to get it embedded. the journal article is Creative Commons4.0 - need to ask James.'' * ''Activating Context - shift from sedentary, face to face therapy, to one of movement and side by side, where patient and therapist can view the virtual environment together.'' * ''three phase protocol - pre platform, platform exposure and post platform reconsolidation'' * ''Break through potential?'' === [[wikipedia:Embodied_cognition|Embodied cognition]] and recovery impact === * ''Mind body interaction with the environment'' ** ''Fear agnostic actions'' ** ''boosting divergent thinking and linguistic shifts'' * ''Modulating stress responses (Osman et al. 2016)'' * ''Bypassing avoidance (Boska et al. 2025)'' == What are the effects of immersive therapy? (500-550wds) == * ''Reductions in symptom severity enhanced emotional engagement and disruption of maladaptive avoidance patterns'' * ''create presence and facilitate fear extinction and memory reconsolidation'' * ''cognitive gains in divergent thinking and sustained attention (Lopes and Vermetten)'' === What does the VR evidence show? === * ''Clinical efficiacy - meta analysis of 444 veterans - pooled mean difference in pre-post comparison - use Felemben 2026 efficacy study data here'' * ''comparison to standard PTSD care'' * ''non-exposure stabilisation - use the Ukraine study of non-exposure 360 degree VR producing rapid mood improvements and reductions in anxiety and depression (Kukharuk, 2025)'' * ''Multi sensory benefits'' === What does the 3MDR evidence show? === * ''showing effective for complex, treatment resistance cases'' * ''assists in breakthrough from failed standard treatments'' * ''lingustic progress'' * ''acceptability of treatment - significant difference in drop out rates'' === What are the limitations? === ''Wellness vs disease models - prioritise post traumatic growth& optimism (Niles et al, 2023)'' * ''Methodological [[wikipedia:Heterogeneity_(disambiguation)|heterogeneity]] - major variations in session structure, hardaare and processes followed'' * ''difficult to draw definitive conclusions'' * ''sample size constraints'' * ''lack of long term data'' * ''structural barriers and cost of material and equipment'' * ''technical side effects - e.g motion or cyber sickness'' * ''generalisability of outcomes - predominately white, military male populations - may not be directly transferable to diverse civilian groups or gender spectrums.'' === Ukraine War: an applied example. === {{RoundBoxTop|theme=2}}Scenario: The Hotspots of War Andriy* used to be a baker from Kyiv and is now a volunteer in the Ukrainian Armed Forces. Like thousands of his fellow soldiers, he had no prior military training and is now struggling with the crushing weight of hyper-vigilance, anxiety, and depression (Kukharuk et al., 2025). Traditional ‘talk’ therapy feels impossible and his mind is in a constant state of combat readiness, even the quietest room can pose a threat. Andriy has begun his third week of treatment at the Veterans Mental Health and Rehabilitation Centre in Kyiv. During the Pre-platform Preparation phase, he worked closely with his therapist to identify what the Multi-Modular Motion Assisted Memory Desensitisation and Reconsolidation (3MDR) manual calls a ‘hotspot’. He has selected seven specific, painful memories, each represented by photographs. [[File:US Army 53481 Virtual Tech Makes Recovery a Reality at Walter Reed.jpg|US_Army_53481_Virtual_Tech_Makes_Recovery_a_Reality_at_Walter_Reed]] ''Figure 1''. A military veteran views a digital scene while harnessed to a platform Now, Andriy steps onto the 3MDR platform. Instead of sitting, he is harnessed to a treadmill, with his therapist standing by his side as a partner, both are facing a large panoramic screen. As Andriy begins to walk at a steady walking pace, his self-selected warm-up music, this one a familiar song from his last front line deployment, begins to play. This is deliberate as it is intended to keep him in touch with his traumatic memory network (Vermetten et al., 2025). A virtual, digital tunnel appears, and at its end, the first of his hotspot images grows until it fills his field of vision. As he physically approaches the memory, his therapist asks three structured questions (Vermetten et al., 2025): 1. What do you SEE in the picture? 2. What does the picture TELL you? 3. What do you FEEL in your body NOW? When Andriy identifies a surge of shame, the word GUILT is digitally placed onto the screen as an affective label. Immediately after he reads the label aloud, an oscillating red ball begins to move across the image. Andriy must call out the numbers appearing on the ball while maintaining focus on his emotional state. This dual-attention task is designed to tax his working memory, competing for limited cognitive resources and reducing the vividness and emotional intensity of the trauma. By the end of the 60-minute session, as he transitions to his cool-down music, Andriy feels a profound shift. Through the mechanisms of embodied cognition, he has physically walked toward what he used to avoid, creating a mismatch between his expectation of threat and his current safety. He finishes the session with a sense of moving forward, having transformed a rigid, stuck memory into a manageable narrative *Andriy is a fictional name given to one of the 69 male Ukrainian veterans who participated in a 2023 Randomised Controlled Trial in Kyiv. Many were demobilised after one year because of mental or neurological injuries (Kukharuk et al., 2025). {{RoundBoxBottom}} == Conclusion == * ''PTSD involves disrupted emotional processing'' * ''immersive therapy provides an opportunity to approach vs avoid trauma'' * ''a number of psychological mechanisims can contribute towards the desired change'' * ''evidence is beginning to support positive effects, but sample sizes, timeframes and different methods mean understanding WHY is difficult. If we don't know WHY, risk false generalisations and opportunity cost of expensive treatment programs etc'' * ''immersion techniques are simply the tool being used, not the psychological mechanism of change'' == See also == [[Evidence-based assessment/Posttraumatic stress disorder (disorder portfolio)]] (Wikiversity) [[Motivation and emotion/Textbook/Emotion/Anxiety]] (Wikiversity) [[Motivation and emotion/Book/2019/Phobias]] (Wikiversity Book Chapter) [[Motivation and emotion/Book/2024/Sense hacking]] (Wikiversity Book Chapter) == References == {{Hanging indent|{{Hanging indent|1= the full list of references}} Boska, R. L., Bishop, T. M., Capron, D. W., Paxton Willing, M. M., & Ashrafioun, L. (2025). Difficulties with emotion regulation within ptsd clusters and moral injury subtypes. Military psychology, 37(2), 159-167. https://doi.org/10.1080/08995605.2024.2322904 Bothe, T., Jacob, J., Kröger, C., & Walker, J. (2020). How expensive are post-traumatic stress disorders? Estimating incremental health care and economic costs on anonymised claims data. Eur J Health Econ, 21(6), 917-930. https://doi.org/10.1007/s10198-020-01184-x Davis, L. L., Schein, J., Cloutier, M., Gagnon-Sanschagrin, P., Maitland, J., Urganus, A., Guerin, A., Lefebvre, P., & Houle, C. R. (2022). The economic burden of posttraumatic stress disorder in the united states from a societal perspective. The Journal of clinical psychiatry, 83(3), 21m14116. Retrieved 2022/04//, from http://europepmc.org/abstract/MED/35485933 https://www.psychiatrist.com/read-pdf/40672 https://doi.org/10.4088/JCP.21m14116 de Haart, R., Daniels, J. K., Timmerman, M. E., Cath, D. C., & Lommen, M. J. J. (2026). Augmenting virtual reality exposure for ptsd with physical activity: Study protocol of a randomised controlled trial. European Journal of Psychotraumatology, 17(1), 2605803. https://doi.org/10.1080/20008066.2025.2605803 Efremov, A. (2025). Age-specific mental health profiles of combat veterans: Post-traumatic stress disorder and related disorders. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 44(1), 4. https://doi.org/10.1007/s10942-025-00637-7 Kukharuk, O., Tkalich, K., Kamash, N., & Georgiou, O. (2025). Effectiveness of immersive vr therapy in reducing stress-associated symptoms in ukraine. European Journal of Psychotraumatology, 16(1), 2488097. https://doi.org/10.1080/20008066.2025.2488097 López-Ojeda, W., & Hurley, R. A. (2022). Extended reality technologies: Expanding therapeutic approaches for ptsd. The Journal of Neuropsychiatry and Clinical Neurosciences, 34(1), A4-5. https://doi.org/10.1176/appi.neuropsych.21100244 Lopes, M. K. S., Perreault, L., Jesus, B. J. d., Roberge, M. C., & Falk, T. H. (2025, 30 Sept.-2 Oct. 2025). Subjective and objective evaluation of the benefits of multisensory virtual nature immersion for patients with post-traumatic stress disorder. 2025 17th International Conference on Quality of Multimedia Experience (QoMEX), Magnussen, A., & Dey, T. (2025). The economic burden of ptsd in veterans: Why cost of illness studies matter. https://www.bdo.com.au/en-au/insights/advisory/economics/the-economic-burden-of-ptsd-in-veterans-why-cost-of-illness-studies-matter Montgomery-Marks, P., Bandyopadhyay, S., Weisman, C. B., & Bose, T. (2025). Economic burden of ptsd in the uk: A systematic review and economic analysis. BMJ Open, 15(7), e084394. https://doi.org/10.1136/bmjopen-2024-084394 Osman, A., Paczynski, M., & Jha, A. P. (2016). Affective expectations influence neural responses to stressful images in soldiers. Military psychology, 29(1), 41-57. https://doi.org/10.1037/mil0000128 Trejo, B. C., Richard, E. M., van Driel, M., & McDonald, D. P. (2015). Cross-cultural competence: The role of emotion regulation ability and optimism. Military psychology, 27(5), 276-286. https://doi.org/10.1037/mil0000081 van Gelderen, M. J., Nijdam, M. J., & Vermetten, E. (2018). An innovative framework for delivering psychotherapy to patients with treatment-resistant posttraumatic stress disorder: Rationale for interactive motion-assisted therapy. Frontiers in Psychiatry, Volume 9 - 2018. https://doi.org/10.3389/fpsyt.2018.00176 van Toorenburg, M. M., Sanches, S. A., Linders, B., Rozendaal, L., Voorendonk, E. M., Van Minnen, A., & De Jongh, A. (2020). Do emotion regulation difficulties affect outcome of intensive trauma-focused treatment of patients with severe ptsd? European Journal of Psychotraumatology, 11(1), 1724417. https://doi.org/10.1080/20008198.2020.1724417 Vermetten, E., Burback, L., Sevigny, P. R., Nijdam, M. J., Winkler, O., Espejo, E., Sessoms, P., Bright, K., Roy, M. J., & Brémault-Phillips, S. (2025). Brief manual for multi-modal motion-assisted memory desensitization and reconsolidation therapy for the treatment of post-traumatic stress disorder. Psychiatry and clinical psychopharmacology, 35(Suppl1), S122. https://doi.org/DOI:10.5152/pcp.2025.241028 Westphal, M., Aldao, A., & Jackson, C. (2017). Emotion dysregulation in comorbid posttraumatic stress disorder and substance use disorders: A narrative review. Military Psychology, 29(3), 216-233. https://doi.org/10.1037/mil0000157 Wiederhold, B. K., & Wiederhold, M. D. (2025). Virtual reality therapy combined with physiological monitoring provides effective treatment, with objective metrics, for post-traumatic stress disorder. Expert Review of Medical Devices, 22(2), 117-119. https://doi.org/10.1080/17434440.2025.2454930 }} == External links == '''Web:''' National Center for PTSD (USA) https://www.ptsd.va.gov/index.asp '''Web:''' Australian Government Health advice - PTSD https://www.healthdirect.gov.au/post-traumatic-stress-disorder-ptsd '''Web:''' Australian Royal Commission into Defence and Veteran Suicide: Final Report<nowiki/>https://defenceveteransuicide.royalcommission.gov.au/publications/final-report '''Podcast:''' Post-traumatic stress disorder (PTSD)https://shows.acast.com/5c3353e484e2e79370e1d135/5c3353ef84e2e79370e1d13c '''Video:''' 3MDR: Virtual reality treatment for veterans with PTSD https://www.youtube.com/watch?v=bD43R_oa6qo '''Video:''' VR Exposure for Combat PTSD with EMDR Integration https://www.youtube.com/watch?v=jL2bKmniMTc '''Final Report:''' Randomised control trial of 3MDR for treatment of resistant PTSD in military veterans<nowiki/>https://www.ncmh.info/wp-content/uploads/2020/05/Cardiff-3MDR-Study-Final-Report-with-cover-21.5.20.pdf == Key points == For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] * == Figures == [[File:Thought_bubble.svg|right|thumb|157x157px|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[c:|Wikimedia Commons]] * Images can be uploaded to [[c:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) == Learning features == Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ; Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[User talk:StretchBeyond#Feature boxes|feature boxes]] {{anchor|Feature box}} ; Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[User talk:StretchBeyond#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ; Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[wikipedia:Dreams|dreams]]) of dreams was provided by [[wikipedia:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ; Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto;" ! !Known to self !Not known to self |- |'''Known to others''' |Open area |Blind spot |- |'''Not known to others''' |Hidden area |Unknown |} ; Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display="simple"> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> == Conclusion == * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[User talk:StretchBeyond#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages?}} == See also == Provide [[Help:Contents/Links#Interwiki links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[wikipedia:|Wikipedia articles]]. Use [[wikipedia:Letter case#Sentence_casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[wikipedia:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses}} == References == This section lists the cited references in [[wikipedia:APA style|APA style]] (7th ed.) or [[wikipedia:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row.}} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted}} == External links == Provide [[Help:Contents/Links#External links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[wikipedia:Letter case#Sentence_casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Psychotherapy] [[Category:Motivation and emotion/Book/Trauma]] __FORCETOC__ hlmi3bwmtg1spf3h8h06d9youax41y3 0 331023 2822729 2822425 2026-08-18T11:26:07Z U3236349 3005692 2822729 wikitext text/x-wiki {{title|Sex differences in sexual arousal patterns:<br>How do patterns of sexual arousal differ between males and females? }} == Overview == {{RoundBoxTop|theme=4}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] As John Gray once said "men are from mars and women are from venus." {{RoundBoxBottom}}__TOC__''Explanation of the problem, issue, or topic: Briefly explain the problem, why it is important, and outline how psychological science can help.'' * * * {{RoundBoxTop|theme=4}} '''Focus questions''' * What is sexual arousal * What factors influence sexual arousal in males and females? * Why is understanding sexual arousal important? * {{RoundBoxBottom}} [[File:Girl with a Pearl Earring.jpg|thumb|Figure 2. Painting of a Female - Some people have found that it radiates an intense, and captivating intimacy]] == Concept of Sex & Sexual Arousal == '''Concept of Sex''' * Sex, in the context of human biology, generally refers to the fundamental categories of human species that are, in the broad sense, concerned with a combination of various biological traits that are unique to a subcategory of human species. * There are currently two recognised sexes in humans which are assigned at birth, males and females. * Females refer to humans which are biologically organised for the production and function of an ova, whereas males refer to humans organised for the production and function of sperm (Stévant et al., 2018; Ivan et al., 2022). '''Concept of Sexual Arousal''' * Sexual arousal refers to the mental and physical response cultivated by subjective stimulation that prepares the body for reproductive behaviour and supports subjective feelings of desire (Calabrò et al., 2019, p. 1). *Sexual arousal can serve as a motivational system for sexual behaviour which are likely to be shaped by learned associations, language, and social meanings rather than being determined solely by biological reproductive mechanisms (Roche & Barnes-Holmes, 2002). *human adults can learn new sexual arousal cues by conditioning (T. Klucken ''et al.''Neural activations of the acquisition of conditioned sexual arousal: effects of contingency awareness and sex) - software and hardware develop through many years of personal experiences. == Sexual Arousal in Males == [[File:Tor-Arne Moen Natural selection.jpg|thumb|Figure 3. Male veiwing visual stimulus]] *In males, greater solitary desire predicted stronger genital sensations, whereas higher masturbation frequency was associated with lower reported genital sensations (Sánchez-Pérez et al., 2026). *Bisexual-identified men are not a uniform group. On average, bisexual men showed arousal to both male and female stimuli, supporting the existence of bisexual arousal but many tend to show stronger arousal to one sex than the other especially when they knowingly lean towards one sex than the other. *Bisexual men display significantly greater variation in arousal patterns than heterosexual or homosexual men (Slettevold et al., 2019). == Sexual Arousal in Females == [[File:Potrait painting.jpg|thumb|Figure 4. Shy female]] *Sexual arousal in females serves as a coordinated psychophysiological response that prepares the body for sexual activity. Important component of human sexual functioning and reproductive processes (Lake Polan et al., 2003; Adebisi & Carlson, 2024). *More frequent masturbation was linked to stronger genital responses and higher subjective sexual arousal and the rewarding quality of orgasm was associated with stronger genital sensations (Sánchez-Pérez et al., 2026). *Heterosexual women showed greater genital arousal to images of erect penises than to images of aroused vulvas - demonstrates that sexual arousal is strongly influenced by both the gender of a sexual stimulus and visible signs of sexual readiness (Spape et al., 2014). *Sexual desire fluctuates substantially in both men and women. Men and women experience remarkably similar short term fluctuations and similarly influenced by emotional and relationship factors (Harris et al., 2023). == Heading - 4 == * * * == Learning features == ==Conclusion== * * ==See also== * [[wikipedia:Sexual_arousal|Sexual arousal]] (Wikipedia). * [[Motivation and emotion/Book/2016/Sexual motivation and hormones|Sexual motivation and hormones: What role do hormones play in sexual motivation and sexual arousal]] (Book Chapter, 2016). ==References== Adebisi, O. Y., & Carlson, K. (2024). Female sexual interest and arousal disorder. In ''StatPearls''. StatPearls Publishing. Calabrò, R. S., Cacciola, A., Bruschetta, D., Milardi, D., Quattrini, F., Sciarrone, F., Rosa, G., Bramanti, P., & Anastasi, G. (2019). Neuroanatomy and function of human sexual behavior: A neglected or unknown issue? ''Brain and Behavior'', ''9''(12). <nowiki>https://doi.org/10.1002/brb3.1389</nowiki> Ivan, S., Daniela, O., & Jaroslava, B. D. (2022). Sex differences matter: Males and females are equal but not the same. ''Physiology & Behavior'', ''259''(Volume 259), 114038. <nowiki>https://doi.org/10.1016/j.physbeh.2022.114038</nowiki> Lake Polan, M., Desmond, J. E., Banner, L. L., Pryor, M. R., McCallum, S. W., Atlas, S. W., Glover, G. H., & Arnow, B. A. (2003). Female sexual arousal: A behavioral analysis. ''Fertility and Sterility'', ''80''(6), 1480–1487. <nowiki>https://doi.org/10.1016/s0015-0282(03)02210-6</nowiki> Roche, B., & Barnes-Holmes, D. (2002). Human sexual arousal: A modern behavioral approach. ''The Behavior Analyst Today'', ''3''(2), 145–154. <nowiki>https://doi.org/10.1037/h0099973</nowiki> Slettevold, E., Holmes, L., Gruia, D., Nyssen, C. P., Watts-Overall, T. M., & Rieger, G. (2019). Bisexual men with bisexual and monosexual genital arousal patterns. ''Biological Psychology'', ''148'', 107763. <nowiki>https://doi.org/10.1016/j.biopsycho.2019.107763</nowiki> Spape, J., Timmers, A. D., Yoon, S., Ponseti, J., & Chivers, M. L. (2014). Gender-specific genital and subjective sexual arousal to prepotent sexual features in heterosexual women and men. ''Biological Psychology'', ''102'', 1–9. <nowiki>https://doi.org/10.1016/j.biopsycho.2014.07.008</nowiki> Stévant, I., Papaioannou, M. D., & Nef, S. (2018). A brief history of sex determination. ''Molecular and Cellular Endocrinology'', ''468'', 3–10. <nowiki>https://doi.org/10.1016/j.mce.2018.04.004</nowiki> Sánchez-Pérez, G. M., Granados, R., Mangas, P., Cervilla, O., & Sierra, J. C. (2026). Validation of masturbation parameters: A laboratory study measuring psychophysiological and subjective sexual arousal. ''International Journal of Clinical and Health Psychology'', ''26''(1), 100662. <nowiki>https://doi.org/10.1016/j.ijchp.2025.100662</nowiki> ==External links== * [https://www.webmd.com/sex/features/sex-drive-how-do-men-women-compare Sex Drive: How do Men and Women Compare?] (Webmd.com). * [https://open.spotify.com/episode/41K95dG0MnHux15rtwywMl?si=A4zCgSxSS9KB10REgbA_dg Women's sexual health: desire, arousal, and orgasms, navigating pre-menopause, and enhancing satisfaction] (Spotify.com). * [https://open.spotify.com/episode/2plfCfD98Now1GMjadaKKq?si=XnkE8OvuSrSfJ-v-NQ9K-w Episode 16: What we get wrong about men's sexual desire] (Spotify.com). [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Sexual motivation]] i4ud5bc9yx17y585bal0z7hbj1raih3 0 331068 2822736 2822094 2026-08-18T11:41:55Z Flickstar888 3106813 added an image 2822736 wikitext text/x-wiki {{title|Envy in the workplace:<br>What role does envy play in workplace behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|140px|thumb|[[File:2023 - Corporate Innovation Summit key event RCZ 1658 (53329369065).jpg|thumb|Figure 2: Envy patterns for different genders]]'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Organisational psychology]] k5fyi1t7go9iltptqu1nr0mi4hyhsn3 0 331090 2822616 2821936 2026-08-18T02:05:45Z U3275992 3106315 /* Headings */ Beginning a plan and structure for the book chapter. 2822616 wikitext text/x-wiki {{title|Irritability:<br>What is irritability, what causes it, what are its consequences, and how can it be managed?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links == What is Irritability? == * Definition of irritability * Irritability vs anger * Irritability vs aggression * Irritability and young people? (Mention that a lot of the research done has been predominantly on young people so a lot of the research talked about in this chapter will focus on young people) === Tonic vs Phasic Irritability: === === Normative vs Abnormal Irritability?: === * Should this be its own section?? == Why do we get Irritable? == * This part is talking about the causes of irritability * Talk about different theories? (Doesn't seem to be a whole heap of theories out there that relate to irritability) ** Biological Approach? *** Look at Translational Models **** Dysfunctional threat and reward processing ** Trait Approach? ** Frustration-Aggression hypothesis (mainly about aggression :( but maybe they talk a bit about irritability?) ** Social Information Processing Theory *** Maybe look at these links? **** https://psycnet.apa.org/record/1982-23512-001?utm_medium=email&utm_source=transaction **** https://journals.sagepub.com/doi/epdf/10.1177/0146167290161002 *** Looking at irritability **** https://doi.org/10.1016/j.paid.2019.02.031 == Irritability and Young People == * Should this be its own section?? == The Bad Side of Irritability == * Talking about the consequences of irritability here === Aggression: === * Does the frustration-aggression theory fit here? * Maybe discuss proactive vs reactive aggression and look at research to see if one or the other is more associated with irritability === Mental Disorders: === * Research seems to talk a lot about the connection between mental disorders and irritability * Talk about the whole chicken and egg debate. What came first, the irritability or the mental disorder? === Is Irritability Always a Bad Thing? === * Maybe talk about potential positives of irritability? However there doesn't seem to be much research on this. Maybe talk about the lack of research and pose the question to the reader if they can think of any positives? Potentially put research on positives of anger (they are different concepts but kind of linked so that could work) == How to Manage Irritability == === Take Care of Your Body: === * If not getting enough sleep or food makes you irritable then maybe sleeping and eating can help? Find research on this. === Emotion Regulation: === * Maybe look at general emotion regulation strategies and how they may be applied to irritability. Not a ton of research in this area I think but we can just let the readers know that. === Therapeutic Interventions: === * There is probably some kind of therapy (or medication) out there that has been used to try and reduce irritability so talk about those ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Irritability]] 70h568fsyvuvucg0wuvmwbpv5sug62n 0 331099 2822630 2821911 2026-08-18T04:09:39Z U3285438 3103750 /* Overview */ editing the scenario figure. 2822630 wikitext text/x-wiki {{title|Emotion dysregulation:<br>What is emotion dysregulation, what are its consequences, and how can it be managed?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Microsoft Fluent UI – ic fluent desktop cursor 20 regular.svg|Microsoft_Fluent_UI_–_ic_fluent_desktop_cursor_20_regular|150px|right|.'''Figure 1'''. Repeatedly clicking the trackpad to elicit a response.]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotional self-regulation]] dsr7glcw92ppyguzxf498bdjf1p1hu3 2822632 2822630 2026-08-18T04:11:29Z U3285438 3103750 /* Overview */ editing figure 2822632 wikitext text/x-wiki {{title|Emotion dysregulation:<br>What is emotion dysregulation, what are its consequences, and how can it be managed?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:Microsoft Fluent UI – ic fluent desktop cursor 20 regular.svg|Microsoft_Fluent_UI_–_ic_fluent_desktop_cursor_20_regular|150px|right|'''Figure 1.''' Repeatedly clicking the trackpad to elicit a response.]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotional self-regulation]] 7m3svjv21osp2z8c3rqjafxqy8dkibr 2822633 2822632 2026-08-18T04:22:56Z U3285438 3103750 /* Overview */ draft feature box with scenario and figure 2822633 wikitext text/x-wiki {{title|Emotion dysregulation:<br>What is emotion dysregulation, what are its consequences, and how can it be managed?}} __TOC__ ==Overview== {{RoundBoxTop|theme=2}} [[File:Microsoft Fluent UI – ic fluent desktop cursor 20 regular.svg|Microsoft_Fluent_UI_–_ic_fluent_desktop_cursor_20_regular|150px|right|thumb|'''Figure 1.''' Repeatedly clicking the laptop trackpad to elicit a response.]] '''Scenario: Disproportionate anger response''' You are trying to upload an assignment for your statistics class last minute and the submissions portal freezes exactly as you press “submit”. You watch the cursor’s loading icon spin again and again, likely because the portal is overwhelmed by other last minute submissions. Though you still have 15 minutes before the deadline, you find yourself continuing to aggressively spam click the laptop trackpad and become consumed by a feeling of frustration. You can feel your heart rate increase, your jaw tighten and leg shake beneath the desk. Then the trackpad becomes stuck and will not click anymore. You shove your laptop aside and question why nothing ever goes your way. Later you wonder why you did not just wait a few minutes for the submissions portal to respond. {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotional self-regulation]] b7wgv3pqf0blxkvy72z4e3sljxxab6q 2822634 2822633 2026-08-18T04:24:18Z U3285438 3103750 /* Overview */ small grammar edit to scenario 2822634 wikitext text/x-wiki {{title|Emotion dysregulation:<br>What is emotion dysregulation, what are its consequences, and how can it be managed?}} __TOC__ ==Overview== {{RoundBoxTop|theme=2}} [[File:Microsoft Fluent UI – ic fluent desktop cursor 20 regular.svg|Microsoft_Fluent_UI_–_ic_fluent_desktop_cursor_20_regular|150px|right|thumb|'''Figure 1.''' Repeatedly clicking the laptop trackpad to elicit a response.]] '''Scenario: Disproportionate anger response''' You are trying to upload an assignment for your statistics class last minute and the submissions portal freezes exactly as you press “submit”. You watch the cursor’s loading icon spin again and again, likely because the portal is overwhelmed by other last minute submissions. Though you still have 15 minutes before the deadline, you find yourself continuing to aggressively spam click the laptop trackpad and become consumed by a feeling of frustration. You can feel your heart rate increase, your jaw tighten and leg shake beneath the desk. Then the trackpad becomes stuck and will not click anymore. You shove your laptop aside and question why nothing ever goes your way. Later, you wonder why you did not just wait a few minutes for the submissions portal to respond. {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotional self-regulation]] 93rvvi1hyi0aofi4zeksxisu2kzjwvc 2822704 2822634 2026-08-18T10:15:11Z U3285438 3103750 /* Overview */ cited Figure 1 in the main text (scenario). 2822704 wikitext text/x-wiki {{title|Emotion dysregulation:<br>What is emotion dysregulation, what are its consequences, and how can it be managed?}} __TOC__ ==Overview== {{RoundBoxTop|theme=2}} [[File:Microsoft Fluent UI – ic fluent desktop cursor 20 regular.svg|Microsoft_Fluent_UI_–_ic_fluent_desktop_cursor_20_regular|150px|right|thumb|'''Figure 1.''' Repeatedly clicking the laptop trackpad to elicit a response.]] '''Scenario: Disproportionate anger response''' You are trying to upload an assignment for your statistics class last minute and the submissions portal freezes exactly as you press “submit”. You watch the cursor’s loading icon spin again and again, likely because the portal is overwhelmed by other last minute submissions. Though you still have 15 minutes before the deadline, you find yourself continuing to aggressively spam click the laptop trackpad and become consumed by a feeling of frustration (see Figure 1). You can feel your heart rate increase, your jaw tighten and leg shake beneath the desk. Then the trackpad becomes stuck and will not click anymore. You shove your laptop aside and question why nothing ever goes your way. Later, you wonder why you did not just wait a few minutes for the submissions portal to respond. {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotional self-regulation]] 75ka6t5wvk1igtvd66nlgcuafvbrvne 2822714 2822704 2026-08-18T10:33:29Z U3285438 3103750 Added focus questions to overview section 2822714 wikitext text/x-wiki {{title|Emotion dysregulation:<br>What is emotion dysregulation, what are its consequences, and how can it be managed?}} __TOC__ ==Overview== {{RoundBoxTop|theme=2}} [[File:Microsoft Fluent UI – ic fluent desktop cursor 20 regular.svg|Microsoft_Fluent_UI_–_ic_fluent_desktop_cursor_20_regular|150px|right|thumb|'''Figure 1.''' Repeatedly clicking the laptop trackpad to elicit a response.]] '''Scenario: Disproportionate anger response''' You are trying to upload an assignment for your statistics class last minute and the submissions portal freezes exactly as you press “submit”. You watch the cursor’s loading icon spin again and again, likely because the portal is overwhelmed by other last minute submissions. Though you still have 15 minutes before the deadline, you find yourself continuing to aggressively spam click the laptop trackpad and become consumed by a feeling of frustration (see Figure 1). You can feel your heart rate increase, your jaw tighten and leg shake beneath the desk. Then the trackpad becomes stuck and will not click anymore. You shove your laptop aside and question why nothing ever goes your way. Later, you wonder why you did not just wait a few minutes for the submissions portal to respond. {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topic''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=2}}'''Focus questions''' 1. How can emotion dysregulation be defined? 2. How does emotion dysregulation impact daily functioning? 3. What is the associated between emotion dysregulation and psychological disorders? 4. What strategies can help manage emotion dysregulation? 5. How does emotion dysregulation present across contexts?{{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Emotional self-regulation]] q4jnrmp5cwc4alos40jgyckmg19ypdu 0 331110 2822608 2822182 2026-08-18T00:52:06Z Yellowvines 3106353 added title, subtitle and headings 2822608 wikitext text/x-wiki {{title|Moral Disgust and Juror Decision Making: How does moral disgust impact jurors judgements of guilt, blame and punishment?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== * [[#Overview|Overview]] * What is Moral Disgust? * Disgust as a Legally Relevant Emotion * Moral Disgust and Juror Judgements * Moderating Factors * Practical Implications * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Disgust]] [[Category:Motivation and emotion/Book/Morality]] oeheyrrfd4ptnw96ixwsh1tgc7frynp 0 331132 2822658 2821932 2026-08-18T06:29:08Z Sienna33309 3106991 2822658 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=5}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]]. l2cgnk89wdu3013to3jvzpxeofrkudo 0 331141 2822676 2822306 2026-08-18T08:24:03Z NDM2024 2984088 2822676 wikitext text/x-wiki Link https://w.wiki/Skm7 '''INTERNATIONAL MARITIME HEALTH DATABASE'''   The coordinating institution that will ultimately host the central database once this has been agreed upon, to be added later '''Research responsible unit:''' The John Snow Prediabetes Institute and…. '''Steering Committee''': # Christian Acheampong, MBA, Director of research, John Snow Prediabetes Institute.   # Olaf Chresten Jensen, PhD, MD, MPH, Vice director. o147248@gmail.com # Nailet Delgado Mujica, Eng. M.Sc. Vice director # Joseph Abesamis, MD, overall data custodian, clinical data responsible # Margarita Huerte, MD, '''Chair''' IMHA: * Clinical and maritime-health input into the study design * Identification or coordination of potential Philippine participating sites; * Review of available PEME data and variables * * Participation in the research/steering group; or * Assistance in developing the broader international collaboration through IMHA. * Evidence based health promotion initiatives: passive and active '''Design of the project''' This project is an international, multicentre, observational longitudinal health database that uses routinely collected maritime health examination data to monitor the prevalence and trends of prediabetes, diabetes T-2, hypertension, prehypertension, overweight, obesity and established prevention among maritime workers and students. The intention is to register and offer standardized prevention Inspired by the “Danish health database” (ref. 1)   '''Strengths of the design''' * Uses routinely collected data, making it relatively inexpensive.   * Can accumulate large international datasets.   * Reflects real-world clinical practice.   * Supports long-term surveillance of maritime workers' health.   * Allow for evaluation of preventive interventions within routine healthcare.   '''Organisers'''   * The John Snow Prediabetes Institute in collaboration with: * Maritime Medical Health Clinics   '''Objectives'''   * To establish an “International maritime health database” with samples of health examination data from the maritime clinics and the maritime schools.   * To carry out literature studies on lifestyle intervention in the contexts   * To describe and follow the prevalence of the target variables by age and gender over the years. (Prediabetes, T2DM, Blood pressure, BMI etc.)   * To identify and offer the prediabetes remission program and to follow the effects.    '''Data content'''   Random samples of data extracted from the routine maritime health examinations in specified calendar periods.   '''Variables'''   * Age   * Gender: m/f   * Height: cm   * Weight: kg or pounds   * Work: fisher, seafarer, other (student)   * Officer or non-officer on board * Blood pressure   * Blood sugar HbA1c or Fasting Glucose, or Post prandial   * Smoking: y/n   * Taking medicine: None, Metformin, Wegovy, other   * Participating in a life-style health promotion plan y/n   '''Automatic recoding of data'''   Excel-recoding formulas-Dec-1-2024 <ref>https://www.dropbox.com/scl/fi/9qvqeccto2kbuqvx7mdkl?r=ACsntb2AuiFkJbEBLObVdo0HMD67UZBBUGCGl1RPCPy1X5Y3K3e9Lf4s7cG7i7E_iH0IK-WkynXw_FNCDWybHuCgaNl_OM8yche2w2aapJGk5BTHybbsLpLayBU8VKPPqxNa2zDaNslBdQg0MhmKTFSG</ref> * Blood pressure: Normal, prehypertension, stage 1, 2   * Blood sugar: Normal, prediabetes, diabetes mellitus type 2,   * BMI: normal, overweight, obese   '''Blood-sugar-Measurements'''    Either A1c mmol/mol or Fasting mg/dl (glucometer) or Postprandial sugar: mg/dl (glucometer) Validity of the method. (ref 2) Clinics without all the variables are invited to give the data they have.    '''Use of the data for prevention'''   To describe the prevalence of Prediabetes, T2DM, Hypertension, Prehypertension and BMI in the age- and gender groups and occupational groups.   Possibly, to offer a prediabetes, prehypertension remission program.   To propose (inter) national maritime health policies.   To be used for the student’s theses.   To publish in international health journals.   '''Type of study''' * International, multicenter observational prevalence database,   * Longitudinal surveillance system using repeated routine maritime health prevalence examination data.   * Includes an intervention component for individuals identified with prediabetes.    '''Populations sources''' The database will include random samples of data extracted from routine health examinations conducted at: * Maritime clinics   * Maritime schools   Participants may include: * Seafarers   * Fishers   * Maritime students   * Officers and non-officers   '''Data collection''' The study uses secondary data obtained from existing routine medical examinations rather than collecting new research-specific measurement * '''Ethics and data governance''' '''Need for ethics review.'''   This study uses sensitive health data and follows people over time. Linking records, international data sharing, and testing a prevention programme can create risks, even when names are removed. Before collecting, linking, sharing, or analysing data, each study site must send the study plan and participant information, consent process, data-flow description, and data-management plan to the appropriate ethics committee. Each site needs written approval or a legally permitted exemption. Major changes must be approved before use.   If the study involves only non-sensitive health data, the Ethics committees should be involved.   '''Ethical framework and legal compliance.'''   The study will follow the Declaration of Helsinki, national research rules, the EU General Data Protection Regulation (GDPR) where it applies, and the rules of participating countries. Before enrolment or data transfer, the team must record who controls and processes the data and the legal reason for using health information. '''Consent and participant rights'''.   Participants will receive clear information about the study’s length, health data, follow-up, record linking, international sharing, and approved future research. Consent will be obtained when required. An ethics committee must approve use of data without consent. Refusing or leaving will not affect healthcare, work, training, or education. No new data will be collected after withdrawal, but anonymous data or completed analyses may not be removable. Participants will be told this beforehand. '''Long-term follow-up and record linking.'''   Each person will receive a study code, allowing records to be linked without putting names in the central database. Each clinic or school will keep the code key separately with restricted access. The central database will hold coded data, or anonymous data when linking is finished. Exact dates and unusual details will be grouped to reduce identification risk. Further contact or record links need legal and ethics approval. '''Where data will be stored.'''   Data will be kept only on approved servers or encrypted research systems. Names and local code keys will remain at the original site in a separate, encrypted location. Personal computers, unencrypted devices, personal email, and unapproved cloud services are banned. Security includes encryption, backups, logs, malware protection, and an incident plan. Study documents must name the host institution and storage location. '''Who can access the data.'''   Only named, authorised team members may access the minimum information needed for approved work. They must follow confidentiality rules, use individual accounts and secure sign-in, and lose access when their role ends. Collaborators may receive only necessary coded or anonymous data after approval. Employers, crewing companies, insurers, and other unauthorised parties will not receive personal-level data. Reports will hide small groups or identifying details. '''Data sharing, retention, and destruction.'''   Institutions will sign agreements covering responsibilities, approved uses, security, breach reporting, further sharing, and data return or deletion. International transfers must follow the law and use extra safeguards when required. Before the study starts, the plan must state how long data will be kept (e.g. 5 years). Afterwards, files and backups will be securely deleted or made permanently anonymous. Code keys will be destroyed unless longer storage is approved. '''Risk management and oversight.'''   The main risk is that private information could be exposed or linked to a person, causing work, social, or insurance harm. The team will collect only necessary data, separate names from research data, limit access, train staff, secure transfers and storage, keep logs, and respond quickly to suspected breaches. The coordinating researcher will record approvals, access permissions, agreements, and incidents. Any prevention or lifestyle programme tested as research needs ethics approval before it begins.  '''Exclusion Criteria''' * Inability to provide informed consent   * Expressed no-interest to participate '''The primary outcomes include''' * Prevalence of Prediabetes, and T2DM   * Prevalence of Hypertension and Prehypertension * Prevalence of Overweight and Obesity   * Trends by age and sex over time   * Prevalence of participation in a prevention program   '''Planned analyses''' * Estimate disease prevalence.   * Compare health indicators across age, gender and working groups.   * Monitor trends over multiple years.   * Evaluate outcomes of lifestyle interventions.   * Support health policy development, student research, and scientific publications.     '''Statistical analysis plan'''   '''1. Data preparation''' Check the dataset for missing values, impossible values, and duplicates. Recode the main variables into categories: BMI as normal, overweight, or obese; blood pressure as normal, prehypertension, stage 1, or stage 2; and blood sugar as normal, prediabetes, or type 2 diabetes. '''2. Descriptive statistics''' Summarize age using mean, standard deviation, median, and range. Summarize categorical variables such as gender, work type, smoking, medication use, BMI group, blood pressure group, and blood sugar group using numbers and percentages. '''3. Prevalence estimates''' Calculate the prevalence of overweight, obesity, prediabetes, diabetes, prehypertension, and hypertension. Report each prevalence as a percentage with a 95% confidence interval. '''4. Group comparisons''' Compare prevalence by age group, gender, work type, and officer/non-officer status. Use chi-square tests for categorical comparisons and t-tests or ANOVA for continuous variables such as BMI or blood pressure. '''5. Trend analysis over time''' If data are available from several years, changes in prevalence over time using tables and line graphs. Test trends using chi-square trend tests or simple logistic regression with year as the predictor. '''6. Prediabetes remission program analysis''' Among participants offered the lifestyle intervention, compare blood sugar, BMI, and blood pressure before and after the program. Use paired t-tests for continuous measures and McNemar’s test for changes in categories, such as prediabetes returning to normal blood sugar. '''7. Multivariable analysis''' Use logistic regression to identify factors associated with prediabetes, obesity, and hypertension. Possible predictors include age, gender, occupation, officer status, smoking, BMI, and medication use. '''8. Missing data''' Report the amount of missing data for each variable. For the simple analysis, use available-case analysis and clearly state the number of participants included in each analysis. '''9. Statistical significance''' Use a significance level of 0.05. Present results with 95% confidence intervals rather than relying only on p-values.Principio del formulario '''Informed Consent Form''' == International Maritime Health Database == You are invited to participate in the International Maritime Health Database, which aims to improve the health of seafarers, fishers, and maritime students by monitoring conditions such as prediabetes, type 2 diabetes, hypertension, and obesity. If you agree to participate, information from your routine maritime medical examination (such as age, sex, height, weight, blood pressure, blood glucose, smoking status, medication, and occupation) will be included in a confidential research database. Your participation is voluntary. You may refuse to participate or withdraw your consent at any time without affecting your medical care, employment, or education. Your personal information will be kept confidential. Your data will be coded whenever possible and used only for research, education, and publication in a way that does not identify you. If your results indicate an increased risk of disease, you may be offered information about a voluntary health promotion or prevention programme. By signing below, you confirm that: * You have read and understood this information. * You have had the opportunity to ask questions. * You voluntarily agree to participate in this study. '''Participant Name:''' _______________________________ '''Signature:''' ______________________________________ '''Date:''' __________________________________________ '''Researcher/Health Professional:''' ___________________ '''Signature:''' ______________________________________ '''Date:''' __________________________________________   '''References''' # Health of the Danes  <nowiki>https://www.danskernessundhed.dk/</nowiki>            2. <nowiki>https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068</nowiki>     i4h0gf0x4jmexljmvs44t1b9072smr2 2822680 2822676 2026-08-18T08:33:52Z NDM2024 2984088 Replaced content with "Link https://w.wiki/Skm7 We have drafted a preliminary proposal for a Research Seminar held on October 8th and 9th (1:00 PM to 5:00 PM), with a follow-up on Oct Mon 12th at the American Out-Patient Clinic in Metro Manila. This Seminar aims to formalize a strategic epidemiological research collaboration among regional clinics, the Philippines Society of Maritime Health, the University of the Philippines Manila, and the John Snow Prediabetes Institute. Proposed Ag..." 2822680 wikitext text/x-wiki Link https://w.wiki/Skm7 We have drafted a preliminary proposal for a Research Seminar held on October 8th and 9th (1:00 PM to 5:00 PM), with a follow-up on Oct Mon 12th at the American Out-Patient Clinic in Metro Manila. This Seminar aims to formalize a strategic epidemiological research collaboration among regional clinics, the Philippines Society of Maritime Health, the University of the Philippines Manila, and the John Snow Prediabetes Institute. Proposed Agenda: • Day 1: Strategic Planning Private working session to plan Day 2 with Dr. Abesamis, the John Snow Institute, and Dr. Huerte. • Day 2: Plenary Session and Presentations General partner meeting moderated by Dr. Abesamis. Main topics: 1. Objectives overview by Dr. Abesamis and Dr. Huerte. 2. The International Maritime Health Database: Christian Acheampong. using Prospective and retrospective data. 3. The advantages of using massive databases: comments by the Philippines Maritime Society and The Manila University 4. Health Promotion strategies by Margarita and Christian • Day 3: Follow-up (Monday Oct 12th, 1:00 PM) Meeting to organise the practical collaboration, content, and time scheduling. We hope you can attend and thank you on beforehand for your valuable scientific contribution to this joint project. Warm regards, Oj/Nd 8dv6cwj6tmkplc3msu6dlyhnpctgi47 2822682 2822680 2026-08-18T08:54:10Z NDM2024 2984088 2822682 wikitext text/x-wiki Link https://w.wiki/Skm7 INTERNATIONAL MARITIME HEALTH DATABASE The coordinating institution that will ultimately host the central database once this has been agreed upon, to be added later Research responsible unit: The John Snow Prediabetes Institute and…. Steering Committee: Christian Acheampong, MBA, Director of John Snow Prediabetes Institute. Olaf Chresten Jensen, PhD, MD, MPH, Vice director o147248@gmail.com Nailet Delgado Mujica, Ing. M.Sc. Vice director Joseph Abesamis, MD, overall data custodian, clinical data responsible Margarita Huerte, MD, Chair IMHA 2025-27 1. Clinical and maritime-health input into the study design * 2. Identification or coordination of potential Philippine participating sites; 3. Review of available PEME data and variables * 4. Participation in the research/steering group; or 5. Assistance in developing the broader international collaboration through IMHA. Design of the project (Informed Consent Form below) This project is an international, multicentre, observational longitudinal health database that uses routinely collected maritime health examination data to monitor the prevalence and trends of prediabetes, diabetes T-2, hypertension, prehypertension, overweight, obesity and established prevention among maritime workers and students. The intention is to register and offer standardized prevention Inspired by the “Danish health database” (ref. 1) Strengths of the design • Uses routinely collected data, making it relatively inexpensive. • Can accumulate large international datasets. • Reflects real-world clinical practice. • Supports long-term surveillance of maritime workers' health. • Allow for evaluation of preventive interventions within routine healthcare. Organisers • The John Snow Prediabetes Institute in collaboration with: • Maritime Medical Health Clinics Objectives • To establish an “International maritime health database” with samples of health examination data from the maritime clinics and the maritime schools. • To carry out literature studies on lifestyle intervention in the contexts • To describe and follow the prevalence of the target variables by age and gender over the years. (Prediabetes, T2DM, Blood pressure, BMI etc.) • To identify and offer the prediabetes remission program and to follow the effects. Data content Random samples of data extracted from the routine maritime health examinations in a specified calendar period. Variables • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer or non-officer on board • Blood pressure • Blood sugar HbA1c or Fasting Glucose, or Post prandial • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Participating in a life-style health promotion plan y/n Automatic recoding of data Excel-recoding formulas-Dec-1-2024 • Blood pressure: Normal, prehypertension, stage 1, 2 • Blood sugar: Normal, prediabetes, diabetes mellitus type 2, • BMI: normal, overweight, obese Blood-sugar-Measurements Either A1c mmol/mol or Fasting mg/dl (glucometer) or Postprandial sugar: mg/dl (glucometer) Validity of the method. (ref 2) Clinics without all the variables are invited to give the data they have. Use of the data for prevention To describe the prevalence of Prediabetes, T2DM, Hypertension, Prehypertension and BMI in the age- and gender groups and occupational groups. Possibly, to offer a prediabetes, prehypertension remission program. To propose (inter) national maritime health policies. To be used for the student’s theses. To publish in international health journals. Type of study • International, multicenter observational prevalence database, • Longitudinal surveillance system using repeated routine maritime health prevalence examination data. • Includes an intervention component for individuals identified with prediabetes. Populations sources The database will include random samples of data extracted from routine health examinations conducted at: • Maritime clinics • Maritime schools Participants may include: • Seafarers • Fishers • Maritime students • Officers and non-officers Data collection The study uses secondary data obtained from existing routine medical examinations rather than collecting new research-specific measurements. Key variables include: • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer on board7 non officer • Blood pressure • Blood sugar HbA1c or Fasting Glucose • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Actually, included in a health promotion program Ethics and data governance Need for ethics review. This study uses sensitive health data and follows people over time. Linking records, international data sharing, and testing a prevention programme can create risks, even when names are removed. Before collecting, linking, sharing, or analysing data, each study site must send the study plan and participant information, consent process, data-flow description, and data-management plan to the appropriate ethics committee. Each site needs written approval or a legally permitted exemption. Major changes must be approved before use. If the study involves only non-sensitive health data, the Ethics committees should be involved. Ethical framework and legal compliance. The study will follow the Declaration of Helsinki, national research rules, the EU General Data Protection Regulation (GDPR) where it applies, and the rules of participating countries. Before enrolment or data transfer, the team must record who controls and processes the data and the legal reason for using health information. Consent and participant rights. Participants will receive clear information about the study’s length, health data, follow-up, record linking, international sharing, and approved future research. Consent will be obtained when required. An ethics committee must approve use of data without consent. Refusing or leaving will not affect healthcare, work, training, or education. No new data will be collected after withdrawal, but anonymous data or completed analyses may not be removable. Participants will be told this beforehand. Long-term follow-up and record linking. Each person will receive a study code, allowing records to be linked without putting names in the central database. Each clinic or school will keep the code key separately with restricted access. The central database will hold coded data, or anonymous data when linking is finished. Exact dates and unusual details will be grouped to reduce identification risk. Further contact or record links need legal and ethics approval. Where data will be stored. Data will be kept only on approved servers or encrypted research systems. Names and local code keys will remain at the original site in a separate, encrypted location. Personal computers, unencrypted devices, personal email, and unapproved cloud services are banned. Security includes encryption, backups, logs, malware protection, and an incident plan. Study documents must name the host institution and storage location. Who can access the data. Only named, authorised team members may access the minimum information needed for approved work. They must follow confidentiality rules, use individual accounts and secure sign-in, and lose access when their role ends. Collaborators may receive only necessary coded or anonymous data after approval. Employers, crewing companies, insurers, and other unauthorised parties will not receive personal-level data. Reports will hide small groups or identifying details. Data sharing, retention, and destruction. Institutions will sign agreements covering responsibilities, approved uses, security, breach reporting, further sharing, and data return or deletion. International transfers must follow the law and use extra safeguards when required. Before the study starts, the plan must state how long data will be kept (e.g. 5 years). Afterwards, files and backups will be securely deleted or made permanently anonymous. Code keys will be destroyed unless longer storage is approved. Risk management and oversight. The main risk is that private information could be exposed or linked to a person, causing work, social, or insurance harm. The team will collect only necessary data, separate names from research data, limit access, train staff, secure transfers and storage, keep logs, and respond quickly to suspected breaches. The coordinating researcher will record approvals, access permissions, agreements, and incidents. Any prevention or lifestyle programme tested as research needs ethics approval before it begins. Exclusion Criteria • Inability to provide informed consent • Expressed no-interest to participate The primary outcomes include • Prevalence of Prediabetes, and T2DM • Prevalence of Hypertension and Prehypertension • Prevalence of Overweight and Obesity • Trends by age and sex over time • Prevalence of participation in a prevention program Planned analyses • Estimate disease prevalence. • Compare health indicators across age, gender and working groups. • Monitor trends over multiple years. • Evaluate outcomes of lifestyle interventions. • Support health policy development, student research, and scientific publications. Statistical analysis plan 1. Data preparation Check the dataset for missing values, impossible values, and duplicates. Recode the main variables into categories: BMI as normal, overweight, or obese; blood pressure as normal, prehypertension, stage 1, or stage 2; and blood sugar as normal, prediabetes, or type 2 diabetes. 2. Descriptive statistics Summarize age using mean, standard deviation, median, and range. Summarize categorical variables such as gender, work type, smoking, medication use, BMI group, blood pressure group, and blood sugar group using numbers and percentages. 3. Prevalence estimates Calculate the prevalence of overweight, obesity, prediabetes, diabetes, prehypertension, and hypertension. Report each prevalence as a percentage with a 95% confidence interval. 4. Group comparisons Compare prevalence by age group, gender, work type, and officer/non-officer status. Use chi-square tests for categorical comparisons and t-tests or ANOVA for continuous variables such as BMI or blood pressure. 5. Trend analysis over time If data are available from several years, changes in prevalence over time using tables and line graphs. Test trends using chi-square trend tests or simple logistic regression with year as the predictor. 6. Prediabetes remission program analysis Among participants offered the lifestyle intervention, compare blood sugar, BMI, and blood pressure before and after the program. Use paired t-tests for continuous measures and McNemar’s test for changes in categories, such as prediabetes returning to normal blood sugar. 7. Multivariable analysis Use logistic regression to identify factors associated with prediabetes, obesity, and hypertension. Possible predictors include age, gender, occupation, officer status, smoking, BMI, and medication use. 8. Missing data Report the amount of missing data for each variable. For the simple analysis, use available-case analysis and clearly state the number of participants included in each analysis. 9. Statistical significance Use a significance level of 0.05. Present results with 95% confidence intervals rather than relying only on p-values.Principio del formulario Informed Consent Form International Maritime Health Database You are invited to participate in the International Maritime Health Database, which aims to improve the health of seafarers, fishers, and maritime students by monitoring conditions such as prediabetes, type 2 diabetes, hypertension, and obesity. If you agree to participate, information from your routine maritime medical examination (such as age, sex, height, weight, blood pressure, blood glucose, smoking status, medication, and occupation) will be included in a confidential research database. Your participation is voluntary. You may refuse to participate or withdraw your consent at any time without affecting your medical care, employment, or education. Your personal information will be kept confidential. Your data will be coded whenever possible and used only for research, education, and publication in a way that does not identify you. If your results indicate an increased risk of disease, you may be offered information about a voluntary health promotion or prevention programme. By signing below, you confirm that: • You have read and understood this information. • You have had the opportunity to ask questions. • You voluntarily agree to participate in this study. Participant Name: _______________________________ Signature: ______________________________________ Date: __________________________________________ Researcher/Health Professional: ___________________ Signature: ______________________________________ Date: __________________________________________ References 1. Health of the Danes https://www.danskernessundhed.dk/ 2. https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 l4gqnf9nmdyd9gvgkctff2zvyomdhj2 2822684 2822682 2026-08-18T09:05:56Z NDM2024 2984088 2822684 wikitext text/x-wiki '''INTERNATIONAL MARITIME HEALTH DATABASE''' Link https://w.wiki/Skm7 The coordinating institution that will ultimately host the central database once this has been agreed upon, to be added later Research responsible unit: The John Snow Prediabetes Institute and…. Steering Committee: Christian Acheampong, MBA, Director of John Snow Prediabetes Institute. Olaf Chresten Jensen, PhD, MD, MPH, Vice director o147248@gmail.com Nailet Delgado Mujica, Ing. M.Sc. Vice director Joseph Abesamis, MD, overall data custodian, clinical data responsible Margarita Huerte, MD, Chair IMHA 2025-27 tasks: 1. Clinical and maritime-health input into the study design * 2. Identification or coordination of potential Philippine participating sites; 3. Review of available PEME data and variables * 4. Participation in the research/steering group; or 5. Assistance in developing the broader international collaboration through IMHA. Design of the project (Informed Consent Form below) This project is an international, multicentre, observational longitudinal health database that uses routinely collected maritime health examination data to monitor the prevalence and trends of prediabetes, diabetes T-2, hypertension, prehypertension, overweight, obesity and established prevention among maritime workers and students. The intention is to register and offer standardized prevention Inspired by the “Danish health database” (ref. 1) Strengths of the design • Uses routinely collected data, making it relatively inexpensive. • Can accumulate large international datasets. • Reflects real-world clinical practice. • Supports long-term surveillance of maritime workers' health. • Allow for evaluation of preventive interventions within routine healthcare. Organisers • The John Snow Prediabetes Institute in collaboration with: • Maritime Medical Health Clinics Objectives • To establish an “International maritime health database” with samples of health examination data from the maritime clinics and the maritime schools. • To carry out literature studies on lifestyle intervention in the contexts • To describe and follow the prevalence of the target variables by age and gender over the years. (Prediabetes, T2DM, Blood pressure, BMI etc.) • To identify and offer the prediabetes remission program and to follow the effects. Data content Random samples of data extracted from the routine maritime health examinations in a specified calendar periods. Variables • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer or non-officer on board • Blood pressure • Blood sugar HbA1c or Fasting Glucose, or Post prandial • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Participating in a life-style health promotion plan y/n Automatic recoding of data (Link) Excel-recoding formulas-Dec-1-2024 • Blood pressure: Normal, prehypertension, stage 1, 2 • Blood sugar: Normal, prediabetes, diabetes mellitus type 2, • BMI: normal, overweight, obese Blood-sugar-Measurements Either A1c mmol/mol or Fasting mg/dl (glucometer) or Postprandial sugar: mg/dl (glucometer) Validity of the method. (ref 2) Clinics without all the variables are invited to give the data they have. Use of the data for prevention To describe the prevalence of Prediabetes, T2DM, Hypertension, Prehypertension and BMI in the age- and gender groups and occupational groups. Possibly, to offer a prediabetes, prehypertension remission program. To propose (inter) national maritime health policies. To be used for the student’s theses. To publish in international health journals. Type of study • International, multicenter observational prevalence database, • Longitudinal surveillance system using repeated routine maritime health prevalence examination data. • Includes an intervention component for individuals identified with prediabetes. Populations sources The database will include random samples of data extracted from routine health examinations conducted at: • Maritime clinics • Maritime schools Participants may include: • Seafarers • Fishers • Maritime students • Officers and non-officers Data collection The study uses secondary data obtained from existing routine medical examinations rather than collecting new research-specific measurements. Key variables include: • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer on board7 non officer • Blood pressure • Blood sugar HbA1c or Fasting Glucose • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Actually, included in a health promotion program Ethics and data governance Need for ethics review. This study uses sensitive health data and follows people over time. Linking records, international data sharing, and testing a prevention programme can create risks, even when names are removed. Before collecting, linking, sharing, or analysing data, each study site must send the study plan and participant information, consent process, data-flow description, and data-management plan to the appropriate ethics committee. Each site needs written approval or a legally permitted exemption. Major changes must be approved before use. If the study involves only non-sensitive health data, the Ethics committees should be involved. Ethical framework and legal compliance. The study will follow the Declaration of Helsinki, national research rules, the EU General Data Protection Regulation (GDPR) where it applies, and the rules of participating countries. Before enrolment or data transfer, the team must record who controls and processes the data and the legal reason for using health information. Consent and participant rights. Participants will receive clear information about the study’s length, health data, follow-up, record linking, international sharing, and approved future research. Consent will be obtained when required. An ethics committee must approve use of data without consent. Refusing or leaving will not affect healthcare, work, training, or education. No new data will be collected after withdrawal, but anonymous data or completed analyses may not be removable. Participants will be told this beforehand. Long-term follow-up and record linking. Each person will receive a study code, allowing records to be linked without putting names in the central database. Each clinic or school will keep the code key separately with restricted access. The central database will hold coded data, or anonymous data when linking is finished. Exact dates and unusual details will be grouped to reduce identification risk. Further contact or record links need legal and ethics approval. Where data will be stored. Data will be kept only on approved servers or encrypted research systems. Names and local code keys will remain at the original site in a separate, encrypted location. Personal computers, unencrypted devices, personal email, and unapproved cloud services are banned. Security includes encryption, backups, logs, malware protection, and an incident plan. Study documents must name the host institution and storage location. Who can access the data. Only named, authorised team members may access the minimum information needed for approved work. They must follow confidentiality rules, use individual accounts and secure sign-in, and lose access when their role ends. Collaborators may receive only necessary coded or anonymous data after approval. Employers, crewing companies, insurers, and other unauthorised parties will not receive personal-level data. Reports will hide small groups or identifying details. Data sharing, retention, and destruction. Institutions will sign agreements covering responsibilities, approved uses, security, breach reporting, further sharing, and data return or deletion. International transfers must follow the law and use extra safeguards when required. Before the study starts, the plan must state how long data will be kept (e.g. 5 years). Afterwards, files and backups will be securely deleted or made permanently anonymous. Code keys will be destroyed unless longer storage is approved. Risk management and oversight. The main risk is that private information could be exposed or linked to a person, causing work, social, or insurance harm. The team will collect only necessary data, separate names from research data, limit access, train staff, secure transfers and storage, keep logs, and respond quickly to suspected breaches. The coordinating researcher will record approvals, access permissions, agreements, and incidents. Any prevention or lifestyle programme tested as research needs ethics approval before it begins. Exclusion Criteria • Inability to provide informed consent • Expressed no-interest to participate The primary outcomes include • Prevalence of Prediabetes, and T2DM • Prevalence of Hypertension and Prehypertension • Prevalence of Overweight and Obesity • Trends by age and sex over time • Prevalence of participation in a prevention program Planned analyses • Estimate disease prevalence. • Compare health indicators across age, gender and working groups. • Monitor trends over multiple years. • Evaluate outcomes of lifestyle interventions. • Support health policy development, student research, and scientific publications. Statistical analysis plan 1. Data preparation Check the dataset for missing values, impossible values, and duplicates. Recode the main variables into categories: BMI as normal, overweight, or obese; blood pressure as normal, prehypertension, stage 1, or stage 2; and blood sugar as normal, prediabetes, or type 2 diabetes. 2. Descriptive statistics Summarize age using mean, standard deviation, median, and range. Summarize categorical variables such as gender, work type, smoking, medication use, BMI group, blood pressure group, and blood sugar group using numbers and percentages. 3. Prevalence estimates Calculate the prevalence of overweight, obesity, prediabetes, diabetes, prehypertension, and hypertension. Report each prevalence as a percentage with a 95% confidence interval. 4. Group comparisons Compare prevalence by age group, gender, work type, and officer/non-officer status. Use chi-square tests for categorical comparisons and t-tests or ANOVA for continuous variables such as BMI or blood pressure. 5. Trend analysis over time If data are available from several years, changes in prevalence over time using tables and line graphs. Test trends using chi-square trend tests or simple logistic regression with year as the predictor. 6. Prediabetes remission program analysis Among participants offered the lifestyle intervention, compare blood sugar, BMI, and blood pressure before and after the program. Use paired t-tests for continuous measures and McNemar’s test for changes in categories, such as prediabetes returning to normal blood sugar. 7. Multivariable analysis Use logistic regression to identify factors associated with prediabetes, obesity, and hypertension. Possible predictors include age, gender, occupation, officer status, smoking, BMI, and medication use. 8. Missing data Report the amount of missing data for each variable. For the simple analysis, use available-case analysis and clearly state the number of participants included in each analysis. 9. Statistical significance Use a significance level of 0.05. Present results with 95% confidence intervals rather than relying only on p-values.Principio del formulario Informed Consent Form International Maritime Health Database You are invited to participate in the International Maritime Health Database, which aims to improve the health of seafarers, fishers, and maritime students by monitoring conditions such as prediabetes, type 2 diabetes, hypertension, and obesity. If you agree to participate, information from your routine maritime medical examination (such as age, sex, height, weight, blood pressure, blood glucose, smoking status, medication, and occupation) will be included in a confidential research database. Your participation is voluntary. You may refuse to participate or withdraw your consent at any time without affecting your medical care, employment, or education. Your personal information will be kept confidential. Your data will be coded whenever possible and used only for research, education, and publication in a way that does not identify you. If your results indicate an increased risk of disease, you may be offered information about a voluntary health promotion or prevention programme. By signing below, you confirm that: • You have read and understood this information. • You have had the opportunity to ask questions. • You voluntarily agree to participate in this study. Participant Name: _______________________________ Signature: ______________________________________ Date: __________________________________________ Researcher/Health Professional: ___________________ Signature: ______________________________________ Date: __________________________________________ References 1. Health of the Danes https://www.danskernessundhed.dk/ 2. https://www.sciencedirect.com/science/article/abs/pii/S1751991825001068 05sdh6tcf5aiipapvguqjgwecpygzna 2822685 2822684 2026-08-18T09:06:38Z NDM2024 2984088 Undo all revisions. Resource is empty, but not [[Wikiversity:Deletion policy|deleted]]. 2822685 wikitext text/x-wiki phoiac9h4m842xq45sp7s6u21eteeq1 2822691 2822685 2026-08-18T09:55:48Z NDM2024 2984088 2822691 wikitext text/x-wiki ''' INTERNATIONAL MARITIME HEALTH DATABASE''' rfedqfnzx025z11pwu59spzuz9k0o9g 2822727 2822691 2026-08-18T11:23:50Z NDM2024 2984088 2822727 wikitext text/x-wiki ''' INTERNATIONAL MARITIME HEALTH DATABASE''' We have drafted a preliminary proposal for a Research Seminar held on October 8th and 9th (1:00 PM to 5:00 PM), with a follow-up on Oct Mon 12th at the American Out-Patient Clinic in Metro Manila. This Seminar aims to formalize a strategic epidemiological research collaboration among regional clinics, the Philippines Society of Maritime Health, the University of the Philippines Manila, and the John Snow Prediabetes Institute. Proposed Agenda: • Day 1: Strategic Planning Private working session to plan Day 2 with Dr. Abesamis, the John Snow Institute, and Dr. Huerte. • Day 2: Plenary Session and Presentations General partner meeting moderated by Dr. Abesamis. Main topics: 1. Objectives overview by Dr. Abesamis and Dr. Huerte. 2. The International Maritime Health Database: Christian Acheampong. using Prospective and retrospective data. 3. The advantages of using massive databases: comments by the Philippines Maritime Society and The Manila University 4. Health Promotion strategies by Margarita and Christian • Day 3: Follow-up (Monday Oct 12th, 1:00 PM) Meeting to organise the practical collaboration, content, and time scheduling. We hope you can attend and thank you on beforehand for your valuable scientific contribution to this joint project. l0qgzfaibujosgfvgq4cqqlkbpmmesr 0 331144 2822628 2822406 2026-08-18T04:05:51Z U3246286 3105520 2822628 wikitext text/x-wiki {{title|Self Determination Theory and Military Veteran reintegration: <br> How does autonomy, competence and relatedness shape psychological adjustment after military service?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=5}}What happens when the thing that gave your life structure suddenly vanishes? For many military veterans, leaving the service gains them freedom, but freedom can also bring uncertainty (see Figure 1). [[File:Military to civilian transition.jpg|thumb|Figure 1. From military structure to civilian uncertainty: disrupted autonomy, competence and relatedness can shape veteran adjustment.]] After 15 years of military service including posting and deployments, a veteran returns home expecting civilian life to feel like freedom. Instead, freedom feels disorientating. For over a decade, their days were shaped by established routines, explicit expectations, clear responsibilities, a sense of belonging and being part of a team. Roles were understood. Decisions had purposes. Belonging was built into day-to-day life. The team was your support. Then, almost, overnight, the rules had changed. There are no longer orders telling them what needs to be done, no team waiting or relying on them, and no familiar structure defining what it means to be successful. Decisions that were once straightforward, now require navigating through uncertainty and often with little guidance or support. The confidence they had developed through military service may not cleanly translate into civilian life, whilst the relationships that brought connection and belonging may suddenly be hundreds or thousands of kilometres away. Disconnection is real. What was supposed to be liberation has now become a profound psychological adjustment. Self-determination theory provides an understanding why. If military life has shaped how a veteran experiences autonomy, relatedness and competence, what happens when the life that once supported or constrained these needs is removed? {{RoundBoxBottom}} * Military to civilian transition: Major period of transitional adjustment with elevated risk of psychosocial risk. Findings by Romanik, et al. showed 78% of Aus defence members experienced a difficult transition, and 50% were still struggling after 10 years. Veterans report feelings of; cultural dislocation, emotional distress and identity disorientation which is linked to loss of structured military roles and routines. Also experience social alienation when attempting to rebuild relationships, re-establish belongings, and adapt to unfamiliar social norms beyond the military sphere. May also experience difficulties in translating military skills into employment, along with reconstructing their identity beyond military service and maintaining social connections. These challenges and difficulties may influence veterans' motivation and psychological wellbeing. The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=5}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. 1. How does Self Determination Theory explain psychological adjustment during military-to-civilian transition? 2. How does satisfaction or frustration of autonomy, competence, and relatedness shape veterans' motivation and emotional wellbeing? 3. Under what conditions can military experiences support or undermine the satisfaction of these psychological needs? 4. How does military-to-civilian reintegration reshape veterans' identity, belonging and perceived competence? 5. How can Self Determination Theory informed interventions support psychological need satisfaction and successful reintegration? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links == How does Self Determination Theory explain psychological adjustment during military-to-civilian transition? == ==== What is Self Determination Theory (SDT)? ==== ==== What are the three psychological needs? ==== ==== Need satisfaction vs. need frustration ==== == How does satisfaction or frustration of autonomy, competence and relatedness shape veterans' motivation and emotional wellbeing? == == Under what conditions can military experiences support or undermine the satisfaction of these psychological needs? == == How does military-to-civilian reintegration reshape veterans' identity, belonging and perceived competence? == == How can Self Determination Theory informed interventions support psychological need satisfaction and successful integration? == ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-determination theory]] c9jumhzwn0idk2ldr81ipv4cp5nrpya 2822643 2822628 2026-08-18T05:08:36Z Jtneill 10242 added [[Category:Motivation and emotion/Book/Veterans]] using [[Help:Gadget-HotCat|HotCat]] 2822643 wikitext text/x-wiki {{title|Self Determination Theory and Military Veteran reintegration: <br> How does autonomy, competence and relatedness shape psychological adjustment after military service?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=5}}What happens when the thing that gave your life structure suddenly vanishes? For many military veterans, leaving the service gains them freedom, but freedom can also bring uncertainty (see Figure 1). [[File:Military to civilian transition.jpg|thumb|Figure 1. From military structure to civilian uncertainty: disrupted autonomy, competence and relatedness can shape veteran adjustment.]] After 15 years of military service including posting and deployments, a veteran returns home expecting civilian life to feel like freedom. Instead, freedom feels disorientating. For over a decade, their days were shaped by established routines, explicit expectations, clear responsibilities, a sense of belonging and being part of a team. Roles were understood. Decisions had purposes. Belonging was built into day-to-day life. The team was your support. Then, almost, overnight, the rules had changed. There are no longer orders telling them what needs to be done, no team waiting or relying on them, and no familiar structure defining what it means to be successful. Decisions that were once straightforward, now require navigating through uncertainty and often with little guidance or support. The confidence they had developed through military service may not cleanly translate into civilian life, whilst the relationships that brought connection and belonging may suddenly be hundreds or thousands of kilometres away. Disconnection is real. What was supposed to be liberation has now become a profound psychological adjustment. Self-determination theory provides an understanding why. If military life has shaped how a veteran experiences autonomy, relatedness and competence, what happens when the life that once supported or constrained these needs is removed? {{RoundBoxBottom}} * Military to civilian transition: Major period of transitional adjustment with elevated risk of psychosocial risk. Findings by Romanik, et al. showed 78% of Aus defence members experienced a difficult transition, and 50% were still struggling after 10 years. Veterans report feelings of; cultural dislocation, emotional distress and identity disorientation which is linked to loss of structured military roles and routines. Also experience social alienation when attempting to rebuild relationships, re-establish belongings, and adapt to unfamiliar social norms beyond the military sphere. May also experience difficulties in translating military skills into employment, along with reconstructing their identity beyond military service and maintaining social connections. These challenges and difficulties may influence veterans' motivation and psychological wellbeing. The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=5}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. 1. How does Self Determination Theory explain psychological adjustment during military-to-civilian transition? 2. How does satisfaction or frustration of autonomy, competence, and relatedness shape veterans' motivation and emotional wellbeing? 3. Under what conditions can military experiences support or undermine the satisfaction of these psychological needs? 4. How does military-to-civilian reintegration reshape veterans' identity, belonging and perceived competence? 5. How can Self Determination Theory informed interventions support psychological need satisfaction and successful reintegration? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links == How does Self Determination Theory explain psychological adjustment during military-to-civilian transition? == ==== What is Self Determination Theory (SDT)? ==== ==== What are the three psychological needs? ==== ==== Need satisfaction vs. need frustration ==== == How does satisfaction or frustration of autonomy, competence and relatedness shape veterans' motivation and emotional wellbeing? == == Under what conditions can military experiences support or undermine the satisfaction of these psychological needs? == == How does military-to-civilian reintegration reshape veterans' identity, belonging and perceived competence? == == How can Self Determination Theory informed interventions support psychological need satisfaction and successful integration? == ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-determination theory]] [[Category:Motivation and emotion/Book/Veterans]] mypw26kf24mkwuhrmotqamosix9mcpi 2822666 2822643 2026-08-18T07:45:12Z U3246286 3105520 editing 2822666 wikitext text/x-wiki {{title|Self Determination Theory and Military Veteran reintegration: <br> How does autonomy, competence and relatedness shape psychological adjustment after military service?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=5}}What happens when the thing that gave your life structure suddenly vanishes? For many military veterans, leaving the service gains them freedom, but freedom can also bring uncertainty (see Figure 1). [[File:Military to civilian transition.jpg|thumb|Figure 1. From military structure to civilian uncertainty: disrupted autonomy, competence and relatedness can shape veteran adjustment.]] After 15 years of military service including posting and deployments, a veteran returns home expecting civilian life to feel like freedom. Instead, freedom feels disorientating. For over a decade, their days were shaped by established routines, explicit expectations, clear responsibilities, a sense of belonging and being part of a team. Roles were understood. Decisions had purposes. Belonging was built into day-to-day life. The team was your support. Then, almost, overnight, the rules had changed. There are no longer orders telling them what needs to be done, no team waiting or relying on them, and no familiar structure defining what it means to be successful. Decisions that were once straightforward, now require navigating through uncertainty and often with little guidance or support. The confidence they had developed through military service may not cleanly translate into civilian life, whilst the relationships that brought connection and belonging may suddenly be hundreds or thousands of kilometres away. Disconnection is real. What was supposed to be liberation has now become a profound psychological adjustment. Self-determination theory provides an understanding why. If military life has shaped how a veteran experiences autonomy, relatedness and competence, what happens when the life that once supported or constrained these needs is removed? {{RoundBoxBottom}} * Military to civilian transition: Major period of transitional adjustment with increased likelihood of psychosocial risk. Findings by Romanik, et al. showed 78% of Aus defence members experienced a difficult transition, and 50% were still struggling after 10 years. Veterans report feelings of; cultural dislocation, emotional distress and identity disorientation which is linked to loss of structured military roles and routines. Also experience social alienation when attempting to rebuild relationships, re-establish belongings, and adapt to unfamiliar social norms beyond the military sphere. May also experience difficulties in translating military skills into employment, along with reconstructing their identity beyond military service and maintaining social connections. These challenges and difficulties may influence veterans' motivation and psychological wellbeing. The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=5}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. 1. How does Self Determination Theory explain psychological adjustment during military-to-civilian transition? 2. How does satisfaction or frustration of autonomy, competence, and relatedness shape veterans' motivation and emotional wellbeing? 3. Under what conditions can military experiences support or undermine the satisfaction of these psychological needs? 4. How does military-to-civilian reintegration reshape veterans' identity, belonging and perceived competence? 5. How can Self Determination Theory informed interventions support psychological need satisfaction and successful reintegration? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links == How does Self Determination Theory explain psychological adjustment during military-to-civilian transition? == ==== What is Self Determination Theory (SDT)? ==== ==== What are the three psychological needs? ==== ==== Need satisfaction vs. need frustration ==== == How does satisfaction or frustration of autonomy, competence and relatedness shape veterans' motivation and emotional wellbeing? == == Under what conditions can military experiences support or undermine the satisfaction of these psychological needs? == == How does military-to-civilian reintegration reshape veterans' identity, belonging and perceived competence? == == How can Self Determination Theory informed interventions support psychological need satisfaction and successful integration? == ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-determination theory]] [[Category:Motivation and emotion/Book/Veterans]] qf23van9nv7uxkyxek14f7kr8tdlw4g 2822667 2822666 2026-08-18T07:46:49Z U3246286 3105520 /* Overview */ 2822667 wikitext text/x-wiki {{title|Self Determination Theory and Military Veteran reintegration: <br> How does autonomy, competence and relatedness shape psychological adjustment after military service?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=5}}What happens when the thing that gave your life structure suddenly vanishes? For many military veterans, leaving the service gains them freedom, but freedom can also bring uncertainty. [[File:Military to civilian transition.jpg|thumb|Figure 1. From military structure to civilian uncertainty: disrupted autonomy, competence and relatedness can shape veteran adjustment.]] After 15 years of military service including posting and deployments, a veteran returns home expecting civilian life to feel like freedom (see Figure 1). Instead, freedom feels disorientating. For over a decade, their days were shaped by established routines, explicit expectations, clear responsibilities, a sense of belonging and being part of a team. Roles were understood. Decisions had purposes. Belonging was built into day-to-day life. The team was your support. Then, almost, overnight, the rules had changed. There are no longer orders telling them what needs to be done, no team waiting or relying on them, and no familiar structure defining what it means to be successful. Decisions that were once straightforward, now require navigating through uncertainty and often with little guidance or support. The confidence they had developed through military service may not cleanly translate into civilian life, whilst the relationships that brought connection and belonging may suddenly be hundreds or thousands of kilometres away. Disconnection is real. What was supposed to be liberation has now become a profound psychological adjustment. Self-determination theory provides an understanding why. If military life has shaped how a veteran experiences autonomy, relatedness and competence, what happens when the life that once supported or constrained these needs is removed? {{RoundBoxBottom}} * Military to civilian transition: Major period of transitional adjustment with increased likelihood of psychosocial risk. Findings by Romanik, et al. showed 78% of Aus defence members experienced a difficult transition, and 50% were still struggling after 10 years. Veterans report feelings of; cultural dislocation, emotional distress and identity disorientation which is linked to loss of structured military roles and routines. Also experience social alienation when attempting to rebuild relationships, re-establish belongings, and adapt to unfamiliar social norms beyond the military sphere. May also experience difficulties in translating military skills into employment, along with reconstructing their identity beyond military service and maintaining social connections. These challenges and difficulties may influence veterans' motivation and psychological wellbeing. The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=5}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. 1. How does Self Determination Theory explain psychological adjustment during military-to-civilian transition? 2. How does satisfaction or frustration of autonomy, competence, and relatedness shape veterans' motivation and emotional wellbeing? 3. Under what conditions can military experiences support or undermine the satisfaction of these psychological needs? 4. How does military-to-civilian reintegration reshape veterans' identity, belonging and perceived competence? 5. How can Self Determination Theory informed interventions support psychological need satisfaction and successful reintegration? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links == How does Self Determination Theory explain psychological adjustment during military-to-civilian transition? == ==== What is Self Determination Theory (SDT)? ==== ==== What are the three psychological needs? ==== ==== Need satisfaction vs. need frustration ==== == How does satisfaction or frustration of autonomy, competence and relatedness shape veterans' motivation and emotional wellbeing? == == Under what conditions can military experiences support or undermine the satisfaction of these psychological needs? == == How does military-to-civilian reintegration reshape veterans' identity, belonging and perceived competence? == == How can Self Determination Theory informed interventions support psychological need satisfaction and successful integration? == ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-determination theory]] [[Category:Motivation and emotion/Book/Veterans]] lzdx7yb7b71omoyovmsbdqy9icgyt9v 2822669 2822667 2026-08-18T07:56:34Z U3246286 3105520 /* Overview */ 2822669 wikitext text/x-wiki {{title|Self Determination Theory and Military Veteran reintegration: <br> How does autonomy, competence and relatedness shape psychological adjustment after military service?}} <div align=center>Edit the title and sub-title to match the wording (and casing) in the [[Motivation and emotion/Book/2025|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per [[Special:History/{{PAGENAME}}|the page history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=5}}What happens when the thing that gave your life structure suddenly vanishes? For many military veterans, leaving the service gains them freedom, but freedom can also bring uncertainty. [[File:Military to civilian transition.jpg|thumb|Figure 1. From military structure to civilian uncertainty: disrupted autonomy, competence and relatedness can shape veteran adjustment.]] After 15 years of military service including posting and deployments, a veteran returns home expecting civilian life to feel like freedom (see Figure 1). Instead, freedom feels disorientating. For over a decade, their days were shaped by established routines, explicit expectations, clear responsibilities, a sense of belonging and being part of a team. Roles were understood. Decisions had purposes. Belonging was built into day-to-day life. The team was your support. Then, almost, overnight, the rules had changed. There are no longer orders telling them what needs to be done, no team waiting or relying on them, and no familiar structure defining what it means to be successful. Decisions that were once straightforward, now require navigating through uncertainty and often with little guidance or support. The confidence they had developed through military service may not cleanly translate into civilian life, whilst the relationships that brought connection and belonging may suddenly be hundreds or thousands of kilometres away. Disconnection is real. What was supposed to be liberation has now become a profound psychological adjustment. Self-determination theory provides an understanding of why. If military life has shaped how a veteran experiences autonomy, relatedness and competence, what happens when the life that once supported or constrained these needs is removed? {{RoundBoxBottom}} * Military to civilian transition: Major period of transitional adjustment with increased likelihood of psychosocial risk. Findings by Romanik, et al. showed 78% of Aus defence members experienced a difficult transition, and 50% were still struggling after 10 years. Veterans report feelings of; cultural dislocation, emotional distress and identity disorientation which is linked to loss of structured military roles and routines. Also experience social alienation when attempting to rebuild relationships, re-establish belongings, and adapt to unfamiliar social norms beyond the military sphere. May also experience difficulties in translating military skills into employment, along with reconstructing their identity beyond military service and maintaining social connections. These challenges and difficulties may influence veterans' motivation and psychological wellbeing. The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=5}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. 1. How does Self Determination Theory explain psychological adjustment during military-to-civilian transition? 2. How does satisfaction or frustration of autonomy, competence, and relatedness shape veterans' motivation and emotional wellbeing? 3. Under what conditions can military experiences support or undermine the satisfaction of these psychological needs? 4. How does military-to-civilian reintegration reshape veterans' identity, belonging and perceived competence? 5. How can Self Determination Theory informed interventions support psychological need satisfaction and successful reintegration? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links == How does Self Determination Theory explain psychological adjustment during military-to-civilian transition? == ==== What is Self Determination Theory (SDT)? ==== ==== What are the three psychological needs? ==== ==== Need satisfaction vs. need frustration ==== == How does satisfaction or frustration of autonomy, competence and relatedness shape veterans' motivation and emotional wellbeing? == == Under what conditions can military experiences support or undermine the satisfaction of these psychological needs? == == How does military-to-civilian reintegration reshape veterans' identity, belonging and perceived competence? == == How can Self Determination Theory informed interventions support psychological need satisfaction and successful integration? == ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Self-determination theory]] [[Category:Motivation and emotion/Book/Veterans]] k2r3guuqbk30qezva9lqvb8dni5qlp7 2 331167 2822598 2822473 2026-08-17T23:14:03Z Helpme2222 3106525 Replaced content with "1" 2822598 wikitext text/x-wiki 1 68m9lfln2dgvzieyrm8vqqf8ha8550r 0 331168 2822668 2822177 2026-08-18T07:54:39Z U3279062 3106301 added main headings 2822668 wikitext text/x-wiki {{title|Romantic Jealousy:<br>Why Does Romantic Jealousy Occur, What Are it's Impacts, and How Can It Be Managed?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} == What Is Romantic Jealousy? == == Why Does Romantic Jealousy Occur? == == What Are the Impacts of Romantic Jealousy? == == How Can Romantic Jealousy Be Managed? == ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]]. nchsrhmqifmnb0fh2uqjycgca0ydu0d 2822681 2822668 2026-08-18T08:52:23Z U3279062 3106301 added sub headings 2822681 wikitext text/x-wiki {{title|Romantic Jealousy:<br>Why Does Romantic Jealousy Occur, What Are it's Impacts, and How Can It Be Managed?}} __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some of the template material for the topic development, but it should all be removed for the final book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 02]] explains about how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] focus questions. For example: * Is there a relationship between weather and criminal behaviour? (closed-ended) * What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} == What Is Romantic Jealousy? == === Defining Romantic Jealousy === === Jealousy and Related Emotional Experiences === === Is Jealousy Inherently Harmful === == Why Does Romantic Jealousy Occur? == === Perceived Relationship Threat === === Cognitive Appraisal === === Attachment and Relationship Security === === Relationship Context and Uncertainty === === Individual Differences and Integrated Explanations === == What Are the Impacts of Romantic Jealousy? == === Cognitive Impacts === === Emotional Impacts === === Behavioural Responses === === Relationship Consequences === === When Can Jealousy Be Harmful? === == How Can Romantic Jealousy Be Managed? == === Recognising the Emotional Response === === Evaluating the Perceived Threat === === Communication and Relationship Management === === Emotion Regulation === === When the Threat is Real === ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings, but: ** avoid having only one sub-heading ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * See also * References * External links ==Key points== For the topic development, for each heading and sub-heading: * Provide at least three bullet-points, including for the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * Use figures to illustrate concepts, add interest, and to serve as examples * Figures can show photos, diagrams, graphs, video, audio, etc. * Embed figures throughout the chapter, starting with the scenario in the Overview section * Caption figures (use '''Figure #'''. and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Interactive learning features help to bring book chapters to life and can be embedded throughout the chapter. {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples describe concepts in action * Can be real or fictional; if real, provide citations * Can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Present using [[#Feature boxes|feature boxes]] {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use to tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Which Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing Knowing x Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * Using one or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * The Conclusion is arguably the most important section * Draft clear take-home message(s), even at the topic development stage * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing it * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== Provide [[Help:Contents/Links#Interwiki_links|internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Only select links to major internal resources about the topic * Include the source in parentheses }} ==References== This section lists the cited references in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: ** Use "Edit source" ** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== Provide [[Help:Contents/Links#External_links|external links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Only select links to major external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]]. 9twdrv5og3qm4uvqboakohg6srpfgi4 0 331207 2822544 2822431 2026-08-17T13:37:03Z MathXplore 2888076 Added {{[[Template:BookCat|BookCat]]}} using [[User:1234qwer1234qwer4/BookCat.js|BookCat.js]] 2822544 wikitext text/x-wiki This page will contain links to tables, and the resource (database, method, etc.) that was used to create them. Because of the multiplicity of the resources available for creating these tables, they will be first grouped under the resource type, e.g. CoolProp for thermodynamic tables creating using the CoolProp software. Ideally the table should include at the bottom the version software (e.g. for CoolProp 8.0.0) that was used to create it. [[Thermodynamics/Property tables and charts/CoolProp]] {{BookCat}} bgag0w7j9p80cmc4jpmttz1pijmgvgf 0 331208 2822543 2822451 2026-08-17T13:37:00Z MathXplore 2888076 Added {{[[Template:BookCat|BookCat]]}} using [[User:1234qwer1234qwer4/BookCat.js|BookCat.js]] 2822543 wikitext text/x-wiki Tables created using CoolProp should be listed here. [[Thermodynamics/Property tables and charts/CoolProp/Saturated refrigerant-134a - Temperature table]] [[Thermodynamics/Property tables and charts/CoolProp/Saturated refrigerant-134a - Pressure table]] {{BookCat}} 0r65gw37z4ywkwbz0gggipnuqopgkvj 0 331209 2822542 2822442 2026-08-17T13:36:56Z MathXplore 2888076 Added {{[[Template:BookCat|BookCat]]}} using [[User:1234qwer1234qwer4/BookCat.js|BookCat.js]] 2822542 wikitext text/x-wiki {| class="wikitable sortable" |+ Saturated properties of R134a ! rowspan="2" | Saturation temperature, T_sat<br />(°C) ! rowspan="2" | Saturation pressure, p_sat<br />(kPa) ! colspan="2" | Specific volume,<br />(m³/kg) ! colspan="3" | Internal energy,<br />(kJ/kg) ! colspan="3" | Enthalpy,<br />(kJ/kg) ! colspan="3" | Entropy,<br />(kJ/(kg·K)) |- ! Sat. liquid, v_f ! Sat. vapor, v_g ! Sat. liquid, u_f ! Evap., u_fg ! Sat. vapor, u_g ! Sat. liquid, h_f ! Evap., h_fg ! Sat. vapor, h_g ! Sat. liquid, s_f ! Evap., s_fg ! Sat. vapor, s_g |- | -40 || 51.21 || 0.0007054 || 0.36108 || -0.036 || 207.40 || 207.37 || -0.000 || 225.86 || 225.86 || -0.00000 || 0.96873 || 0.96873 |- | -35 || 66.14 || 0.0007127 || 0.28402 || 6.254 || 203.98 || 210.24 || 6.301 || 222.72 || 229.02 || 0.02669 || 0.93522 || 0.96192 |- | -30 || 84.38 || 0.0007203 || 0.22594 || 12.59 || 200.52 || 213.11 || 12.65 || 219.53 || 232.17 || 0.05301 || 0.90284 || 0.95586 |- | -25 || 106.40 || 0.0007281 || 0.18162 || 18.97 || 197.01 || 215.98 || 19.04 || 216.26 || 235.31 || 0.07899 || 0.87149 || 0.95048 |- | -20 || 132.73 || 0.0007362 || 0.14739 || 25.39 || 193.45 || 218.85 || 25.49 || 212.92 || 238.41 || 0.10464 || 0.84108 || 0.94571 |- | -15 || 163.94 || 0.0007447 || 0.12067 || 31.87 || 189.83 || 221.70 || 31.99 || 209.49 || 241.48 || 0.12998 || 0.81151 || 0.94148 |- | -10 || 200.60 || 0.0007535 || 0.099590 || 38.40 || 186.14 || 224.54 || 38.55 || 205.97 || 244.52 || 0.15504 || 0.78270 || 0.93774 |- | -5 || 243.34 || 0.0007627 || 0.082801 || 44.99 || 182.38 || 227.37 || 45.17 || 202.34 || 247.51 || 0.17983 || 0.75459 || 0.93442 |- | 0 || 292.80 || 0.0007723 || 0.069309 || 51.63 || 178.54 || 230.17 || 51.86 || 198.60 || 250.46 || 0.20439 || 0.72709 || 0.93148 |- | 5 || 349.66 || 0.0007824 || 0.058374 || 58.33 || 174.60 || 232.94 || 58.61 || 194.74 || 253.35 || 0.22872 || 0.70013 || 0.92885 |- | 10 || 414.61 || 0.0007930 || 0.049442 || 65.10 || 170.57 || 235.68 || 65.43 || 190.74 || 256.17 || 0.25286 || 0.67364 || 0.92650 |- | 15 || 488.37 || 0.0008042 || 0.042090 || 71.94 || 166.43 || 238.37 || 72.34 || 186.59 || 258.93 || 0.27682 || 0.64755 || 0.92438 |- | 20 || 571.71 || 0.0008161 || 0.035997 || 78.86 || 162.17 || 241.02 || 79.32 || 182.28 || 261.60 || 0.30063 || 0.62180 || 0.92243 |- | 25 || 665.38 || 0.0008287 || 0.030912 || 85.85 || 157.77 || 243.62 || 86.40 || 177.79 || 264.19 || 0.32431 || 0.59630 || 0.92062 |- | 30 || 770.20 || 0.0008421 || 0.026642 || 92.93 || 153.23 || 246.16 || 93.58 || 173.10 || 266.67 || 0.34789 || 0.57099 || 0.91888 |- | 35 || 886.98 || 0.0008565 || 0.023033 || 100.10 || 148.51 || 248.61 || 100.86 || 168.18 || 269.04 || 0.37140 || 0.54578 || 0.91718 |- | 40 || 1016.6 || 0.0008720 || 0.019966 || 107.38 || 143.61 || 250.99 || 108.27 || 163.02 || 271.28 || 0.39487 || 0.52058 || 0.91545 |- | 45 || 1159.9 || 0.0008888 || 0.017344 || 114.77 || 138.49 || 253.26 || 115.80 || 157.58 || 273.38 || 0.41833 || 0.49529 || 0.91362 |- | 50 || 1317.9 || 0.0009072 || 0.015089 || 122.28 || 133.12 || 255.41 || 123.48 || 151.81 || 275.29 || 0.44184 || 0.46979 || 0.91164 |- | 55 || 1491.5 || 0.0009274 || 0.013140 || 129.94 || 127.47 || 257.41 || 131.32 || 145.68 || 277.01 || 0.46545 || 0.44396 || 0.90940 |- | 60 || 1681.8 || 0.0009498 || 0.011444 || 137.76 || 121.48 || 259.24 || 139.36 || 139.12 || 278.49 || 0.48921 || 0.41760 || 0.90681 |- | 65 || 1889.8 || 0.0009750 || 0.009960 || 145.77 || 115.08 || 260.85 || 147.62 || 132.06 || 279.67 || 0.51321 || 0.39053 || 0.90374 |- | 70 || 2116.8 || 0.0010038 || 0.008653 || 154.01 || 108.18 || 262.19 || 156.14 || 124.37 || 280.51 || 0.53757 || 0.36243 || 0.89999 |- | 75 || 2364.1 || 0.0010372 || 0.007491 || 162.53 || 100.65 || 263.18 || 164.98 || 115.90 || 280.89 || 0.56243 || 0.33291 || 0.89533 |- | 80 || 2633.2 || 0.0010773 || 0.006448 || 171.41 || 92.28 || 263.69 || 174.25 || 106.42 || 280.67 || 0.58803 || 0.30135 || 0.88938 |- | 85 || 2925.8 || 0.0011272 || 0.005499 || 180.78 || 82.74 || 263.53 || 184.08 || 95.54 || 279.62 || 0.61477 || 0.26675 || 0.88152 |- | 90 || 3244.2 || 0.0011936 || 0.004613 || 190.91 || 71.39 || 262.30 || 194.78 || 82.49 || 277.27 || 0.64342 || 0.22714 || 0.87057 |- | 95 || 3591.2 || 0.0012942 || 0.003743 || 202.45 || 56.63 || 259.08 || 207.10 || 65.42 || 272.53 || 0.67593 || 0.17771 || 0.85364 |- | 100 || 3972.4 || 0.0015357 || 0.002681 || 219.05 || 29.84 || 248.89 || 225.15 || 34.39 || 259.54 || 0.72317 || 0.09215 || 0.81531 |} ''Calculation note:'' Values were generated with [https://coolprop.org/ CoolProp 8.0.0] using the HEOS model for R134a. Pressure is absolute. Thermodynamic reference convention: CoolProp ASHRAE for R134a. Definition: Saturated liquid at −40 °C is assigned h = 0 kJ/kg and s = 0 kJ/(kg·K). Reference anchor for reproducibility: T = -103.3 °C, p = 0.38956379 kPa, Q = 0 (saturated liquid), u = -76.689297 kJ/kg, h = -76.689052 kJ/kg, and s = -0.38299348 kJ/(kg·K). {{BookCat}} tq6k3ror3yb9zi5b6gk88whs4726km7 0 331210 2822541 2822452 2026-08-17T13:36:51Z MathXplore 2888076 Added {{[[Template:BookCat|BookCat]]}} using [[User:1234qwer1234qwer4/BookCat.js|BookCat.js]] 2822541 wikitext text/x-wiki {| class="wikitable sortable" |+ Saturated properties of R134a ! Saturation pressure, p_sat<br />(kPa) ! Saturation temperature, T_sat<br />(°C) ! Liquid internal energy, u_f<br />(kJ/kg) ! Internal energy of vaporization, u_fg<br />(kJ/kg) ! Vapor internal energy, u_g<br />(kJ/kg) ! Liquid enthalpy, h_f<br />(kJ/kg) ! Enthalpy of vaporization, h_fg<br />(kJ/kg) ! Vapor enthalpy, h_g<br />(kJ/kg) ! Liquid entropy, s_f<br />(kJ/(kg·K)) ! Entropy of vaporization, s_fg<br />(kJ/(kg·K)) ! Vapor entropy, s_g<br />(kJ/(kg·K)) ! Liquid specific volume, v_f<br />(m³/kg) ! Vapor specific volume, v_g<br />(m³/kg) |- | 60 || -36.93 || 3.81 || 205.31 || 209.13 || 3.86 || 223.94 || 227.80 || 0.0164 || 0.9480 || 0.9645 || 0.0007098234 || 0.3112273 |- | 70 || -33.86 || 7.70 || 203.20 || 210.89 || 7.75 || 222.00 || 229.74 || 0.0327 || 0.9277 || 0.9605 || 0.0007143889 || 0.2693042 |- | 80 || -31.12 || 11.17 || 201.30 || 212.47 || 11.23 || 220.25 || 231.47 || 0.0472 || 0.9100 || 0.9571 || 0.0007185413 || 0.2375514 |- | 90 || -28.63 || 14.33 || 199.57 || 213.89 || 14.39 || 218.64 || 233.03 || 0.0601 || 0.8942 || 0.9543 || 0.0007223683 || 0.2126406 |- | 100 || -26.36 || 17.23 || 197.97 || 215.20 || 17.30 || 217.16 || 234.46 || 0.0720 || 0.8799 || 0.9519 || 0.0007259315 || 0.1925578 |- | 120 || -22.31 || 22.42 || 195.10 || 217.52 || 22.51 || 214.47 || 236.98 || 0.0928 || 0.8550 || 0.9478 || 0.0007324356 || 0.1621355 |- | 140 || -18.76 || 27.00 || 192.56 || 219.56 || 27.10 || 212.08 || 239.18 || 0.1110 || 0.8337 || 0.9446 || 0.000738301 || 0.1401478 |- | 160 || -15.59 || 31.11 || 190.26 || 221.37 || 31.23 || 209.90 || 241.12 || 0.1270 || 0.8149 || 0.9420 || 0.0007436818 || 0.1234892 |- | 180 || -12.71 || 34.85 || 188.15 || 223.00 || 34.99 || 207.89 || 242.88 || 0.1415 || 0.7982 || 0.9397 || 0.0007486809 || 0.1104172 |- | 200 || -10.08 || 38.30 || 186.20 || 224.50 || 38.45 || 206.02 || 244.47 || 0.1547 || 0.7831 || 0.9378 || 0.0007533706 || 0.09987657 |- | 240 || -5.37 || 44.50 || 182.66 || 227.16 || 44.69 || 202.61 || 247.30 || 0.1780 || 0.7566 || 0.9347 || 0.0007620219 || 0.08390561 |- | 280 || -1.23 || 49.99 || 179.49 || 229.48 || 50.21 || 199.53 || 249.74 || 0.1984 || 0.7338 || 0.9322 || 0.0007699285 || 0.07235979 |- | 320 || 2.48 || 54.94 || 176.60 || 231.54 || 55.19 || 196.71 || 251.90 || 0.2165 || 0.7137 || 0.9301 || 0.0007772731 || 0.06361073 |- | 360 || 5.84 || 59.47 || 173.93 || 233.40 || 59.75 || 194.08 || 253.83 || 0.2328 || 0.6956 || 0.9284 || 0.0007841781 || 0.05674425 |- | 400 || 8.93 || 63.65 || 171.44 || 235.09 || 63.97 || 191.61 || 255.58 || 0.2477 || 0.6793 || 0.9270 || 0.0007907302 || 0.05120679 |- | 450 || 12.48 || 68.48 || 168.53 || 237.02 || 68.84 || 188.71 || 257.55 || 0.2648 || 0.6607 || 0.9254 || 0.0007985196 || 0.04562474 |- | 500 || 15.73 || 72.95 || 165.81 || 238.77 || 73.36 || 185.97 || 259.33 || 0.2803 || 0.6438 || 0.9241 || 0.0008059482 || 0.04112285 |- | 550 || 18.75 || 77.13 || 163.24 || 240.37 || 77.57 || 183.37 || 260.95 || 0.2947 || 0.6282 || 0.9229 || 0.000813084 || 0.03741251 |- | 600 || 21.57 || 81.05 || 160.80 || 241.85 || 81.54 || 180.89 || 262.43 || 0.3081 || 0.6138 || 0.9218 || 0.0008199791 || 0.03429988 |- | 650 || 24.22 || 84.75 || 158.47 || 243.22 || 85.29 || 178.50 || 263.79 || 0.3206 || 0.6003 || 0.9209 || 0.000826674 || 0.03164987 |- | 700 || 26.71 || 88.27 || 156.23 || 244.50 || 88.85 || 176.20 || 265.05 || 0.3324 || 0.5876 || 0.9200 || 0.0008332012 || 0.02936543 |- | 750 || 29.08 || 91.62 || 154.08 || 245.69 || 92.25 || 173.98 || 266.22 || 0.3435 || 0.5756 || 0.9192 || 0.0008395875 || 0.02737496 |- | 800 || 31.33 || 94.82 || 151.99 || 246.82 || 95.50 || 171.81 || 267.32 || 0.3541 || 0.5643 || 0.9184 || 0.000845855 || 0.02562451 |- | 850 || 33.47 || 97.90 || 149.97 || 247.87 || 98.63 || 169.71 || 268.33 || 0.3642 || 0.5535 || 0.9177 || 0.0008520223 || 0.0240726 |- | 900 || 35.53 || 100.86 || 148.01 || 248.87 || 101.64 || 167.65 || 269.29 || 0.3739 || 0.5431 || 0.9170 || 0.0008581054 || 0.02268683 |- | 950 || 37.50 || 103.72 || 146.09 || 249.81 || 104.54 || 165.64 || 270.18 || 0.3831 || 0.5332 || 0.9163 || 0.0008641181 || 0.02144152 |- | 1000 || 39.39 || 106.48 || 144.22 || 250.70 || 107.35 || 163.67 || 271.02 || 0.3920 || 0.5237 || 0.9157 || 0.0008700727 || 0.02031604 |- | 1200 || 46.31 || 116.73 || 137.10 || 253.84 || 117.80 || 156.09 || 273.90 || 0.4245 || 0.4886 || 0.9131 || 0.0008935089 || 0.01671834 |- | 1400 || 52.42 || 125.97 || 130.42 || 256.40 || 127.26 || 148.89 || 276.15 || 0.4533 || 0.4573 || 0.9106 || 0.000916715 || 0.01411025 |- | 1600 || 57.91 || 134.47 || 124.03 || 258.50 || 135.97 || 141.93 || 277.90 || 0.4792 || 0.4287 || 0.9079 || 0.0009400982 || 0.01212647 |- | 1800 || 62.90 || 142.38 || 117.82 || 260.20 || 144.11 || 135.10 || 279.21 || 0.5031 || 0.4020 || 0.9051 || 0.0009640043 || 0.01056171 |- | 2000 || 67.48 || 149.83 || 111.72 || 261.55 || 151.81 || 128.33 || 280.14 || 0.5252 || 0.3767 || 0.9020 || 0.000988766 || 0.009291495 |- | 2500 || 77.58 || 167.06 || 96.45 || 263.51 || 169.70 || 111.16 || 280.86 || 0.5755 || 0.3169 || 0.8925 || 0.001056916 || 0.006940272 |- | 3000 || 86.20 || 183.14 || 80.21 || 263.35 || 186.56 || 92.63 || 279.19 || 0.6215 || 0.2578 || 0.8792 || 0.001141276 || 0.005281312 |} ''Calculation note:'' Values were generated with [https://coolprop.org/ CoolProp 8.0.0] using the HEOS model for R134a. Pressure is absolute. Thermodynamic reference convention: CoolProp ASHRAE for R134a. Definition: Saturated liquid at −40 °C is assigned h = 0 kJ/kg and s = 0 kJ/(kg·K). Reference anchor for reproducibility: T = -103.3 °C, p = 0.38956379 kPa, Q = 0 (saturated liquid), u = -76.689297 kJ/kg, h = -76.689052 kJ/kg, and s = -0.38299348 kJ/(kg·K). {{BookCat}} 55gqx7p3208dbk872uxx6jizjj1aw8c 0 331213 2822670 2822497 2026-08-18T08:09:33Z U3260591 3104152 /* Headings */ 2822670 wikitext text/x-wiki {{title|Exercise gamification motivation:<br>How can gamification affect exercise motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=4}} [[File:WORKOUT.jpg|thumb|Man earning points for exercising]] '''Case study: A little more motivation''' Alex has recently started using a fitness app to become more physically active. The app awards points for completing workouts, gives badges for reaching milestones, displays weekly challenges, and allows users to compare their progress with friends (see figure 1). At first, Alex exercises mainly to improve their health, but soon becomes motivated by earning enough points to reach the next level. When Alex moves up the leaderboard, they feel a sense of achievement and become more motivated to exercise again. However, after falling behind other users, Alex begins to lose interest and considers stopping. Alex's experience raises an important question: why can the same gamification features that motivate exercise for some people have different effects on motivation and behaviour for others? {{RoundBoxBottom}} Regular physical activity provides important physical and psychological benefits, yet maintaining exercise behaviour can be difficult. Digital fitness technologies increasingly use gamification, such as points, rewards, challenges, feedback and social comparison, to encourage people to become more active. Gamification may make exercise more engaging and provide users with goals and feedback, but its effects on motivation and behaviour are not necessarily straightforward. Psychological science can help explain why gamification may influence exercise motivation and whether increased motivation translates into sustained exercise behaviour. Understanding theories of motivation can also help identify when gamification is likely to support engagement and when it may instead reduce motivation or discourage participation. {{RoundBoxTop|theme=3}} '''Focus questions''' #What is exercise gamification and how is it used to influence motivation? #What psychological mechanisms explain how gamification can affect exercise motivation? #How does gamification influence actual exercise behaviour and adherence? #When might gamification support or undermine exercise motivation? #How can gamification be designed to encourage sustainable exercise behaviour? {{RoundBoxBottom}} == Understanding Exercise Gamification == === Key points === * '''Gamification involves incorporating game-design elements into non-game contexts''', such as fitness apps and physical-activity programs, rather than turning exercise itself into a complete game (Krath et al., 2021). * Common exercise gamification features include '''points, badges, rewards, challenges, progress tracking, feedback and leaderboards''', which can provide users with goals and information about their progress (Yin et al., 2022). * Gamification is increasingly used in digital physical-activity interventions, although research indicates that the effectiveness of different game elements can vary across interventions and populations (Yin et al., 2022). * Gamification can be understood as a potential '''behaviour-change strategy''', making it important to examine the psychological mechanisms through which game elements may influence motivation and exercise behaviour (Mazeas et al., 2022). == Psychological Mechanisms of Gamification == == Gamification and Exercise Behaviour == == Designing Effective and Sustainable Exercise Gamification == ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure * Figures can show any kind of media such as photos, diagrams, graphs, video, audio, and so on * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Krath, J., Schürmann, L., & Von Korflesch, H. F. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. ''Computers in Human Behavior'', ''125'', 106963. <nowiki>https://doi.org/10.1016/j.chb.2021.106963</nowiki>{{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Exercise]] [[Category:Motivation and emotion/Book/Gamification]] avgo0qys93qf0vbu5xqyoiywr82sdeh 2822672 2822670 2026-08-18T08:11:33Z U3260591 3104152 /* References */ 2822672 wikitext text/x-wiki {{title|Exercise gamification motivation:<br>How can gamification affect exercise motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=4}} [[File:WORKOUT.jpg|thumb|Man earning points for exercising]] '''Case study: A little more motivation''' Alex has recently started using a fitness app to become more physically active. The app awards points for completing workouts, gives badges for reaching milestones, displays weekly challenges, and allows users to compare their progress with friends (see figure 1). At first, Alex exercises mainly to improve their health, but soon becomes motivated by earning enough points to reach the next level. When Alex moves up the leaderboard, they feel a sense of achievement and become more motivated to exercise again. However, after falling behind other users, Alex begins to lose interest and considers stopping. Alex's experience raises an important question: why can the same gamification features that motivate exercise for some people have different effects on motivation and behaviour for others? {{RoundBoxBottom}} Regular physical activity provides important physical and psychological benefits, yet maintaining exercise behaviour can be difficult. Digital fitness technologies increasingly use gamification, such as points, rewards, challenges, feedback and social comparison, to encourage people to become more active. Gamification may make exercise more engaging and provide users with goals and feedback, but its effects on motivation and behaviour are not necessarily straightforward. Psychological science can help explain why gamification may influence exercise motivation and whether increased motivation translates into sustained exercise behaviour. Understanding theories of motivation can also help identify when gamification is likely to support engagement and when it may instead reduce motivation or discourage participation. {{RoundBoxTop|theme=3}} '''Focus questions''' #What is exercise gamification and how is it used to influence motivation? #What psychological mechanisms explain how gamification can affect exercise motivation? #How does gamification influence actual exercise behaviour and adherence? #When might gamification support or undermine exercise motivation? #How can gamification be designed to encourage sustainable exercise behaviour? {{RoundBoxBottom}} == Understanding Exercise Gamification == === Key points === * '''Gamification involves incorporating game-design elements into non-game contexts''', such as fitness apps and physical-activity programs, rather than turning exercise itself into a complete game (Krath et al., 2021). * Common exercise gamification features include '''points, badges, rewards, challenges, progress tracking, feedback and leaderboards''', which can provide users with goals and information about their progress (Yin et al., 2022). * Gamification is increasingly used in digital physical-activity interventions, although research indicates that the effectiveness of different game elements can vary across interventions and populations (Yin et al., 2022). * Gamification can be understood as a potential '''behaviour-change strategy''', making it important to examine the psychological mechanisms through which game elements may influence motivation and exercise behaviour (Mazeas et al., 2022). == Psychological Mechanisms of Gamification == == Gamification and Exercise Behaviour == == Designing Effective and Sustainable Exercise Gamification == ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure * Figures can show any kind of media such as photos, diagrams, graphs, video, audio, and so on * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Krath, J., Schürmann, L., & Von Korflesch, H. F. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. ''Computers in Human Behavior'', ''125'', 106963. <nowiki>https://doi.org/10.1016/j.chb.2021.106963</nowiki>{{Hanging indent|1= Krath, J., Schürmann, L., & Von Korflesch, H. F. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior, 125, 106963. https://doi.org/10.1016/j.chb.2021.106963 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Exercise]] [[Category:Motivation and emotion/Book/Gamification]] 8cdccrt0uuz9z89i9u30as4u93bkkgn 2822677 2822672 2026-08-18T08:25:43Z U3260591 3104152 2822677 wikitext text/x-wiki {{title|Exercise gamification motivation:<br>How can gamification affect exercise motivation and behaviour?}} __TOC__ ==Overview== {{RoundBoxTop|theme=4}} [[File:WORKOUT.jpg|thumb|Man earning points for exercising]] '''Case study: A little more motivation''' Alex has recently started using a fitness app to become more physically active. The app awards points for completing workouts, gives badges for reaching milestones, displays weekly challenges, and allows users to compare their progress with friends (see figure 1). At first, Alex exercises mainly to improve their health, but soon becomes motivated by earning enough points to reach the next level. When Alex moves up the leaderboard, they feel a sense of achievement and become more motivated to exercise again. However, after falling behind other users, Alex begins to lose interest and considers stopping. Alex's experience raises an important question: why can the same gamification features that motivate exercise for some people have different effects on motivation and behaviour for others? {{RoundBoxBottom}} Regular physical activity provides important physical and psychological benefits, yet maintaining exercise behaviour can be difficult. Digital fitness technologies increasingly use gamification, such as points, rewards, challenges, feedback and social comparison, to encourage people to become more active. Gamification may make exercise more engaging and provide users with goals and feedback, but its effects on motivation and behaviour are not necessarily straightforward. Psychological science can help explain why gamification may influence exercise motivation and whether increased motivation translates into sustained exercise behaviour. Understanding theories of motivation can also help identify when gamification is likely to support engagement and when it may instead reduce motivation or discourage participation. {{RoundBoxTop|theme=3}} '''Focus questions''' #What is exercise gamification and how is it used to influence motivation? #What psychological mechanisms explain how gamification can affect exercise motivation? #How does gamification influence actual exercise behaviour and adherence? #When might gamification support or undermine exercise motivation? #How can gamification be designed to encourage sustainable exercise behaviour? {{RoundBoxBottom}} == Understanding Exercise Gamification == === Key points === * '''Gamification involves incorporating game-design elements into non-game contexts''', such as fitness apps and physical-activity programs, rather than turning exercise itself into a complete game (Krath et al., 2021). * Common exercise gamification features include '''points, badges, rewards, challenges, progress tracking, feedback and leaderboards''', which can provide users with goals and information about their progress (Shameli et al., 2017). * Gamification is increasingly used in digital physical-activity interventions, although research indicates that the effectiveness of different game elements can vary across interventions and populations (Wang et al., 2025). * Gamification can be understood as a potential '''behaviour-change strategy''', making it important to examine the psychological mechanisms through which game elements may influence motivation and exercise behaviour (Mazeas et al., 2022). == Psychological Mechanisms of Gamification == == Gamification and Exercise Behaviour == == Designing Effective and Sustainable Exercise Gamification == ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure * Figures can show any kind of media such as photos, diagrams, graphs, video, audio, and so on * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== {{Hanging indent|1= Krath, J., Schürmann, L., & Von Korflesch, H. F. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior, 125, 106963. https://doi.org/10.1016/j.chb.2021.106963 Shameli, A., Althoff, T., Saberi, A., & Leskovec, J. (2017). How Gamification Affects Physical Activity. Proc Int World Wide Web Conf, 2017, 455–463. https://doi.org/10.1145/3041021.3054172 Wang, M., Xu, J., Zhou, X., Li, X., & Zheng, Y. (2025). Effectiveness of Gamification Interventions to Improve Physical activity and Sedentary Behavior in Children and Adolescents: Systematic Review and Meta-Analysis. JMIR Serious Games, 13, e68151. https://doi.org/10.2196/68151 Mazeas, A., Duclos, M., Pereira, B., & Chalabaev, A. (2021). Evaluating the effectiveness of gamification on physical activity: systematic review and meta-analysis of randomized controlled trials. Journal of Medical Internet Research, 24(1), e26779. https://doi.org/10.2196/26779 }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Exercise]] [[Category:Motivation and emotion/Book/Gamification]] 24xcl0nnyi4lgup06o36r2keof99cg7 0 331216 2822578 2822509 2026-08-17T21:46:04Z Jtneill 10242 added [[Category:Motivation and emotion/Book/Mood]] using [[Help:Gadget-HotCat|HotCat]] 2822578 wikitext text/x-wiki {{title|How do different mood states impact attention, memory, and problem solving?}} <div align=center></div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure * Figures can show any kind of media such as photos, diagrams, graphs, video, audio, and so on * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Mood]] 67nk6f9ohczqp99bhxo42pzlckbmok6 2822579 2822578 2026-08-17T21:46:23Z Jtneill 10242 added [[Category:Motivation and emotion/Book/Cognitive]] using [[Help:Gadget-HotCat|HotCat]] 2822579 wikitext text/x-wiki {{title|How do different mood states impact attention, memory, and problem solving?}} <div align=center></div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure * Figures can show any kind of media such as photos, diagrams, graphs, video, audio, and so on * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Mood]] [[Category:Motivation and emotion/Book/Cognitive]] drqi8ap2mcomwmafx3ltnp3h2sqtuqx 2 331218 2822631 2822535 2026-08-18T04:09:39Z StretchBeyond 3105744 /* Social Contributions */ First attempt at making social contributions by working through a 2025 chapter. 2822631 wikitext text/x-wiki == About Me == I am a military veteran, working to complete a Bachelor of Science in Psychology as part of a lifelong approach to learning. After a military career working with people around the world on a spectrum of operations, I wanted to better understand the human dimension and the science behind what makes us all tick. Along the way, I want to give back to the community where I can. I have an interest in veterans' PTSD, advocacy and international affairs. == Book Chapter == I am writing a book chapter titled [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|Immersive Therapy for PTSD: How does it work and what are the effects?]] This is an individual student contribution as part of a larger class effort in 2026 to write a book [[Motivation and emotion/Book]]. == Social Contributions == # '''18 Aug 26:''' Grammar and content editing improvements on 2025 chapter, Defence mechanisms and emotion regulation. Edits at https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FDefence_mechanisms_and_emotion_regulation&diff=2822629&oldid=2763661 0u3gqaephsnc8xhnr4kyfgf1sd310ch 2822637 2822631 2026-08-18T04:58:33Z StretchBeyond 3105744 Grammar and content editing improvements for social contribution 2822637 wikitext text/x-wiki == About Me == I am a military veteran, working to complete a Bachelor of Science in Psychology as part of a lifelong approach to learning. After a military career working with people around the world on a spectrum of operations, I wanted to better understand the human dimension and the science behind what makes us all tick. Along the way, I want to give back to the community where I can. I have an interest in veterans' PTSD, advocacy and international affairs. == Book Chapter == I am writing a book chapter titled [[Motivation and emotion/Book/2026/Immersive therapy for PTSD treatment|Immersive Therapy for PTSD: How does it work and what are the effects?]] This is an individual student contribution as part of a larger class effort in 2026 to write a book [[Motivation and emotion/Book]]. == Social Contributions == # '''18 Aug 26:''' Grammar and content editing improvements on 2025 chapter, Defence mechanisms and emotion regulation. Edits at https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FDefence_mechanisms_and_emotion_regulation&diff=2822629&oldid=2763661 # '''18 Aug 26:''' Grammar and content editing improvements on 2025 chapter, Neurodivergence and trauma. Edits at https://en.wikiversity.org/w/index.php?title=Motivation_and_emotion%2FBook%2F2025%2FNeurodivergence_and_trauma&diff=2822636&oldid=2812805 omnabgblaiqq626bbllfl8fqnttlse6 2 331219 2822538 2822537 2026-08-17T13:04:09Z Amyuniversity 3106627 2822538 wikitext text/x-wiki [[Motivation and emotion/Book/2026/Body neutrality and emotional well-being|Topic Development]] {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit above to match the wording (and [[w:Stylistic or specialised usage|casing]]) in the [[Motivation and emotion/Book/2026|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per the [[Special:History/{{PAGENAME}}|page's history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure * Figures can show any kind of media such as photos, diagrams, graphs, video, audio, and so on * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] m4c7h9rx5te5lw1n5s5fh5wq9f2y8r8 2822539 2822538 2026-08-17T13:08:13Z Amyuniversity 3106627 2822539 wikitext text/x-wiki [[Motivation and emotion/Book/2026/Body neutrality and emotional well-being|Topic Development]] [[/Book Chapter/]] {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit above to match the wording (and [[w:Stylistic or specialised usage|casing]]) in the [[Motivation and emotion/Book/2026|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per the [[Special:History/{{PAGENAME}}|page's history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure * Figures can show any kind of media such as photos, diagrams, graphs, video, audio, and so on * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] o6ltpe4y02qdm02mh217wxtlbx1x2ye 2822574 2822539 2026-08-17T21:41:09Z Jtneill 10242 Move template to topic page 2822574 wikitext text/x-wiki [[Motivation and emotion/Book/2026/Body neutrality and emotional well-being|Topic Development]] [[/Book Chapter/]] rphxse8wtxsh56npoyuinl3671tftp0 2822576 2822574 2026-08-17T21:42:34Z Jtneill 10242 Fix link 2822576 wikitext text/x-wiki [[Motivation and emotion/Book/2026/Body neutrality and emotional well-being|Topic Development and Book Chapter]] 4122f34k4i8nzb4dm2yd4mje4d162ut 6 331221 2822547 2026-08-17T14:25:09Z Young1lim 21186 {{Information |Description=Carry Lookahead Adders 2B Single Level (20260817 - 20260815) |Source={{own|Young1lim}} |Date=2026-08-17 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2822547 wikitext text/x-wiki == Summary == {{Information |Description=Carry Lookahead Adders 2B Single Level (20260817 - 20260815) |Source={{own|Young1lim}} |Date=2026-08-17 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} sqjl2814p6nx8xnrus2m99wjux6a9sg 6 331222 2822548 2026-08-17T14:25:59Z Young1lim 21186 {{Information |Description=Carry Lookahead Adders 2C Multi-Level (20260817 - 20260815) |Source={{own|Young1lim}} |Date=2026-08-17 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2822548 wikitext text/x-wiki == Summary == {{Information |Description=Carry Lookahead Adders 2C Multi-Level (20260817 - 20260815) |Source={{own|Young1lim}} |Date=2026-08-17 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} 1ccnrz9uvimf6jjo3sm3pr5d7ptux28 6 331223 2822550 2026-08-17T14:27:43Z Young1lim 21186 {{Information |Description=C04.SA0: Address and Dereference Operators (20260817 - 20260815) |Source={{own|Young1lim}} |Date=2026-08-17 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2822550 wikitext text/x-wiki == Summary == {{Information |Description=C04.SA0: Address and Dereference Operators (20260817 - 20260815) |Source={{own|Young1lim}} |Date=2026-08-17 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} bzm32d4jdxog8dpzgrfra52oa6u22v9 3 331224 2822552 2026-08-17T14:30:59Z MathXplore 2888076 vandalism1 ([[m:User:ZbVl/VD|Vandoom]]) 2822552 wikitext text/x-wiki == 2026-08-17 == [[File:Information.svg|25px|alt=Information icon]] Hello, I’m letting you know that one or more of your recent contributions have been reverted because they did not appear constructive. If you would like to experiment, please use the [[Wikiversity:Sandbox|sandbox]] or ask for assistance at the [[Wikiversity:Colloquium|Colloquium]]. Thank you.<!-- Glow-vandalism1 @ 1786977055292.6s --><nowiki></nowiki> [[User:MathXplore|MathXplore]] ([[User talk:MathXplore|discuss]] • [[Special:Contributions/MathXplore|contribs]]) 14:30, 17 August 2026 (UTC) 2xlmya4y3zplbgb3lykeulawjfllwzb 6 331225 2822553 2026-08-17T14:31:16Z Young1lim 21186 {{Information |Description=Laurent.5: Permutation 6C (20260817 - 20260815) |Source={{own|Young1lim}} |Date=2026-08-17 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} 2822553 wikitext text/x-wiki == Summary == {{Information |Description=Laurent.5: Permutation 6C (20260817 - 20260815) |Source={{own|Young1lim}} |Date=2026-08-17 |Author=Young W. Lim |Permission={{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} }} == Licensing == {{self|GFDL|cc-by-sa-4.0,3.0,2.5,2.0,1.0}} tsozs4mv700dm33wxox04jsqgoqdiaj 0 331226 2822555 2026-08-17T14:47:00Z Lilfish215 3107244 Created page with "{{subst:ME/BCS}}" 2822555 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit above to match the wording (and [[w:Stylistic or specialised usage|casing]]) in the [[Motivation and emotion/Book/2026|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per the [[Special:History/{{PAGENAME}}|page's history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure * Figures can show any kind of media such as photos, diagrams, graphs, video, audio, and so on * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] j8li5anz69acsf3t5a1r89bj88bwjol 3 331229 2822573 2026-08-17T21:39:35Z Jtneill 10242 Welcome 2822573 wikitext text/x-wiki ==Welcome== {{Robelbox|theme=9|title='''[[Wikiversity:Welcome|Welcome]] to [[Wikiversity:What is Wikiversity|Wikiversity]], Lilfish215!'''|width=100%}} <div style="{{Robelbox/pad}}"> You can [[Wikiversity:Contact|contact us]] with [[Wikiversity:Questions|questions]] at the [[Wikiversity:Colloquium|colloquium]] or get in touch with [[User talk:Jtneill|me personally]] if you would like some [[Help:Contents|help]]. Remember to [[Wikiversity:Signature#How to add your signature|sign]] your comments when [[Wikiversity:Who are Wikiversity participants?|participating]] in [[Wikiversity:Talk page|discussions]]. Using the signature icon [[File:OOjs UI icon signature-ltr.svg]] makes it simple. We invite you to [[Wikiversity:Be bold|be bold]] and [[Wikiversity|assume good faith]]. Please abide by our [[Wikiversity:Civility|civility]], [[Wikiversity:Privacy policy|privacy]], and [[Foundation:Terms of Use|terms of use]] policies. To find your way around, check out: <!-- The Left column --> <div style="width:50.0%; float:left"> * [[Wikiversity:Introduction|Introduction to Wikiversity]] * [[Help:Guides|Take a guided tour]] and learn [[Help:Editing|how to edit]] * [[Wikiversity:Browse|Browse]] or visit an educational level portal:<br>[[Portal:Pre-school Education|pre-school]] | [[Portal:Primary Education|primary]] | [[Portal:Secondary Education|secondary]] | [[Portal:Tertiary Education|tertiary]] | [[Portal:Non-formal Education|non-formal]] * [[Wikiversity:Introduction explore|Explore]] links in left-hand navigation menu </div> <!-- The Right column --> <div style="width:50.0%; float:left"> * Read an [[Wikiversity:Wikiversity teachers|introduction for teachers]] * Learn [[Help:How to write an educational resource|how to write an educational resource]] * Find out about [[Wikiversity:Research|research]] activities * Give [[Wikiversity:Feedback|feedback]] about your observations * Discuss issues or ask questions at the [[Wikiversity:Colloquium|colloquium]] </div> <br clear="both"/> To get started, experiment in the [[wikiversity:sandbox|sandbox]] or on [[special:mypage|your userpage]]. See you around Wikiversity! ---- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 21:39, 17 August 2026 (UTC)</div> <!-- Template:Welcome --> {{Robelbox/close}} ovgv16ronobrmgh8vawhhe0ath96fz9 2 331230 2822590 2026-08-17T22:50:04Z U3280097 3106778 Created page with "My name is Lauren and I am a 3rd year university student on my final year of my undergraduate psychology degree with a breadth major or counselling." 2822590 wikitext text/x-wiki My name is Lauren and I am a 3rd year university student on my final year of my undergraduate psychology degree with a breadth major or counselling. ewntlkt6vpb8bkdp7w10evkjijn675q 2822596 2822590 2026-08-17T23:11:52Z U3280097 3106778 2822596 wikitext text/x-wiki ==== About Me ==== My name is Lauren and I am a 3rd year university student on my final year of my undergraduate psychology degree with a breadth major or counselling. n1rq2if64kk1j0hnn95st6xqfjhajmr 2822597 2822596 2026-08-17T23:12:20Z U3280097 3106778 /* About Me */ 2822597 wikitext text/x-wiki === About Me === My name is Lauren and I am a 3rd year university student on my final year of my undergraduate psychology degree with a breadth major or counselling. n23r7r62b5t0qaqwfu1neg404zgwjvq 2822605 2822597 2026-08-18T00:21:28Z U3280097 3106778 /* About Me */ 2822605 wikitext text/x-wiki == About Me == I am a 3rd-year university student in the final year of my undergraduate psychology degree with a breadth major in counselling. I aim to further my studies and go into clinical psychology, which is a dream of mine. piik0x2yh9vehxuc1en8x9ej88ozqfv 2822606 2822605 2026-08-18T00:23:05Z U3280097 3106778 2822606 wikitext text/x-wiki == About Me == I am a 3rd-year university student in the final year of my undergraduate psychology degree with a breadth major in counselling. I aim to further my studies and go into clinical psychology, which is a dream of mine. == Book Chapter I am working on == I will be writing a book chapter on how artificial intelligence is affecting motivation in people. == Social Connections == 4s6wgok6yy4grdptusqyjqpyot2olj0 0 331231 2822594 2026-08-17T23:09:13Z U3280097 3106778 Created page with "{{subst:ME/BCS}}" 2822594 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit above to match the wording (and [[w:Stylistic or specialised usage|casing]]) in the [[Motivation and emotion/Book/2026|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per the [[Special:History/{{PAGENAME}}|page's history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure * Figures can show any kind of media such as photos, diagrams, graphs, video, audio, and so on * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] j8li5anz69acsf3t5a1r89bj88bwjol 2822603 2822594 2026-08-17T23:19:21Z Jtneill 10242 added [[Category:Motivation and emotion/Book/Artificial intelligence]] using [[Help:Gadget-HotCat|HotCat]] 2822603 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit above to match the wording (and [[w:Stylistic or specialised usage|casing]]) in the [[Motivation and emotion/Book/2026|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per the [[Special:History/{{PAGENAME}}|page's history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure * Figures can show any kind of media such as photos, diagrams, graphs, video, audio, and so on * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Artificial intelligence]] swcfgrin7wh0f966bjfabeqiqe5yjjz 2822604 2822603 2026-08-17T23:19:45Z Jtneill 10242 added [[Category:Motivation and emotion/Book/Academic]] using [[Help:Gadget-HotCat|HotCat]] 2822604 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit above to match the wording (and [[w:Stylistic or specialised usage|casing]]) in the [[Motivation and emotion/Book/2026|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per the [[Special:History/{{PAGENAME}}|page's history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure * Figures can show any kind of media such as photos, diagrams, graphs, video, audio, and so on * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Artificial intelligence]] [[Category:Motivation and emotion/Book/Academic]] ggb45heqm0a337v0hs4jckuxcr7mmho 2 331232 2822609 2026-08-18T01:13:08Z Yellowvines 3106353 created a short summary about myself for tutorial 2 2822609 wikitext text/x-wiki My name is Ivy. I am currently a student at the University of Canberra. I am in my final year of my undergraduate degree and looking to continue my studies into a fourth year and then into a master's. I am currently working on my book chapter which is studying the role of moral disgust and how this impacts juror decisions within the legal system. [[Motivation and emotion/Book/2026/Moral disgust and jury decision-making]] ki42q5pral0lq81l2833j3sow2bswc3 2822610 2822609 2026-08-18T01:15:59Z Yellowvines 3106353 added headings 2822610 wikitext text/x-wiki == About Me == My name is '''Ivy Austen-Barratt'''. I am currently a student at the University of Canberra. I am in my final year of my undergraduate degree and looking to continue my studies into a fourth year and then into a master's. == Book Chapter == I am currently working on my book chapter which is studying the role of moral disgust and how this impacts juror decisions within the legal system. [[Motivation and emotion/Book/2026/Moral disgust and jury decision-making]] 4q22eq3823ro6vbyi6vms1akbs088z0 2822612 2822610 2026-08-18T01:29:30Z Yellowvines 3106353 added relevant links 2822612 wikitext text/x-wiki == About Me == My name is '''Ivy Austen-Barratt'''. I am currently a student at the [https://www.canberra.edu.au/future-students/apply-to-uc?utm_source=google&utm_medium=search&utm_campaign=Always+On+Domestic+Search+2026&utm_term=broad+match&utm_content=applications&ef_id=Cj0KCQjw4orUBhCjARIsAIbF3qzvMGYna_vAr2hikTqpSHQ7APmqigUBa9gX9oJAv6iRRIcrV9s7TlkaAoBhEALw_wcB:G:s&s_kwcid=AL!10441!3!793505861458!b!!g!!uc%20find%20a%20course!20950774508!160733890231&gad_source=1&gad_campaignid=20950774508&gbraid=0AAAAADQmSqtG8fJixAuHgPO517Hoircrn&gclid=Cj0KCQjw4orUBhCjARIsAIbF3qzvMGYna_vAr2hikTqpSHQ7APmqigUBa9gX9oJAv6iRRIcrV9s7TlkaAoBhEALw_wcB University of Canberra]. I am in my final year of my undergraduate degree and looking to continue my studies into a fourth year and then into a master's. Some of my hobbies: * Reading * [[w:Football_hooliganism|Football]] * Making good food == Book Chapter == I am currently working on my book chapter which is studying the role of [[Motivation and emotion/Book/2026/Moral disgust and jury decision-making|moral disgust and how this impacts juror decisions]] within the legal system. == Social Contributions == dk4ekt1no3le15y5w6gwvif04g2cvm9 0 331234 2822614 2026-08-18T01:45:18Z Mymunu 3106327 Create Page 2822614 wikitext text/x-wiki How does outdoor play influence children's emotional well-being? ku0p0zapwyj6yyk3xdurboyeb4cvc9z 2822615 2822614 2026-08-18T01:50:19Z Mymunu 3106327 2822615 wikitext text/x-wiki == About me == How does outdoor play influence children's emotional well-being? == Book chapter I am working on == == Social contributions == kd0ntv3sbu3cdvkti21j2yywb7b40pk 2822617 2822615 2026-08-18T02:17:00Z Mymunu 3106327 2822617 wikitext text/x-wiki == About me == I am a student at [https://www.canberra.edu.au/ University of Canberra]. I am studying [[motivation and emotion]] == Book chapter I am working on == [[Motivation and emotion/Book/2026/Outdoor play and children's emotional well-being|Outdoor play and children's emotional well-being]] == Social contributions == m9ux52tbm6lorf2he9xb0fx12sf7ryd 2822635 2822617 2026-08-18T04:38:19Z Mymunu 3106327 about me 2822635 wikitext text/x-wiki == About me == I am a psychology student at [https://www.canberra.edu.au/ University of Canberra]. I am interested in understanding how psychological science can be applied to better improve emotional well-being of children through outdoor play. Studying [[motivation and emotion]] will help me to further explore about motivation and emotional well-being in everyday life. == Book chapter I am working on == I am working on the book chapter [[Motivation and emotion/Book/2026|Outdoor play and children's emotional well-being]] : How does outdoor play influence children's emotional well-being? == Interest and hobbies == * == Overview == == Social contributions == kee858jeywa2b6ruefxkeqq2vk9etom 2822639 2822635 2026-08-18T05:02:37Z Jtneill 10242 Move content to user page and replace with book chapter template 2822639 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit above to match the wording (and [[w:Stylistic or specialised usage|casing]]) in the [[Motivation and emotion/Book/2026|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per the [[Special:History/{{PAGENAME}}|page's history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure * Figures can show any kind of media such as photos, diagrams, graphs, video, audio, and so on * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] j8li5anz69acsf3t5a1r89bj88bwjol 2822640 2822639 2026-08-18T05:03:05Z Jtneill 10242 added [[Category:Motivation and emotion/Book/Children]] using [[Help:Gadget-HotCat|HotCat]] 2822640 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit above to match the wording (and [[w:Stylistic or specialised usage|casing]]) in the [[Motivation and emotion/Book/2026|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per the [[Special:History/{{PAGENAME}}|page's history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure * Figures can show any kind of media such as photos, diagrams, graphs, video, audio, and so on * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Children]] t8ukz9idn6kd86jr2ff6zm033rjxloj 2822641 2822640 2026-08-18T05:03:30Z Jtneill 10242 added [[Category:Motivation and emotion/Book/Nature]] using [[Help:Gadget-HotCat|HotCat]] 2822641 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit above to match the wording (and [[w:Stylistic or specialised usage|casing]]) in the [[Motivation and emotion/Book/2026|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per the [[Special:History/{{PAGENAME}}|page's history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure * Figures can show any kind of media such as photos, diagrams, graphs, video, audio, and so on * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Children]] [[Category:Motivation and emotion/Book/Nature]] 7z9t798tp1ym6abfudp7s2doh46g8he 2822642 2822641 2026-08-18T05:04:06Z Jtneill 10242 added [[Category:Motivation and emotion/Book/Well-being]] using [[Help:Gadget-HotCat|HotCat]] 2822642 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit above to match the wording (and [[w:Stylistic or specialised usage|casing]]) in the [[Motivation and emotion/Book/2026|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per the [[Special:History/{{PAGENAME}}|page's history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure * Figures can show any kind of media such as photos, diagrams, graphs, video, audio, and so on * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] [[Category:Motivation and emotion/Book/Children]] [[Category:Motivation and emotion/Book/Nature]] [[Category:Motivation and emotion/Book/Well-being]] lya0zd1dbgd7jltti8t8i5dmd652dj5 2 331235 2822623 2026-08-18T03:24:41Z U3283302 3106299 Created page with "Hi there! I am a third year undergraduate psychology student at the University of Canberra. Check out my book chapter on Self-disclosure and emotional intimacy - How does self-disclosure foster emotional closeness in relationships?" 2822623 wikitext text/x-wiki Hi there! I am a third year undergraduate psychology student at the University of Canberra. Check out my book chapter on Self-disclosure and emotional intimacy - How does self-disclosure foster emotional closeness in relationships? p8em58a6dk0xz3dawzih4mjjl6qcbno 2822624 2822623 2026-08-18T03:28:28Z U3283302 3106299 2822624 wikitext text/x-wiki Hi there! I am a third year undergraduate psychology student at the University of Canberra. Check out my book chapter on [[Motivation and emotion/Book/2026/Self-disclosure and emotional intimacy|Self-disclosure and emotional intimacy - How does self-disclosure foster emotional closeness in relationships?]] dc6onxb2b4mqz0b1ivlwf8amj2h6iql 2 331236 2822638 2026-08-18T05:02:00Z Jtneill 10242 Add content from chapter topic page 2822638 wikitext text/x-wiki == About me == I am a psychology student at [https://www.canberra.edu.au/ University of Canberra]. I am interested in understanding how psychological science can be applied to better improve emotional well-being of children through outdoor play. Studying [[motivation and emotion]] will help me to further explore about motivation and emotional well-being in everyday life. == Book chapter I am working on == I am working on the book chapter [[Motivation and emotion/Book/2026|Outdoor play and children's emotional well-being]] : How does outdoor play influence children's emotional well-being? == Interest and hobbies == * == Overview == == Social contributions == kee858jeywa2b6ruefxkeqq2vk9etom 14 331237 2822645 2026-08-18T05:09:22Z Jtneill 10242 Created page with "[[Category:Motivation and emotion/Book]]" 2822645 wikitext text/x-wiki [[Category:Motivation and emotion/Book]] el9qvhucy3r3wr6hsy1s5wiw7gf7i80 1 331238 2822651 2026-08-18T05:21:50Z Jtneill 10242 Vermetten image 2822651 wikitext text/x-wiki ==Vermetten image== {{ping|StretchBeyond}} You noted that "(The Vermetten 2025 reading has an excellent flow chat to use if I can figure out how to get it embedded. the journal article is Creative Commons4.0 - need to ask James." : If you can download the image, it can then be uploaded to [[commons:]] and embedded on Wikiversity. However, there is a catch. The license is CC-NC (Non-commercial) which restricts re-use. Wiki Commons only accepts media which are unrestricted for re-use (e.g., public domain or creative commons attribution). Unfortunately, this image couldn't, for example, be re-used in private enterprise. You could potentially create your own image inspired by the original, and then you own the copyright to that image and can upload/embed it. -- [[User:Jtneill|Jtneill]] - <small>[[User talk:Jtneill|Talk]] - [[Special:Contributions/Jtneill|c]]</small> 05:21, 18 August 2026 (UTC) e18qfxihyew5c6ohu2iuprj3su6a0ak 0 331239 2822657 2026-08-18T05:36:21Z LMM26 3106325 Added quick start template 2822657 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit above to match the wording (and [[w:Stylistic or specialised usage|casing]]) in the [[Motivation and emotion/Book/2026|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per the [[Special:History/{{PAGENAME}}|page's history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure * Figures can show any kind of media such as photos, diagrams, graphs, video, audio, and so on * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] j8li5anz69acsf3t5a1r89bj88bwjol 0 331240 2822664 2026-08-18T07:28:09Z U3216851 3106607 Created page with "{{subst:ME/BCS}}" 2822664 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit above to match the wording (and [[w:Stylistic or specialised usage|casing]]) in the [[Motivation and emotion/Book/2026|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per the [[Special:History/{{PAGENAME}}|page's history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure * Figures can show any kind of media such as photos, diagrams, graphs, video, audio, and so on * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] j8li5anz69acsf3t5a1r89bj88bwjol 0 331241 2822703 2026-08-18T10:13:53Z NDM2024 2984088 Created page with "xxxx xxx" 2822703 wikitext text/x-wiki xxxx xxx tqjc56t36kqct4xkeex980eksz7tvnd 0 331242 2822707 2026-08-18T10:17:56Z NDM2024 2984088 Created page with "xxx" 2822707 wikitext text/x-wiki xxx l9k7kexlwica9ey2frqmy0cekp3bpwz 0 331243 2822709 2026-08-18T10:20:01Z NDM2024 2984088 Created page with "xxxxx xxxx xx x The coordinating institution that will ultimately host the central database once this has been agreed upon, to be added later" 2822709 wikitext text/x-wiki xxxxx xxxx xx x The coordinating institution that will ultimately host the central database once this has been agreed upon, to be added later cfcgcaqrt61g9dfkuawk1fwlpx5yzwb 2822710 2822709 2026-08-18T10:22:58Z NDM2024 2984088 2822710 wikitext text/x-wiki xxxxx xxxx xx x The coordinating institution that will ultimately host the central database once this has been agreed upon, to be added later xxxxx xxxx xx x The coordinating institution that will ultimately host the central database once this has been agreed upon, to be added later The coordinating institution that will ultimately host the central database once this has been agreed upon, to be added later Research responsible unit: The John Snow Prediabetes Institute and…. Steering Committee: Christian Acheampong, MBA, Director of John Snow Prediabetes Institute. Olaf Chresten Jensen, PhD, MD, MPH, Vice director o147248@gmail.com Nailet Delgado Mujica, Ing. M.Sc. Vice director Joseph Abesamis, MD, overall data custodian, clinical data responsible Margarita Huerte, MD, Chair IMHA 2025-27 1. Clinical and maritime-health input into the study design * 2. Identification or coordination of potential Philippine participating sites; 3. Review of available PEME data and variables * 4. Participation in the research/steering group; or 5. Assistance in developing the broader international collaboration through IMHA. Design of the project (Informed Consent Form below) This project is an international, multicentre, observational longitudinal health database that uses routinely collected maritime health examination data to monitor the prevalence and trends of prediabetes, diabetes T-2, hypertension, prehypertension, overweight, obesity and established prevention among maritime workers and students. The intention is to register and offer standardized prevention Inspired by the “Danish health database” (ref. 1) Strengths of the design • Uses routinely collected data, making it relatively inexpensive. • Can accumulate large international datasets. • Reflects real-world clinical practice. • Supports long-term surveillance of maritime workers' health. • Allow for evaluation of preventive interventions within routine healthcare. Organisers • The John Snow Prediabetes Institute in collaboration with: • Maritime Medical Health Clinics Objectives • To establish an “International maritime health database” with samples of health examination data from the maritime clinics and the maritime schools. • To carry out literature studies on lifestyle intervention in the contexts • To describe and follow the prevalence of the target variables by age and gender over the years. (Prediabetes, T2DM, Blood pressure, BMI etc.) • To identify and offer the prediabetes remission program and to follow the effects. Data content Random samples of data extracted from the routine maritime health examinations in a specified calendar period. Variables • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer or non-officer on board • Blood pressure • Blood sugar HbA1c or Fasting Glucose, or Post prandial • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Participating in a life-style health promotion plan y/n Automatic recoding of data Excel-recoding formulas-Dec-1-2024 • Blood pressure: Normal, prehypertension, stage 1, 2 • Blood sugar: Normal, prediabetes, diabetes mellitus type 2, • BMI: normal, overweight, obese Blood-sugar-Measurements Either A1c mmol/mol or Fasting mg/dl (glucometer) or Postprandial sugar: mg/dl (glucometer) Validity of the method. (ref 2) Clinics without all the variables are invited to give the data they have. Use of the data for prevention To describe the prevalence of Prediabetes, T2DM, Hypertension, Prehypertension and BMI in the age- and gender groups and occupational groups. Possibly, to offer a prediabetes, prehypertension remission program. To propose (inter) national maritime health policies. To be used for the student’s theses. To publish in international health journals. Type of study • International, multicenter observational prevalence database, • Longitudinal surveillance system using repeated routine maritime health prevalence examination data. • Includes an intervention component for individuals identified with prediabetes. Populations sources The database will include random samples of data extracted from routine health examinations conducted at: • Maritime clinics • Maritime schools Participants may include: • Seafarers • Fishers • Maritime students • Officers and non-officers Data collection The study uses secondary data obtained from existing routine medical examinations rather than collecting new research-specific measurements. Key variables include: • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer on board7 non officer • Blood pressure • Blood sugar HbA1c or Fasting Glucose • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Actually, included in a health promotion program Ethics and data governance Need for ethics review. This study uses sensitive health data and follows people over time. Linking records, international data sharing, and testing a prevention programme can create risks, even when names are removed. Before collecting, linking, sharing, or analysing data, each study site must send the study plan and participant information, consent process, data-flow description, and data-management plan to the appropriate ethics committee. Each site needs written approval or a legally permitted exemption. Major changes must be approved before use. If the study involves only non-sensitive health data, the Ethics committees should be involved. Ethical framework and legal compliance. The study will follow the Declaration of Helsinki, national research rules, the EU General Data Protection Regulation (GDPR) where it applies, and the rules of participating countries. Before enrolment or data transfer, the team must record who controls and processes the data and the legal reason for using health information. Consent and participant rights. Participants will receive clear information about the study’s length, health data, follow-up, record linking, international sharing, and approved future research. Consent will be obtained when required. An ethics committee must approve use of data without consent. Refusing or leaving will not affect healthcare, work, training, or education. No new data will be collected after withdrawal, but anonymous data or completed analyses may not be removable. Participants will be told this beforehand. Long-term follow-up and record linking. Each person will receive a study code, allowing records to be linked without putting names in the central database. Each clinic or school will keep the code key separately with restricted access. The central database will hold coded data, or anonymous data when linking is finished. Exact dates and unusual details will be grouped to reduce identification risk. Further contact or record links need legal and ethics approval. Where data will be stored. Data will be kept only on approved servers or encrypted research systems. Names and local code keys will remain at the original site in a separate, encrypted location. Personal computers, unencrypted devices, personal email, and unapproved cloud services are banned. Security includes encryption, backups, logs, malware protection, and an incident plan. Study documents must name the host institution and storage location. Who can access the data. Only named, authorised team members may access the minimum information needed for approved work. They must follow confidentiality rules, use individual accounts and secure sign-in, and lose access when their role ends. Collaborators may receive only necessary coded or anonymous data after approval. Employers, crewing companies, insurers, and other unauthorised parties will not receive personal-level data. Reports will hide small groups or identifying details. Data sharing, retention, and destruction. Institutions will sign agreements covering responsibilities, approved uses, security, breach reporting, further sharing, and data return or deletion. International transfers must follow the law and use extra safeguards when required. Before the study starts, the plan must state how long data will be kept (e.g. 5 years). Afterwards, files and backups will be securely deleted or made permanently anonymous. Code keys will be destroyed unless longer storage is approved. Risk management and oversight. The main risk is that private information could be exposed or linked to a person, causing work, social, or insurance harm. The team will collect only necessary data, separate names from research data, limit access, train staff, secure transfers and storage, keep logs, and respond quickly to suspected breaches. The coordinating researcher will record approvals, access permissions, agreements, and incidents. Any prevention or lifestyle programme tested as research needs ethics approval before it begins. Exclusion Criteria • Inability to provide informed consent • Expressed no-interest to participate The primary outcomes include • Prevalence of Prediabetes, and T2DM • Prevalence of Hypertension and Prehypertension • Prevalence of Overweight and Obesity • Trends by age and sex over time • Prevalence of participation in a prevention program Planned analyses • Estimate disease prevalence. • Compare health indicators across age, gender and working groups. • Monitor trends over multiple years. • Evaluate outcomes of lifestyle interventions. • Support health policy development, student research, and scientific publications. Statistical analysis plan 1. Data preparation Check the dataset for missing values, impossible values, and duplicates. Recode the main variables into categories: BMI as normal, overweight, or obese; blood pressure as normal, prehypertension, stage 1, or stage 2; and blood sugar as normal, prediabetes, or type 2 diabetes. 2. Descriptive statistics Summarize age using mean, standard deviation, median, and range. Summarize categorical variables such as gender, work type, smoking, medication use, BMI group, blood pressure group, and blood sugar group using numbers and percentages. 3. Prevalence estimates Calculate the prevalence of overweight, obesity, prediabetes, diabetes, prehypertension, and hypertension. Report each prevalence as a percentage with a 95% confidence interval. 4. Group comparisons Compare prevalence by age group, gender, work type, and officer/non-officer status. Use chi-square tests for categorical comparisons and t-tests or ANOVA for continuous variables such as BMI or blood pressure. 5. Trend analysis over time If data are available from several years, changes in prevalence over time using tables and line graphs. Test trends using chi-square trend tests or simple logistic regression with year as the predictor. 6. Prediabetes remission program analysis Among participants offered the lifestyle intervention, compare blood sugar, BMI, and blood pressure before and after the program. Use paired t-tests for continuous measures and McNemar’s test for changes in categories, such as prediabetes returning to normal blood sugar. 7. Multivariable analysis Use logistic regression to identify factors associated with prediabetes, obesity, and hypertension. Possible predictors include age, gender, occupation, officer status, smoking, BMI, and medication use. 8. Missing data Report the amount of missing data for each variable. For the simple analysis, use available-case analysis and clearly state the number of participants included in each analysis. 9. Statistical significance Use a significance level of 0.05. Present results with 95% confidence intervals rather than relying only on p-values.Principio del formulario Informed Consent Form International Maritime Health Database You are invited to participate in the International Maritime Health Database, which aims to improve the health of seafarers, fishers, and maritime students by monitoring conditions such as prediabetes, type 2 diabetes, hypertension, and obesity. If you agree to participate, information from your routine maritime medical examination (such as age, sex, height, weight, blood pressure, blood glucose, smoking status, medication, and occupation) will be included in a confidential research database. Your participation is voluntary. You may refuse to participate or withdraw your consent at any time without affecting your medical care, employment, or education. Your personal information will be kept confidential. Your data will be coded whenever possible and used only for research, education, and publication in a way that does not identify you. If your results indicate an increased risk of disease, you may be offered information about a voluntary health promotion or prevention programme. By signing below, you confirm that: • You have read and understood this information. • You have had the opportunity to ask questions. • You voluntarily agree to participate in this study. Participant Name: _______________________________ Signature: ______________________________________ Date: __________________________________________ Researcher/Health Professional: ___________________ Signature: ______________________________________ Date: __________________________________________ ma5aj6sdhfmu30m18e0k4k98k1f50du 2822711 2822710 2026-08-18T10:27:37Z NDM2024 2984088 2822711 wikitext text/x-wiki The coordinating institution that will ultimately host the central database once this has been agreed upon, to be added later Research responsible unit: The John Snow Prediabetes Institute and…. Steering Committee: Christian Acheampong, MBA, Director of John Snow Prediabetes Institute. Olaf Chresten Jensen, PhD, MD, MPH, Vice director o147248@gmail.com Nailet Delgado Mujica, Ing. M.Sc. Vice director Joseph Abesamis, MD, overall data custodian, clinical data responsible Margarita Huerte, MD, Chair IMHA 2025-27 1. Clinical and maritime-health input into the study design 2. Identification or coordination of potential Philippine participating sites; 3. Review of available PEME data and variables * 4. Participation in the research/steering group; or 5. Assistance in developing the broader international collaboration through IMHA. ------------- '''Design of the project''' (Informed Consent Form below) This project is an international, multicentre, observational longitudinal health database that uses routinely collected maritime health examination data to monitor the prevalence and trends of prediabetes, diabetes T-2, hypertension, prehypertension, overweight, obesity and established prevention among maritime workers and students. The intention is to register and offer standardized prevention Inspired by the “Danish health database” (ref. 1) Strengths of the design • Uses routinely collected data, making it relatively inexpensive. • Can accumulate large international datasets. • Reflects real-world clinical practice. • Supports long-term surveillance of maritime workers' health. • Allow for evaluation of preventive interventions within routine healthcare. Organisers • The John Snow Prediabetes Institute in collaboration with: • Maritime Medical Health Clinics Objectives • To establish an “International maritime health database” with samples of health examination data from the maritime clinics and the maritime schools. • To carry out literature studies on lifestyle intervention in the contexts • To describe and follow the prevalence of the target variables by age and gender over the years. (Prediabetes, T2DM, Blood pressure, BMI etc.) • To identify and offer the prediabetes remission program and to follow the effects. Data content Random samples of data extracted from the routine maritime health examinations in a specified calendar period. Variables • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer or non-officer on board • Blood pressure • Blood sugar HbA1c or Fasting Glucose, or Post prandial • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Participating in a life-style health promotion plan y/n Automatic recoding of data Excel-recoding formulas-Dec-1-2024 • Blood pressure: Normal, prehypertension, stage 1, 2 • Blood sugar: Normal, prediabetes, diabetes mellitus type 2, • BMI: normal, overweight, obese Blood-sugar-Measurements Either A1c mmol/mol or Fasting mg/dl (glucometer) or Postprandial sugar: mg/dl (glucometer) Validity of the method. (ref 2) Clinics without all the variables are invited to give the data they have. Use of the data for prevention To describe the prevalence of Prediabetes, T2DM, Hypertension, Prehypertension and BMI in the age- and gender groups and occupational groups. Possibly, to offer a prediabetes, prehypertension remission program. To propose (inter) national maritime health policies. To be used for the student’s theses. To publish in international health journals. Type of study • International, multicenter observational prevalence database, • Longitudinal surveillance system using repeated routine maritime health prevalence examination data. • Includes an intervention component for individuals identified with prediabetes. Populations sources The database will include random samples of data extracted from routine health examinations conducted at: • Maritime clinics • Maritime schools Participants may include: • Seafarers • Fishers • Maritime students • Officers and non-officers Data collection The study uses secondary data obtained from existing routine medical examinations rather than collecting new research-specific measurements. Key variables include: • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer on board7 non officer • Blood pressure • Blood sugar HbA1c or Fasting Glucose • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Actually, included in a health promotion program Ethics and data governance Need for ethics review. This study uses sensitive health data and follows people over time. Linking records, international data sharing, and testing a prevention programme can create risks, even when names are removed. Before collecting, linking, sharing, or analysing data, each study site must send the study plan and participant information, consent process, data-flow description, and data-management plan to the appropriate ethics committee. Each site needs written approval or a legally permitted exemption. Major changes must be approved before use. If the study involves only non-sensitive health data, the Ethics committees should be involved. Ethical framework and legal compliance. The study will follow the Declaration of Helsinki, national research rules, the EU General Data Protection Regulation (GDPR) where it applies, and the rules of participating countries. Before enrolment or data transfer, the team must record who controls and processes the data and the legal reason for using health information. Consent and participant rights. Participants will receive clear information about the study’s length, health data, follow-up, record linking, international sharing, and approved future research. Consent will be obtained when required. An ethics committee must approve use of data without consent. Refusing or leaving will not affect healthcare, work, training, or education. No new data will be collected after withdrawal, but anonymous data or completed analyses may not be removable. Participants will be told this beforehand. Long-term follow-up and record linking. Each person will receive a study code, allowing records to be linked without putting names in the central database. Each clinic or school will keep the code key separately with restricted access. The central database will hold coded data, or anonymous data when linking is finished. Exact dates and unusual details will be grouped to reduce identification risk. Further contact or record links need legal and ethics approval. Where data will be stored. Data will be kept only on approved servers or encrypted research systems. Names and local code keys will remain at the original site in a separate, encrypted location. Personal computers, unencrypted devices, personal email, and unapproved cloud services are banned. Security includes encryption, backups, logs, malware protection, and an incident plan. Study documents must name the host institution and storage location. Who can access the data. Only named, authorised team members may access the minimum information needed for approved work. They must follow confidentiality rules, use individual accounts and secure sign-in, and lose access when their role ends. Collaborators may receive only necessary coded or anonymous data after approval. Employers, crewing companies, insurers, and other unauthorised parties will not receive personal-level data. Reports will hide small groups or identifying details. Data sharing, retention, and destruction. Institutions will sign agreements covering responsibilities, approved uses, security, breach reporting, further sharing, and data return or deletion. International transfers must follow the law and use extra safeguards when required. Before the study starts, the plan must state how long data will be kept (e.g. 5 years). Afterwards, files and backups will be securely deleted or made permanently anonymous. Code keys will be destroyed unless longer storage is approved. Risk management and oversight. The main risk is that private information could be exposed or linked to a person, causing work, social, or insurance harm. The team will collect only necessary data, separate names from research data, limit access, train staff, secure transfers and storage, keep logs, and respond quickly to suspected breaches. The coordinating researcher will record approvals, access permissions, agreements, and incidents. Any prevention or lifestyle programme tested as research needs ethics approval before it begins. Exclusion Criteria • Inability to provide informed consent • Expressed no-interest to participate The primary outcomes include • Prevalence of Prediabetes, and T2DM • Prevalence of Hypertension and Prehypertension • Prevalence of Overweight and Obesity • Trends by age and sex over time • Prevalence of participation in a prevention program Planned analyses • Estimate disease prevalence. • Compare health indicators across age, gender and working groups. • Monitor trends over multiple years. • Evaluate outcomes of lifestyle interventions. • Support health policy development, student research, and scientific publications. Statistical analysis plan 1. Data preparation Check the dataset for missing values, impossible values, and duplicates. Recode the main variables into categories: BMI as normal, overweight, or obese; blood pressure as normal, prehypertension, stage 1, or stage 2; and blood sugar as normal, prediabetes, or type 2 diabetes. 2. Descriptive statistics Summarize age using mean, standard deviation, median, and range. Summarize categorical variables such as gender, work type, smoking, medication use, BMI group, blood pressure group, and blood sugar group using numbers and percentages. 3. Prevalence estimates Calculate the prevalence of overweight, obesity, prediabetes, diabetes, prehypertension, and hypertension. Report each prevalence as a percentage with a 95% confidence interval. 4. Group comparisons Compare prevalence by age group, gender, work type, and officer/non-officer status. Use chi-square tests for categorical comparisons and t-tests or ANOVA for continuous variables such as BMI or blood pressure. 5. Trend analysis over time If data are available from several years, changes in prevalence over time using tables and line graphs. Test trends using chi-square trend tests or simple logistic regression with year as the predictor. 6. Prediabetes remission program analysis Among participants offered the lifestyle intervention, compare blood sugar, BMI, and blood pressure before and after the program. Use paired t-tests for continuous measures and McNemar’s test for changes in categories, such as prediabetes returning to normal blood sugar. 7. Multivariable analysis Use logistic regression to identify factors associated with prediabetes, obesity, and hypertension. Possible predictors include age, gender, occupation, officer status, smoking, BMI, and medication use. 8. Missing data Report the amount of missing data for each variable. For the simple analysis, use available-case analysis and clearly state the number of participants included in each analysis. 9. Statistical significance Use a significance level of 0.05. Present results with 95% confidence intervals rather than relying only on p-values.Principio del formulario Informed Consent Form International Maritime Health Database You are invited to participate in the International Maritime Health Database, which aims to improve the health of seafarers, fishers, and maritime students by monitoring conditions such as prediabetes, type 2 diabetes, hypertension, and obesity. If you agree to participate, information from your routine maritime medical examination (such as age, sex, height, weight, blood pressure, blood glucose, smoking status, medication, and occupation) will be included in a confidential research database. Your participation is voluntary. You may refuse to participate or withdraw your consent at any time without affecting your medical care, employment, or education. Your personal information will be kept confidential. Your data will be coded whenever possible and used only for research, education, and publication in a way that does not identify you. If your results indicate an increased risk of disease, you may be offered information about a voluntary health promotion or prevention programme. By signing below, you confirm that: • You have read and understood this information. • You have had the opportunity to ask questions. • You voluntarily agree to participate in this study. Participant Name: _______________________________ Signature: ______________________________________ Date: __________________________________________ Researcher/Health Professional: ___________________ Signature: ______________________________________ Date: __________________________________________ rb5z2f160uqc1pvcxtt1yd36zbjz6at 2822712 2822711 2026-08-18T10:29:57Z NDM2024 2984088 2822712 wikitext text/x-wiki The coordinating institution that will ultimately host the central database once this has been agreed upon, to be added later Research responsible unit: The John Snow Prediabetes Institute and…. '''Steering Committee:''' Christian Acheampong, MBA, Director of John Snow Prediabetes Institute. Olaf Chresten Jensen, PhD, MD, MPH, Vice director o147248@gmail.com Nailet Delgado Mujica, Ing. M.Sc. Vice director Joseph Abesamis, MD, overall data custodian, clinical data responsible Margarita Huerte, MD, Chair IMHA 2025-27 1. Clinical and maritime-health input into the study design 2. Identification or coordination of potential Philippine participating sites; 3. Review of available PEME data and variables * 4. Participation in the research/steering group; or 5. Assistance in developing the broader international collaboration through IMHA. ------------- '''Design of the project''' (Informed Consent Form below) This project is an international, multicentre, observational longitudinal health database that uses routinely collected maritime health examination data to monitor the prevalence and trends of prediabetes, diabetes T-2, hypertension, prehypertension, overweight, obesity and established prevention among maritime workers and students. The intention is to register and offer standardized prevention Inspired by the “Danish health database” (ref. 1) '''Strengths of the design''' • Uses routinely collected data, making it relatively inexpensive. • Can accumulate large international datasets. • Reflects real-world clinical practice. • Supports long-term surveillance of maritime workers' health. • Allow for evaluation of preventive interventions within routine healthcare. Organisers• The John Snow Prediabetes Institute in collaboration with: • Maritime Medical Health Clinics '''Objectives''' • To establish an “International maritime health database” with samples of health examination data from the maritime clinics and the maritime schools. • To carry out literature studies on lifestyle intervention in the contexts • To describe and follow the prevalence of the target variables by age and gender over the years. (Prediabetes, T2DM, Blood pressure, BMI etc.) • To identify and offer the prediabetes remission program and to follow the effects. '''Data content''' Random samples of data extracted from the routine maritime health examinations in specified calendar periods. Variables • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer or non-officer on board • Blood pressure • Blood sugar HbA1c or Fasting Glucose, or Post prandial • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Participating in a life-style health promotion plan y/n Automatic recoding of data Excel-recoding formulas-Dec-1-2024 • Blood pressure: Normal, prehypertension, stage 1, 2 • Blood sugar: Normal, prediabetes, diabetes mellitus type 2, • BMI: normal, overweight, obese Blood-sugar-Measurements Either A1c mmol/mol or Fasting mg/dl (glucometer) or Postprandial sugar: mg/dl (glucometer) Validity of the method. (ref 2) Clinics without all the variables are invited to give the data they have. '''<br /> Use of the data for prevention''' To describe the prevalence of Prediabetes, T2DM, Hypertension, Prehypertension and BMI in the age- and gender groups and occupational groups. Possibly, to offer a prediabetes, prehypertension remission program. To propose (inter) national maritime health policies. To be used for the student’s theses. To publish in international health journals. '''Type of study •''' International, multicenter observational prevalence database, • Longitudinal surveillance system using repeated routine maritime health prevalence examination data. • Includes an intervention component for individuals identified with prediabetes. Populations sources The database will include random samples of data extracted from routine health examinations conducted at: • Maritime clinics • Maritime schools Participants may include: • Seafarers • Fishers • Maritime students • Officers and non-officers Data collection The study uses secondary data obtained from existing routine medical examinations rather than collecting new research-specific measurements. Key variables include: • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer on board7 non officer • Blood pressure • Blood sugar HbA1c or Fasting Glucose • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Actually, included in a health promotion program Ethics and data governance Need for ethics review. This study uses sensitive health data and follows people over time. Linking records, international data sharing, and testing a prevention programme can create risks, even when names are removed. Before collecting, linking, sharing, or analysing data, each study site must send the study plan and participant information, consent process, data-flow description, and data-management plan to the appropriate ethics committee. Each site needs written approval or a legally permitted exemption. Major changes must be approved before use. If the study involves only non-sensitive health data, the Ethics committees should be involved. Ethical framework and legal compliance. The study will follow the Declaration of Helsinki, national research rules, the EU General Data Protection Regulation (GDPR) where it applies, and the rules of participating countries. Before enrolment or data transfer, the team must record who controls and processes the data and the legal reason for using health information. Consent and participant rights. Participants will receive clear information about the study’s length, health data, follow-up, record linking, international sharing, and approved future research. Consent will be obtained when required. An ethics committee must approve use of data without consent. Refusing or leaving will not affect healthcare, work, training, or education. No new data will be collected after withdrawal, but anonymous data or completed analyses may not be removable. Participants will be told this beforehand. Long-term follow-up and record linking. Each person will receive a study code, allowing records to be linked without putting names in the central database. Each clinic or school will keep the code key separately with restricted access. The central database will hold coded data, or anonymous data when linking is finished. Exact dates and unusual details will be grouped to reduce identification risk. Further contact or record links need legal and ethics approval. Where data will be stored. Data will be kept only on approved servers or encrypted research systems. Names and local code keys will remain at the original site in a separate, encrypted location. Personal computers, unencrypted devices, personal email, and unapproved cloud services are banned. Security includes encryption, backups, logs, malware protection, and an incident plan. Study documents must name the host institution and storage location. Who can access the data. Only named, authorised team members may access the minimum information needed for approved work. They must follow confidentiality rules, use individual accounts and secure sign-in, and lose access when their role ends. Collaborators may receive only necessary coded or anonymous data after approval. Employers, crewing companies, insurers, and other unauthorised parties will not receive personal-level data. Reports will hide small groups or identifying details. Data sharing, retention, and destruction. Institutions will sign agreements covering responsibilities, approved uses, security, breach reporting, further sharing, and data return or deletion. International transfers must follow the law and use extra safeguards when required. Before the study starts, the plan must state how long data will be kept (e.g. 5 years). Afterwards, files and backups will be securely deleted or made permanently anonymous. Code keys will be destroyed unless longer storage is approved. Risk management and oversight. The main risk is that private information could be exposed or linked to a person, causing work, social, or insurance harm. The team will collect only necessary data, separate names from research data, limit access, train staff, secure transfers and storage, keep logs, and respond quickly to suspected breaches. The coordinating researcher will record approvals, access permissions, agreements, and incidents. Any prevention or lifestyle programme tested as research needs ethics approval before it begins. Exclusion Criteria • Inability to provide informed consent • Expressed no-interest to participate The primary outcomes include • Prevalence of Prediabetes, and T2DM • Prevalence of Hypertension and Prehypertension • Prevalence of Overweight and Obesity • Trends by age and sex over time • Prevalence of participation in a prevention program Planned analyses • Estimate disease prevalence. • Compare health indicators across age, gender and working groups. • Monitor trends over multiple years. • Evaluate outcomes of lifestyle interventions. • Support health policy development, student research, and scientific publications. Statistical analysis plan 1. Data preparation Check the dataset for missing values, impossible values, and duplicates. Recode the main variables into categories: BMI as normal, overweight, or obese; blood pressure as normal, prehypertension, stage 1, or stage 2; and blood sugar as normal, prediabetes, or type 2 diabetes. 2. Descriptive statistics Summarize age using mean, standard deviation, median, and range. Summarize categorical variables such as gender, work type, smoking, medication use, BMI group, blood pressure group, and blood sugar group using numbers and percentages. 3. Prevalence estimates Calculate the prevalence of overweight, obesity, prediabetes, diabetes, prehypertension, and hypertension. Report each prevalence as a percentage with a 95% confidence interval. 4. Group comparisons Compare prevalence by age group, gender, work type, and officer/non-officer status. Use chi-square tests for categorical comparisons and t-tests or ANOVA for continuous variables such as BMI or blood pressure. 5. Trend analysis over time If data are available from several years, changes in prevalence over time using tables and line graphs. Test trends using chi-square trend tests or simple logistic regression with year as the predictor. 6. Prediabetes remission program analysis Among participants offered the lifestyle intervention, compare blood sugar, BMI, and blood pressure before and after the program. Use paired t-tests for continuous measures and McNemar’s test for changes in categories, such as prediabetes returning to normal blood sugar. 7. Multivariable analysis Use logistic regression to identify factors associated with prediabetes, obesity, and hypertension. Possible predictors include age, gender, occupation, officer status, smoking, BMI, and medication use. 8. Missing data Report the amount of missing data for each variable. For the simple analysis, use available-case analysis and clearly state the number of participants included in each analysis. 9. Statistical significance Use a significance level of 0.05. Present results with 95% confidence intervals rather than relying only on p-values.Principio del formulario Informed Consent Form International Maritime Health Database You are invited to participate in the International Maritime Health Database, which aims to improve the health of seafarers, fishers, and maritime students by monitoring conditions such as prediabetes, type 2 diabetes, hypertension, and obesity. If you agree to participate, information from your routine maritime medical examination (such as age, sex, height, weight, blood pressure, blood glucose, smoking status, medication, and occupation) will be included in a confidential research database. Your participation is voluntary. You may refuse to participate or withdraw your consent at any time without affecting your medical care, employment, or education. Your personal information will be kept confidential. Your data will be coded whenever possible and used only for research, education, and publication in a way that does not identify you. If your results indicate an increased risk of disease, you may be offered information about a voluntary health promotion or prevention programme. By signing below, you confirm that: • You have read and understood this information. • You have had the opportunity to ask questions. • You voluntarily agree to participate in this study. Participant Name: _______________________________ Signature: ______________________________________ Date: __________________________________________ Researcher/Health Professional: ___________________ Signature: ______________________________________ Date: __________________________________________ ehuoa1xrv0pke89p1nfavsoohuv8y6x 2822724 2822712 2026-08-18T11:19:35Z NDM2024 2984088 2822724 wikitext text/x-wiki The coordinating institution that will ultimately host the central database once this has been agreed upon, to be added later Research responsible unit: The John Snow Prediabetes Institute and…. '''Steering Committee:''' Christian Acheampong, MBA, Director of John Snow Prediabetes Institute. Olaf Chresten Jensen, PhD, MD, MPH, Vice director o147248@gmail.com Nailet Delgado Mujica, Ing. M.Sc. Vice director Joseph Abesamis, MD, overall data custodian, clinical data responsible Margarita Huerte, MD, Chair IMHA 2025-27 1. Clinical and maritime-health input into the study design 2. Identification or coordination of potential Philippine participating sites; 3. Review of available PEME data and variables * 4. Participation in the research/steering group; or 5. Assistance in developing the broader international collaboration through IMHA. ------------- '''Design of the project''' (Informed Consent Form below) This project is an international, multicentre, observational longitudinal health database that uses routinely collected maritime health examination data to monitor the prevalence and trends of prediabetes, diabetes T-2, hypertension, prehypertension, overweight, obesity and established prevention among maritime workers and students. The intention is to register and offer standardized prevention Inspired by the “Danish health database” (ref. 1)References 1. Health of the Danes https://www.danskernessundhed.dk/ '''Strengths of the design''' • Uses routinely collected data, making it relatively inexpensive. • Can accumulate large international datasets. • Reflects real-world clinical practice. • Supports long-term surveillance of maritime workers' health. • Allow for evaluation of preventive interventions within routine healthcare. Organisers• The John Snow Prediabetes Institute in collaboration with: • Maritime Medical Health Clinics '''Objectives''' • To establish an “International maritime health database” with samples of health examination data from the maritime clinics and the maritime schools. • To carry out literature studies on lifestyle intervention in the contexts • To describe and follow the prevalence of the target variables by age and gender over the years. (Prediabetes, T2DM, Blood pressure, BMI etc.) • To identify and offer the prediabetes remission program and to follow the effects. '''Data content''' Random samples of data extracted from the routine maritime health examinations in specified calendar periods. Variables • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer or non-officer on board • Blood pressure • Blood sugar HbA1c or Fasting Glucose, or Post prandial • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Participating in a life-style health promotion plan y/n Automatic recoding of data Excel-recoding formulas-Dec-1-2024 • Blood pressure: Normal, prehypertension, stage 1, 2 • Blood sugar: Normal, prediabetes, diabetes mellitus type 2, • BMI: normal, overweight, obese Blood-sugar-Measurements Either A1c mmol/mol or Fasting mg/dl (glucometer) or Postprandial sugar: mg/dl (glucometer) Validity of the method. (ref 2) Clinics without all the variables are invited to give the data they have. '''<br /> Use of the data for prevention''' To describe the prevalence of Prediabetes, T2DM, Hypertension, Prehypertension and BMI in the age- and gender groups and occupational groups. Possibly, to offer a prediabetes, prehypertension remission program. To propose (inter) national maritime health policies. To be used for the student’s theses. To publish in international health journals. '''Type of study •''' International, multicenter observational prevalence database, • Longitudinal surveillance system using repeated routine maritime health prevalence examination data. • Includes an intervention component for individuals identified with prediabetes. Populations sources The database will include random samples of data extracted from routine health examinations conducted at: • Maritime clinics • Maritime schools Participants may include: • Seafarers • Fishers • Maritime students • Officers and non-officers Data collection The study uses secondary data obtained from existing routine medical examinations rather than collecting new research-specific measurements. Key variables include: • Age • Gender: m/f • Height: cm • Weight: kg or pounds • Work: fisher, seafarer, other (student) • Officer on board7 non officer • Blood pressure • Blood sugar HbA1c or Fasting Glucose • Smoking: y/n • Taking medicine: None, Metformin, Wegovy, other • Actually, included in a health promotion program Ethics and data governance Need for ethics review. This study uses sensitive health data and follows people over time. Linking records, international data sharing, and testing a prevention programme can create risks, even when names are removed. Before collecting, linking, sharing, or analysing data, each study site must send the study plan and participant information, consent process, data-flow description, and data-management plan to the appropriate ethics committee. Each site needs written approval or a legally permitted exemption. Major changes must be approved before use. If the study involves only non-sensitive health data, the Ethics committees should be involved. Ethical framework and legal compliance. The study will follow the Declaration of Helsinki, national research rules, the EU General Data Protection Regulation (GDPR) where it applies, and the rules of participating countries. Before enrolment or data transfer, the team must record who controls and processes the data and the legal reason for using health information. Consent and participant rights. Participants will receive clear information about the study’s length, health data, follow-up, record linking, international sharing, and approved future research. Consent will be obtained when required. An ethics committee must approve use of data without consent. Refusing or leaving will not affect healthcare, work, training, or education. No new data will be collected after withdrawal, but anonymous data or completed analyses may not be removable. Participants will be told this beforehand. Long-term follow-up and record linking. Each person will receive a study code, allowing records to be linked without putting names in the central database. Each clinic or school will keep the code key separately with restricted access. The central database will hold coded data, or anonymous data when linking is finished. Exact dates and unusual details will be grouped to reduce identification risk. Further contact or record links need legal and ethics approval. Where data will be stored. Data will be kept only on approved servers or encrypted research systems. Names and local code keys will remain at the original site in a separate, encrypted location. Personal computers, unencrypted devices, personal email, and unapproved cloud services are banned. Security includes encryption, backups, logs, malware protection, and an incident plan. Study documents must name the host institution and storage location. Who can access the data. Only named, authorised team members may access the minimum information needed for approved work. They must follow confidentiality rules, use individual accounts and secure sign-in, and lose access when their role ends. Collaborators may receive only necessary coded or anonymous data after approval. Employers, crewing companies, insurers, and other unauthorised parties will not receive personal-level data. Reports will hide small groups or identifying details. Data sharing, retention, and destruction. Institutions will sign agreements covering responsibilities, approved uses, security, breach reporting, further sharing, and data return or deletion. International transfers must follow the law and use extra safeguards when required. Before the study starts, the plan must state how long data will be kept (e.g. 5 years). Afterwards, files and backups will be securely deleted or made permanently anonymous. Code keys will be destroyed unless longer storage is approved. Risk management and oversight. The main risk is that private information could be exposed or linked to a person, causing work, social, or insurance harm. The team will collect only necessary data, separate names from research data, limit access, train staff, secure transfers and storage, keep logs, and respond quickly to suspected breaches. The coordinating researcher will record approvals, access permissions, agreements, and incidents. Any prevention or lifestyle programme tested as research needs ethics approval before it begins. Exclusion Criteria • Inability to provide informed consent • Expressed no-interest to participate The primary outcomes include • Prevalence of Prediabetes, and T2DM • Prevalence of Hypertension and Prehypertension • Prevalence of Overweight and Obesity • Trends by age and sex over time • Prevalence of participation in a prevention program Planned analyses • Estimate disease prevalence. • Compare health indicators across age, gender and working groups. • Monitor trends over multiple years. • Evaluate outcomes of lifestyle interventions. • Support health policy development, student research, and scientific publications. Statistical analysis plan 1. Data preparation Check the dataset for missing values, impossible values, and duplicates. Recode the main variables into categories: BMI as normal, overweight, or obese; blood pressure as normal, prehypertension, stage 1, or stage 2; and blood sugar as normal, prediabetes, or type 2 diabetes. 2. Descriptive statistics Summarize age using mean, standard deviation, median, and range. Summarize categorical variables such as gender, work type, smoking, medication use, BMI group, blood pressure group, and blood sugar group using numbers and percentages. 3. Prevalence estimates Calculate the prevalence of overweight, obesity, prediabetes, diabetes, prehypertension, and hypertension. Report each prevalence as a percentage with a 95% confidence interval. 4. Group comparisons Compare prevalence by age group, gender, work type, and officer/non-officer status. Use chi-square tests for categorical comparisons and t-tests or ANOVA for continuous variables such as BMI or blood pressure. 5. Trend analysis over time If data are available from several years, changes in prevalence over time using tables and line graphs. Test trends using chi-square trend tests or simple logistic regression with year as the predictor. 6. Prediabetes remission program analysis Among participants offered the lifestyle intervention, compare blood sugar, BMI, and blood pressure before and after the program. Use paired t-tests for continuous measures and McNemar’s test for changes in categories, such as prediabetes returning to normal blood sugar. 7. Multivariable analysis Use logistic regression to identify factors associated with prediabetes, obesity, and hypertension. Possible predictors include age, gender, occupation, officer status, smoking, BMI, and medication use. 8. Missing data Report the amount of missing data for each variable. For the simple analysis, use available-case analysis and clearly state the number of participants included in each analysis. 9. Statistical significance Use a significance level of 0.05. Present results with 95% confidence intervals rather than relying only on p-values.Principio del formulario Informed Consent Form International Maritime Health Database You are invited to participate in the International Maritime Health Database, which aims to improve the health of seafarers, fishers, and maritime students by monitoring conditions such as prediabetes, type 2 diabetes, hypertension, and obesity. If you agree to participate, information from your routine maritime medical examination (such as age, sex, height, weight, blood pressure, blood glucose, smoking status, medication, and occupation) will be included in a confidential research database. Your participation is voluntary. You may refuse to participate or withdraw your consent at any time without affecting your medical care, employment, or education. Your personal information will be kept confidential. Your data will be coded whenever possible and used only for research, education, and publication in a way that does not identify you. If your results indicate an increased risk of disease, you may be offered information about a voluntary health promotion or prevention programme. By signing below, you confirm that: • You have read and understood this information. • You have had the opportunity to ask questions. • You voluntarily agree to participate in this study. Participant Name: _______________________________ Signature: ______________________________________ Date: __________________________________________ Researcher/Health Professional: ___________________ Signature: ______________________________________ Date: __________________________________________ e8gl2v1nsjg8qdl1joeqv53gov8vf3v 0 331244 2822737 2026-08-18T11:43:26Z U3243961 3107906 Added content: template for Book Chapter. 2822737 wikitext text/x-wiki {{title|Title goes here:<br>Subtitle goes here?}} <div align=center>Edit above to match the wording (and [[w:Stylistic or specialised usage|casing]]) in the [[Motivation and emotion/Book/2026|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per the [[Special:History/{{PAGENAME}}|page's history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure * Figures can show any kind of media such as photos, diagrams, graphs, video, audio, and so on * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] j8li5anz69acsf3t5a1r89bj88bwjol 2822738 2822737 2026-08-18T11:48:15Z U3243961 3107906 Added content: Title and subtitle. 2822738 wikitext text/x-wiki {{title|Phubbing and emotion:<br>What are the emotional causes and consequences of phubbing?}} <div align=center>Edit above to match the wording (and [[w:Stylistic or specialised usage|casing]]) in the [[Motivation and emotion/Book/2026|2026 list of topics]].<br>[[Motivation and emotion/About/Staff|Seek approval]] for any changes.<br>Do not include your name (authorship is as per the [[Special:History/{{PAGENAME}}|page's history]]).</div> __TOC__ ==Overview== {{RoundBoxTop|theme=3}} [[File:A picture is worth a thousand words.jpg|right|thumb|150px|'''Figure 1'''. Use a captioned image to illustrate the scenario]] ; Imagine this ... or Scenario ... or Case study or ... ?) Start with an engaging [[#Scenarios|scenario, example, or case study]] which illustrates the problem and engages reader interest. Present the scenario in a [[#Feature box|feature box]]. To change the box colour: # Edit source # Change "theme=3" to another number Include an image and cite it (e.g., see Figure 1). {{RoundBoxBottom}} The Overview section should provide: # '''Scenario''': A short, engaging case study or real-world example in a feature box, with an accompanying image (see above) # '''Explanation of the problem, issue, or topc''': Briefly explain the problem, why it is important, and outline how psychological science can help # '''Focus questions''': Unpack the sub-title into focus questions in a feature box Recommended length: 180 to 330 words. This template provides key headings, examples, and tips for each section. Gradually remove this generic information as the chapter develops. It is OK to retain some template material for the topic development, but it should all be removed from the book chapter. Key resources: * [[Motivation and emotion/Tutorials/Wiki editing|Tutorial 2]] explains how to edit * [[Motivation and emotion/Assessment/Topic|Topic development guidelines]] * [[Motivation and emotion/Assessment/Chapter|Book chapter guidelines]] {{RoundBoxTop|theme=3}} '''Focus questions''' Break the sub-title down into three to five [[Motivation and emotion/Assessment/Chapter/Focus questions|focus questions]]. Align the top-level headings with these focus questions. * What is the first focus question? * What is the second focus question? * What is the third focus question? Ask [[w:Open-ended question|open-ended]] questions. For example: {{cross}} Is there a relationship between weather and criminal behaviour? (closed-ended)<br>{{tick}} What is the relationship between weather and criminal behaviour? (open-ended) {{RoundBoxBottom}} ==Headings== Use this heading structure: * [[#Overview|Overview]] * 3 to 6 major headings tailored to the topic; can have sub-headings: ** avoid sections with only one sub-heading (use 0 or 2+ sub-headings) ** provide an introductory paragraph before breaking into sub-sections * [[#Conclusion|Conclusion]] * [[#See also|See also]] * [[#References|References]] * [[#External links|External links]] ==Key points== * For the topic development, provide at least three bullet-points for each heading and sub-heading, including the Overview and Conclusion * Include key citations ==Figures== [[File:Thought bubble.svg|right|140px|thumb|'''Figure 2'''. Example of an image with a descriptive caption.]] * For the book chapter, use several figures to illustrate concepts, add interest, and to serve as examples * For the topic development, use at least one figure (even if not ideal) to show that you know how to embed, caption, and cite a figure * Figures can show any kind of media such as photos, diagrams, graphs, video, audio, and so on * Embed figures throughout the chapter, starting with the scenario in the Overview section * Provide descriptive figure captions (use '''Figure #''' and explain the relevance of the image to the text) * Images must be embedded from [[commons:|Wikimedia Commons]] * Images can be uploaded to [[commons:|Wikimedia Commons]] if they are openly licensed * Cite each figure at least once in the main text (e.g., see Figure 2) ==Learning features== Learning features help to bring book chapters to life and can be embedded throughout the chapter. Here are some options: {{anchor|Scenarios}} ;Scenarios * Scenarios, case studies, or examples that illustrate concepts in action * Present using [[#Feature boxes|feature boxes]]; can be split into multiple boxes throughout a chapter (e.g., to illustrate different theories or stages) * Can be real or fictional; if real, provide citation(s) {{anchor|Feature box}} ;Feature boxes * Highlight key content using [[Motivation and emotion/Wikiversity/Feature box|feature boxes]], but don't overuse, otherwise they lose their effect * Consider using feature boxes for: ** [[#Scenarios|Scenarios]], case studies, or examples ** Focus questions ** Tips ** Quiz questions ** Take-home messages ;Embedded links * When key words are introduced, use [[Help:Links|interwiki links]] to: ** Wikipedia articles (e.g., "An early psychological view [[w:Dreams|dreams]]) of dreams was provided by [[w:Sigmund Freud|Sigmund Freud]]") or ** Related book chapters (e.g., "If you're feeling stuck, check out the chapter about [[Motivation and emotion/Book/2020/Writer's block|writer's block]]") {{anchor|Tables}} ;Tables * Use tables to organise and summarise information * Cite each table at least once in the main text (e.g., see Table 1) * Tables should be captioned * [[Motivation and emotion/Wikiversity/Tables|More example tables]] which can be adapted '''Table 1''' A Descriptive Caption Explains The Table Contents and its Relevance to the Text e.g., The 2 x 2 Johari Window Model Showing the Relationship Between Known/Unknown and Self/Other {| class="wikitable" style="margin: auto; |- ! !! Known to self !! Not known to self |- | '''Known to others''' || Open area || Blind spot |- | '''Not known to others''' || Hidden area || Unknown |} ;Quizzes * One or two quiz questions for each main section is better than a long quiz at the end * Quiz ''conceptual'' understanding, rather than trivia. Ask about important information such as the take-home messages * Ask easy rather than hard questions * Different types of quiz questions are possible; see [[Help:Quiz|Quiz]] Example simple quiz questions. Choose your answers and click "Submit": <quiz display=simple> {The purpose of quizzes is to provide an interactive learning feature: |type="()"} + True - False {Long and complex quiz questions are recommended: |type="()"} - True + False </quiz> ==Conclusion== * Arguably the most important section * Provide at least three bullet-points for this section even at the topic development stage, based on preliminary thinking * For the book chapter, develop clear take-home message(s) that address the focus questions based on psychological theory and research * Together, the [[#Overview|Overview]] and Conclusion should summarise the problem, its significance, and how psychological science contributes to understanding and addressing this problem * Recommended length: 150 to 330 words {{tip|Suggestions for this section: * What is the answer to the sub-title question based on psychological theory and research? * What are the answers to the focus questions? * What are the practical, take-home messages? }} ==See also== [[Help:Contents/Links#Interwiki_links|Internal (wiki) links]] to the most relevant Wikiversity pages (esp. related [[Motivation and emotion/Book|motivation and emotion book chapters]]) and [[w:|Wikipedia articles]]. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [[Motivation and emotion/Book/About/Collaborative authoring using wiki|Collaborative authoring using wiki]] (Wikiversity) * [[Motivation and emotion/Book/2021/Light triad|Light triad]] (Book chapter, 2021) * [[w:Self determination theory|Self determination theory]] (Wikipedia) {{tip|Suggestions for this section: * Link to the most relevant internal resources about the topic * Include the source in parentheses }} ==References== Provide the references for all citations in [[w:APA style|APA style]] (7th ed.) or [[w:Wikipedia:Citing sources|wiki style]]. Alternatively, you can use wiki style (as used on Wikipedia), as long as the information is complete and the formatting is consistent. APA style example: {{Hanging indent|1= Rosenberg, B. D., & Siegel, J. T. (2018). A 50-year review of psychological reactance theory: Do not read this article. ''Motivation Science'', ''4''(4), 281–300. https://doi.org/10.1037/mot0000091 Sacks, O. (1985). ''The man who mistook his wife for a hat and other clinical tales''. Harper & Row. }} {{tip|Suggestions for this section: * Important aspects of APA referencing style ** Author surname, followed by a comma, then the author initials separated by full stops and spaces ** Year of publication in parentheses ** Title of work in lower case (except first letter and proper names), ending in a full-stop ** Journal title in italics, volume number in italics, issue number in parentheses, first and last page numbers separated by an en-dash(–), followed by a full-stop ** doi as a URL which is a working hyperlink (i.e., clickable) ** Hanging indent: Wrap the set of references in the [[Template:Hanging indent|hanging indent template]]: *** Use "Edit source" *** <nowiki>{{Hanging indent|1= the full list of references}}</nowiki> * The most common mistakes include: ** Incorrect capitalisation ** Incorrect italicisation ** dois which aren't clickable as working hyperlinks ** Citing sources that haven't been consulted }} ==External links== [[Help:Contents/Links#External_links|External links]] to highly relevant resources such as podcasts and videos, news articles, and professional sites. Use [[w:Letter case#Sentence casing|sentence casing]] and alphabetical order. For example: * [https://students.unimelb.edu.au/academic-skills/explore-our-resources/essay-writing/six-top-tips-for-writing-a-great-essay Six top tips for writing a great essay] (University of Melbourne) * [http://www.skillsyouneed.com/write/structure.html The importance of structure] (skillsyouneed.com) {{tip|Suggestions for this section: * Link to the most relevant external resources about the topic * Include the source in parentheses after the link }} [[Category:{{#titleparts:{{PAGENAME}}|3}}]] rrhj37h3ulghetadmsujyb47yc3un21